what are the key stages of a research project

Key Steps in the Research Process - A Comprehensive Guide

Embarking on a research journey can be both thrilling and challenging. Whether you're a student, journalist, or simply inquisitive about a subject, grasping the research process steps is vital for conducting thorough and efficient research. In this all-encompassing guide, we'll navigate you through the pivotal stages of what is the research process, from pinpointing your topic to showcasing your discoveries.

We'll delve into how to formulate a robust research question, undertake preliminary research, and devise a structured research plan. You'll acquire strategies for gathering and scrutinizing data, along with advice for effectively disseminating your findings. By adhering to these steps in the research process, you'll be fully prepared to confront any research endeavor that presents itself.

Step 1: Identify and Develop Your Topic

Identifying and cultivating a research topic is the foundational first step in the research process. Kick off by brainstorming potential subjects that captivate your interest, as this will fuel your enthusiasm throughout the endeavor. 

Employ the following tactics to spark ideas and understand what is the first step in the research process:

• Review course materials, lecture notes, and assigned readings for inspiration
• Engage in discussions with peers, professors, or experts in the field
• Investigate current events, news pieces, or social media trends pertinent to your field of study to uncover valuable market research insights.
• Reflect on personal experiences or observations that have sparked your curiosity

Once you've compiled a roster of possible topics, engage in preliminary research to evaluate the viability and breadth of each concept. This initial probe may encompass various research steps and procedures to ensure a comprehensive understanding of the topics at hand.

• Scanning Wikipedia articles or other general reference sources for an overview
• Searching for scholarly articles, books, or media related to your topic
• Identifying key concepts, theories, or debates within the field
• Considering the availability of primary sources or data for analysis

While amassing background knowledge, begin to concentrate your focus and hone your topic. Target a subject that is specific enough to be feasible within your project's limits, yet expansive enough to permit substantial analysis. Mull over the following inquiries to steer your topic refinement and address the research problem effectively:

• What aspect of the topic am I most interested in exploring?
• What questions or problems related to this topic remain unanswered or unresolved?
• How can I contribute new insights or perspectives to the existing body of knowledge?
• What resources and methods will I need to investigate this topic effectively?

Step 2: Conduct Preliminary Research

Having pinpointed a promising research topic, it's time to plunge into preliminary research. This essential phase enables you to deepen your grasp of the subject and evaluate the practicality of your project. Here are some pivotal tactics for executing effective preliminary research using various library resources:

• Literature Review

To effectively embark on your scholarly journey, it's essential to consult a broad spectrum of sources, thereby enriching your understanding with the breadth of academic research available on your topic. This exploration may encompass a variety of materials.

• Online catalogs of libraries (local, regional, national, and special)
• Meta-catalogs and subject-specific online article databases
• Digital institutional repositories and open access resources
• Works cited in scholarly books and articles
• Print bibliographies and internet sources
• Websites of major nonprofit organizations, research institutes, museums, universities, and government agencies
• Trade and scholarly publishers
• Discussions with fellow scholars and peers
• Identify Key Debates

Engaging with the wealth of recently published materials and seminal works in your field is a pivotal part of the research process definition. Focus on discerning the core ideas, debates, and arguments that define your topic, which will in turn sharpen your research focus and guide you toward formulating pertinent research questions.

• Narrow Your Focus

Hone your topic by leveraging your initial findings to tackle a specific issue or facet within the larger subject, a fundamental step in the research process steps. Consider various factors that could influence the direction and scope of your inquiry.

• Subtopics and specific issues
• Key debates and controversies
• Timeframes and geographical locations
• Organizations or groups of people involved

A thorough evaluation of existing literature and a comprehensive assessment of the information at hand will pinpoint the exact dimensions of the issue you aim to explore. This methodology ensures alignment with prior research, optimizes resources, and can bolster your case when seeking research funding by demonstrating a well-founded approach.

Step 3: Establish Your Research Question

Having completed your preliminary research and topic refinement, the next vital phase involves formulating a precise and focused research question. This question, a cornerstone among research process steps, will steer your investigation, keeping it aligned with relevant data and insights. When devising your research question, take into account these critical factors:

Initiate your inquiry by defining the requirements and goals of your study, a key step in the research process steps. Whether you're testing a hypothesis, analyzing data, or constructing and supporting an argument, grasping the intent of your research is crucial for framing your question effectively.

Ensure that your research question is feasible, given your constraints in time and word count, an important consideration in the research process steps. Steer clear of questions that are either too expansive or too constricted, as they may impede your capacity to conduct a comprehensive analysis.

Your research question should transcend a mere 'yes' or 'no' response, prompting a thorough engagement with the research process steps. It should foster a comprehensive exploration of the topic, facilitating the analysis of issues or problems beyond just a basic description.

• Researchability

Ensure that your research question opens the door to quality research materials, including academic books and refereed journal articles. It's essential to weigh the accessibility of primary data and secondary data that will bolster your investigative efforts.

When establishing your research question, take the following steps:

• Identify the specific aspect of your general topic that you want to explore
• Hypothesize the path your answer might take, developing a hypothesis after formulating the question
• Steer clear of certain types of questions in your research process steps, such as those that are deceptively simple, fictional, stacked, semantic, impossible-to-answer, opinion or ethical, and anachronistic, to maintain the integrity of your inquiry.
• Conduct a self-test on your research question to confirm it adheres to the research process steps, ensuring it is flexible, testable, clear, precise, and underscores a distinct reason for its importance.

By meticulously formulating your research question, you're establishing a solid groundwork for the subsequent research process steps, guaranteeing that your efforts are directed, efficient, and yield productive outcomes.

Step 4: Develop a Research Plan

Having formulated a precise research question, the ensuing phase involves developing a detailed research plan. This plan, integral to the research process steps, acts as a navigational guide for your project, keeping you organized, concentrated, and on a clear path to accomplishing your research objectives. When devising your research plan, consider these pivotal components:

• Project Goals and Objectives

Articulate the specific aims and objectives of your research project with clarity. These should be in harmony with your research question and provide a structured framework for your investigation, ultimately aligning with your overarching business goals.

• Research Methods

Select the most appropriate research tools and statistical methods to address your question effectively. This may include a variety of qualitative and quantitative approaches to ensure comprehensive analysis.

• Quantitative methods (e.g., surveys, experiments)
• Qualitative methods (e.g., interviews, focus groups)
• Mixed methods (combining quantitative and qualitative approaches)
• Access to databases, archives, or special collections
• Specialized equipment or software
• Funding for travel, materials, or participant compensation
• Assistance from research assistants, librarians, or subject matter experts
• Participant Recruitment

If your research involves human subjects, develop a strategic plan for recruiting participants. Consider factors such as the inclusion of diverse ethnic groups and the use of user interviews to gather rich, qualitative data.

• Target population and sample size
• Inclusion and exclusion criteria
• Recruitment strategies (e.g., flyers, social media, snowball sampling)
• Informed consent procedures
• Instruments or tools for gathering data (e.g., questionnaires, interview guides)
• Data storage and management protocols
• Statistical or qualitative analysis techniques
• Software or tools for data analysis (e.g., SPSS, NVivo)

Create a realistic project strategy for your research project, breaking it down into manageable stages or milestones. Consider factors such as resource availability and potential bottlenecks.

• Literature review and background research
• IRB approval (if applicable)
• Participant recruitment and data collection
• Data analysis and interpretation
• Writing and revising your findings
• Dissemination of results (e.g., presentations, publications)

By developing a comprehensive research plan, incorporating key research process steps, you'll be better equipped to anticipate challenges, allocate resources effectively, and ensure the integrity and rigor of your research process. Remember to remain flexible and adaptable to navigate unexpected obstacles or opportunities that may arise.

Step 5: Conduct the Research

With your research plan in place, it's time to dive into the data collection phase. As you conduct your research, adhere to the established research process steps to ensure the integrity and quality of your findings.

Conduct your research in accordance with federal regulations, state laws, institutional SOPs, and policies. Familiarize yourself with the IRB-approved protocol and follow it diligently, as part of the essential research process steps.

• Roles and Responsibilities

Understand and adhere to the roles and responsibilities of the principal investigator and other research team members. Maintain open communication lines with all stakeholders, including the sponsor and IRB, to foster cross-functional collaboration.

• Data Management

Develop and maintain an effective system for data collection and storage, utilizing advanced research tools. Ensure that each member of the research team has seamless access to the most up-to-date documents, including the informed consent document, protocol, and case report forms.

• Quality Assurance

Implement comprehensive quality assurance measures to verify that the study adheres strictly to the IRB-approved protocol, institutional policy, and all required regulations. Confirm that all study activities are executed as planned and that any deviations are addressed with precision and appropriateness.

• Participant Eligibility

As part of the essential research process steps, verify that potential study subjects meet all eligibility criteria and none of the ineligibility criteria before advancing with the research.

To maintain the highest standards of academic integrity and ethical conduct:

• Conduct research with unwavering honesty in all facets, including experimental design, data generation, and analysis, as well as the publication of results, as these are critical research process steps.
• Maintain a climate conducive to conducting research in strict accordance with good research practices, ensuring each step of the research process is meticulously observed.
• Provide appropriate supervision and training for researchers.
• Encourage open discussion of ideas and the widest dissemination of results possible.
• Keep clear and accurate records of research methods and results.
• Exercise a duty of care to all those involved in the research.

When collecting and assimilating data:

• Use professional online data analysis tools to streamline the process.
• Use metadata for context
• Assign codes or labels to facilitate grouping or comparison
• Convert data into different formats or scales for compatibility
• Organize documents in both the study participant and investigator's study regulatory files, creating a central repository for easy access and reference, as this organization is a pivotal step in the research process.

By adhering to these guidelines and upholding a commitment to ethical and rigorous research practices, you'll be well-equipped to conduct your research effectively and contribute meaningful insights to your field of study, thereby enhancing the integrity of the research process steps.

Step 6: Analyze and Interpret Data

Embarking on the research process steps, once you have gathered your research data, the subsequent critical phase is to delve into analysis and interpretation. This stage demands a meticulous examination of the data, spotting trends, and forging insightful conclusions that directly respond to your research question. Reflect on these tactics for a robust approach to data analysis and interpretation:

• Organize and Clean Your Data

A pivotal aspect of the research process steps is to start by structuring your data in an orderly and coherent fashion. This organizational task may encompass:

• Creating a spreadsheet or database to store your data
• Assigning codes or labels to facilitate grouping or comparison
• Cleaning the data by removing any errors, inconsistencies, or missing values
• Converting data into different formats or scales for compatibility
• Calculating measures of central tendency (mean, median, mode)
• Determining measures of variability (range, standard deviation)
• Creating frequency tables or histograms to visualize the distribution of your data
• Identifying any outliers or unusual patterns in your data
• Perform Inferential Analysis

Integral to the research process steps, you might engage in inferential analysis to evaluate hypotheses or extrapolate findings to a broader demographic, contingent on your research design and query. This analytical step may include:

• Selecting appropriate statistical tests (e.g., t-tests, ANOVA, regression analysis)
• As part of the research process steps, establishing a significance threshold (e.g., p < 0.05) is essential to gauge the likelihood of your results being a random occurrence rather than a significant finding.
• Interpreting the results of your statistical tests in the context of your research question
• Considering the practical significance of your findings, in addition to statistical significance

When interpreting your data, it's essential to:

• Look for relationships, patterns, and trends in your data
• Consider alternative explanations for your findings
• Acknowledge any limitations or potential biases in your research design or data collection
• Leverage data visualization techniques such as graphs, charts, and infographics to articulate your research findings with clarity and impact, thereby enhancing the communicative value of your data.
• Seek feedback from peers, mentors, or subject matter experts to validate your interpretations

It's important to recognize that data interpretation is a cyclical process that hinges on critical thinking, inventiveness, and the readiness to refine your conclusions with emerging insights. By tackling data analysis and interpretation with diligence and openness, you're setting the stage to derive meaningful and justifiable inferences from your research, in line with the research process steps.

Step 7: Present the Findings

After meticulous analysis and interpretation of your research findings, as dictated by the research process steps, the moment arrives to disseminate your insights. Effectively presenting your research is key to captivating your audience and conveying the importance of your findings. Employ these strategies to create an engaging and persuasive presentation:

• Organize Your Findings : 

Use the PEEL method to structure your presentation:

• Point: Clearly state your main argument or finding
• Evidence: Present the data and analysis that support your point
• Explanation: Provide context and interpret the significance of your evidence
• Link: Connect your findings to the broader research question or field
• Tailor Your Message

Understanding your audience is crucial to effective communication. When presenting your research, it's important to tailor your message to their background, interests, and level of expertise, effectively employing user personas to guide your approach.

• Use clear, concise language and explain technical terms
• Highlight what makes your research unique and impactful
• Craft a compelling narrative with a clear structure and hook
• Share the big picture, emphasizing the significance of your findings
• Engage Your Audience : Make your presentation enjoyable and memorable by incorporating creative elements:
• Use visual aids, such as tables, charts, and graphs, to communicate your findings effectively
• To vividly convey your research journey, consider employing storytelling techniques, such as UX comics or storyboards, which can make complex information more accessible and engaging.
• Injecting humor and personality into your presentation can be a powerful tool for communication. Utilize funny messages or GIFs to lighten the mood, breaking up tension and refocusing attention, thereby enhancing the effectiveness of humor in communication.

By adhering to these strategies, you'll be well-prepared to present your research findings in a manner that's both clear and captivating. Ensure you follow research process steps such as citing your sources accurately and discussing the broader implications of your work, providing actionable recommendations, and delineating the subsequent phases for integrating your findings into broader practice or policy frameworks.

The research process is an intricate journey that demands meticulous planning, steadfast execution, and incisive analysis. By adhering to the fundamental research process steps outlined in this guide, from pinpointing your topic to showcasing your findings, you're setting yourself up for conducting research that's both effective and influential. Keep in mind that the research journey is iterative, often necessitating revisits to certain stages as fresh insights surface or unforeseen challenges emerge.

As you commence your research journey, seize the chance to contribute novel insights to your field and forge a positive global impact. By tackling your research with curiosity, integrity, and a dedication to excellence, you're paving the way towards attaining your research aspirations and making a substantial difference with your work, all while following the critical research process steps.

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Research projects & dissertations

Managing a research project.

The following guide has been created for you by the  Student Learning Advisory Service . For more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our  workshops . Alternatively, have a look at our  SkillBuilder  skills videos.   

The stages of a research project

The basic stages involved in undertaking a university research project are as follows:

1. Choose your research area

Usually, it is best choose an area that you have already studied or are studying within your academic field. Not only will this help you identify potential research, but you can be confident in finding a suitable supervisor and reliable sources within the university. Choosing an area that you also find particularly interesting will help sustain your engagement. 

2. Conduct preliminary research (scope out the topic)

Survey current research surrounding your chosen subject area. Reflect on it carefully, and take advice from academic staff to establish what has already been written on your chosen subject area. This will enable you to identify what you can do that has not been done before.

3. Decide your research topic

Clearly define and delineate your research topic. The more clearly you do so the more confidence and clarity you will have in what you are trying to achieve, and the easier it will be for you to monitor your progress. If you’re uncertain what you’re trying to achieve, how will you know whether you’re on course or not?

At this stage you might also formulate a provisional research question – that is, the question your research will answer:

Research topic: Investigate ‘A’ and ‘B’ to see if/how they interrelate.

Research Question: ‘To what extent is A caused by B?’

4. Decide your methodology

As you are deciding your topic, you should be investigating and considering your research methodology – how you will conduct your research. Is it going to be experimental, observational, theoretical, textual, qualitative, quantitative? Will it involve human subjects? Are there ethical considerations – specific protocols, procedures or approaches to follow? Think about the research method you have chosen; what advantages does it give? What insights might it yield? What difficulties might it pose? How has it been used before in your field of study?

5. Submit/present your research proposal for approval

Most schools have a formal deadline for receiving research proposals/dissertation plans, and a formal approval process. In some cases this is an assessment stage – so make sure you know exactly what you need to submit, and when, in order to progress with your project. Your school will have given you guidance about what your proposal should include. Generally, the common elements are:

• Your main research question/problem/title
• Questions or concerns that will help you solve your main research problem
• A brief literature review or list of key texts/sources
• An overview of your methodology
• A timeline showing your main research project tasks

6. Finalise your topic and methodology

You may need to revise your research plan in the light of feedback you receive during the approval process. Many students are overambitious in their aims; academic staff have a much clearer idea of what is achievable and necessary in terms of a successful research project, so be guided by their advice. You may also need to modify your methodology in the light of your initial research, or a pilot study. It may be necessary, for example, to alter a questionnaire that isn’t generating the data you were expecting.

7. Conduct your research (fieldwork)

This might take place in a laboratory, in a library or archive, at a computer, on the streets or in a field. Whatever the location, this is the practical activity of collecting raw information or data. Be aware that what you think you are going to find out, and what you actually do find out, can often be very different, so be prepared to alter your research aims/question accordingly.

8. Analysis/data processing

Whatever your research topic, you will need to analyse and process the information you have collected in order to make sense of it. This might involve statistical analysis, generating graphs, charts or tables, organising information into categories, or critical appraisal of texts or events. As well as finding out something, you need to understand what it means within your academic field.

9. Writing up

This is the process of producing the written document – your dissertation or thesis – upon which your research project will be assessed. Allow enough time to improve and revise your work through a series of drafts, and to edit and proof-read the final document – including ensuring that any graphs/images referred to in the text are properly numbered and labelled, and that your referencing is error-free – before formatting and binding the finished document. Do not underestimate how long the writing up process will take.

10. Submission

All academic research projects are time constrained, so you will have a specific deadline for submitting your work. With longer research projects, you will also have intermediate deadlines (e.g. progress/upgrade boards). Consequently, you will need to time-manage each stage of your work to ensure that you complete the overall project on time.

Project managing your research

Any complex project involving multiple activities and deadlines requires some form of management. Using simple project management techniques will allow you to keep control of your research project – to schedule your work more effectively, to identify how much time you have to spend on each stage, to create intermediate milestones that will tell you if you’re on schedule or not (and allow you to respond accordingly) and give you a clear overview of your progress.

One simple but highly effective technique is to produce a Gantt chart. This provides you with a clear visual plan of your research project, based on scheduling the different stages involved against a time base. The example below (Figure 1) is based on the ten basic research project stages, scheduled against two (hypothetical) formal deadlines – submission of the proposal in week 10 and submission of the finished dissertation in week 24:  

Figure 1: Simple research project Gantt chart    

This example is typical of an undergraduate or taught Masters’ dissertation. Longer research projects (PhD, Masters by research, etc.) will generally have more activities spread over a longer timeframe (See below, Figure 2, for an example of a project plan for a humanities PhD).  

Figure 2: Humanities PhD example Gantt chart

In project management, the scheduling of individual activities is always worked backwards from the deadline. Thus, the amount of time that you have to complete each task is a function of the overall project schedule. As shown above, some tasks have to be carried out consecutively (i.e., you can’t start the next task until you’ve completed the previous one), but other tasks can be carried out at the same time, or started before the previous task has been completed, (e.g. you might be able to start analysing your data whilst you’re still collecting it). What you also need to bear in mind with undergraduate dissertations is that your research project constitutes only one part (25%) of your academic activities, and that you’ll be working on other assignments, reading, exam revision, etc, at the same time. As such, it is important that you make full use of the available time period and balance your priorities accordingly.

Tip: With longer-term projects such as these, it can be difficult to stay focused and motivated. Try to dedicate some time to your project every day/week (depending on your other academic commitments) and break your tasks down into smaller chunks so that they are more manageable. The Pomodoro technique can also be helpful for generating small bursts of concentration. If you are struggling, maybe read an article on your topic to remind yourself of your interest in the area, or talk to fellow students or your supervisor(s).    

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Overview of research process.

The Research Process

Anything you write involves organization and a logical flow of ideas, so understanding the logic of the research process before beginning to write is essential. Simply put, you need to put your writing in the larger context—see the forest before you even attempt to see the trees.

In this brief introductory module, we’ll review the major steps in the research process, conceptualized here as a series of steps within a circle, with each step dependent on the previous one. The circle best depicts the recursive nature of the process; that is, once the process has been completed, the researcher may begin again by refining or expanding on the initial approach, or even pioneering a completely new approach to solving the problem.

Identify a Research Problem

You identify a research problem by first selecting a general topic that’s interesting to you and to the interests and specialties of your research advisor. Once identified, you’ll need to narrow it. For example, if teenage pregnancy is your general topic area, your specific topic could be a comparison of how teenage pregnancy affects young fathers and mothers differently.

Review the Literature

Find out what’s being asked or what’s already been done in the area by doing some exploratory reading. Discuss the topic with your advisor to gain additional insights, explore novel approaches, and begin to develop your research question, purpose statement, and hypothesis(es), if applicable.

Determine Research Question

A good research question is a question worth asking; one that poses a problem worth solving. A good question should:

• Be clear . It must be understandable to you and to others.
• Be researchable . It should be capable of developing into a manageable research design, so data may be collected in relation to it. Extremely abstract terms are unlikely to be suitable.
• Connect with established theory and research . There should be a literature on which you can draw to illuminate how your research question(s) should be approached.
• Be neither too broad nor too narrow. See Appendix A for a brief explanation of the narrowing process and how your research question, purpose statement, and hypothesis(es) are interconnected.

Appendix A Research Questions, Purpose Statement, Hypothesis(es)

Develop Research Methods

Once you’ve finalized your research question, purpose statement, and hypothesis(es), you’ll need to write your research proposal—a detailed management plan for your research project. The proposal is as essential to successful research as an architect’s plans are to the construction of a building.

See Appendix B to view the basic components of a research proposal.

Appendix B Components of a Research Proposal

Collect & Analyze Data

In Practical Research–Planning and Design (2005, 8th Edition), Leedy and Ormrod provide excellent advice for what the researcher does at this stage in the research process. The researcher now

• collects data that potentially relate to the problem,
• arranges the data into a logical organizational structure,
• analyzes and interprets the data to determine their meaning, 
• determines if the data resolve the research problem or not, and
• determines if the data support the hypothesis or not.

Document the Work

Because research reports differ by discipline, the most effective way for you to understand formatting and citations is to examine reports from others in your department or field. The library’s electronic databases provide a wealth of examples illustrating how others in your field document their research.

Communicate Your Research

Talk with your advisor about potential local, regional, or national venues to present your findings. And don’t sell yourself short: Consider publishing your research in related books or journals.

Refine/Expand, Pioneer

Earlier, we emphasized the fact that the research process, rather than being linear, is recursive—the reason we conceptualized the process as a series of steps within a circle. At this stage, you may need to revisit your research problem in the context of your findings. You might also investigate the implications of your work and identify new problems or refine your previous approach.

The process then begins anew . . . and you’ll once again move through the series of steps in the circle.

Continue to Module Two

Appendix C - Key Research Terms

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Research Process Steps: What they are + How To Follow

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

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

Research Process Steps

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

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

Step 1: Identify the Problem

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

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

Step 2: Evaluate the Literature

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

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

Step 3: Create Hypotheses

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

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

Step 4: The Research Design

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

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

• Exploration and Surveys
• Data Analysis
• Observation

Step 5: Describe Population

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

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

Step 6: Data Collection

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

• Questionnaire

Secondary data categories are:

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

Step 7: Data Analysis

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

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

Step 8: The Report-writing

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

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

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

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• Research Guides

6 Stages of Research

• 1: Task Definition
• 2: Information Seeking
• 3: Location & Access
• 4: Use of Information
• 5: Synthesis
• 6: Evaluation

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Ask the Right Questions

The scope of an investigation determines how large or small your investigation will be. Determining the scope of an investigation is the critical first step in the research process because you will know how far and how deep to look for answers. This lesson will teach you how to develop a research question as a way to determine the scope of an investigation.

Click the image to open the tutorial in a new window.

Keyword(s):  5W Criteria, Ask the Right Questions, Guided Inquiry, Information Literacy, Library, New Literacies Alliance, Research as Inquiry, Research Question

Purpose of this guide

The purpose of this guide is to walk you through the 6 stages of writing an effective research paper. By breaking the process down into these 6 stages, your paper will be better and you will get more out of the research experience. 

The 6 stages are:

• Task Definition (developing a topic)
• Information Seeking (coming up with a research plan)
• Location & Access (finding good sources)
• Use of Information (Reading, taking notes, and generally making the writing process easier)
• Synthesis (coming up with your own ideas and presenting them well)
• Evaluation (reflection)

This research guide is based on the Big6 Information Literacy model from  https://thebig6.org/

Task Definition

The purpose of task definition is to help you develop an effective topic for your paper. .

Developing a topic is often one of the hardest and most important steps in writing a paper or doing a research project. But here are some tips:

• A research topic is a question, not a statement. You shouldn't already know the answer when you start researching.
• Research something you actually care about or find interesting. It turns the research process from a chore into something enjoyable and whoever reads your work can tell the difference. 
• Read the assignment before and after you think you have come up with your topic to make sure you are answering the prompt. 

Steps to Developing a Topic

• Assignment Requirements
• General Idea
• Background Research
• Ask Questions
• Topic Question

Read your assignment and note any requirements.

• Is there a required page length?
• How many sources do you need?
• Does the paper have to be in a specific format like APA?
• Are there any listed goals for the topic, such as synthesizing different opinions, or applying a theory to a real-life example?

Formulate a general idea.

• Look at your syllabus or course schedule for broad topic ideas.
• Think about reading assignments or class lectures that you found interesting.
• Talk with your professor or a librarian. 
• Check out social media and see what has been trending that is related to your course. 
• Think about ideas from popular videos, TV shows, and movies.
• Read The New York Times  (FHSU students have free access through the Library)
• Watch NBC Learn (FHSU students have free access through the Library)
• Search your library for relevant journals and publications related to your course and browse them for ideas
• Browse online discussion forums, news, and blogs for professional organizations for hot topics

Do some background research on your general idea.

• You have access to reference materials through the Library for background research.
• See what your course notes and textbook say about the subject.
• Google it. 

Reference e-books on a wide range of topics. Sources include dictionaries, encyclopedias, key concepts, key thinkers, handbooks, atlases, and more. Search by keyword or browse titles by topic.

Over 1200 cross-searchable reference e-books on a wide variety of subjects.

Mind map it.

A mind map is an effective way of organizing your thoughts and generating new questions as you learn about your topic. 

• Video  on how to do a mind map. 
• Coggle Free mind mapping software that is great for beginners and easy to use.
• MindMup Mindmup is a free, easy to use online software that allows you to publish and share your mind maps with others.

Ask Questions to focus on what interests you.

Who?   What?   When?   Where?   Why?

We can focus our ideas by brainstorming what interests us when asking who, what, when where, and why:

Research Question:  Does flexible seating in an elementary classroom improve student focus?

Write out your topic question & reread the assignment criteria.

• Can you answer your question well in the number of pages required? 
• Does your topic still meet the requirements of the paper? Ex: is the question still about the sociology of gender studies and women?
• Is the topic too narrow to find research? 

Developing a Topic Tutorial

The following tutorial from Forsyth Library will walk you through the process of defining your topic. 

• Next: 2: Information Seeking >>
• Last Updated: Mar 29, 2024 11:34 AM
• URL: https://fhsuguides.fhsu.edu/6stages

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• Volume 34, Issue 1
• Stages in the development of a research project: putting the idea together
• Article Text
• Article info
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• Roger G Eston ,
• Ann V Rowlands
• School of Sport, Health and Exercise Sciences, University of Wales, Bangor LL57 2EN, Wales, United Kingdom
• Correspondence to: Dr R G Eston.

https://doi.org/10.1136/bjsm.34.1.59

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The purpose of this paper is to provide an overview of the process and stages involved in developing a research idea from its inception to realisation. It is not designed to be an all encompassing summary of the research process. It fprovides a brief guide to the most common sequence of stages involved in the development of a research idea into a viable research proposal. Useful references for further reading on important issues that are beyond the scope of this article are also provided.

Familiarity with the topic

Reviewing the literature.

Most literature searches begin with one of the many electronic databases available, using the author's name or a combination of carefully selected keywords. Individual databases are limited as to which journals are listed. Within sports and exercise science, Sports Discus and Medline are widely used. To avoid missing pertinent articles, it is suggested that a number of electronic databases are searched. Medline covers biomedically orientated journals, Sports Discus covers sport and exercise orientated sources, and the Science Citation Index covers scientific articles in general. In addition, the National Sports Medicine Institute has recently released the Sports Medicine and Related Topics (SMART) database of journal articles, which covers all aspects of sports and exercise science and medicine from 1985. Addresses for these databases on the internet are: for Medline, http://www.ncbi.nlm.nih.gov/PubMed/medline.html; for the Science Citation Index (United Kingdom higher education institutions only), http://www.bids.ac.uk/; for SMART, http://smart.nsmi.org.uk .

Most universities offering courses in sports and exercise science courses have access to Sports Discus available on a centrally accessed CD-ROM. Further relevant papers may be obtained by studying their reference lists. Papers that provide a critical review of the topic are also very useful. Many journals such as Sports Medicine specialise in reviews, although these can also be found in other mainstream journals such as the British Journal of Sports Medicine, Medicine and Science in Sports and Exercise , and Journal of Sports Sciences . If the library does not hold a particular journal, it should be possible to obtain issues through the university's interlibrary loan service, although this is expensive and may limit the number of papers obtained.

When writing a review paper or conducting a more sophisticated empirically based review, such as a meta-analysis, it is important to endeavour to obtain all papers asking a given research question, 2 whether they are published or not. Although this may not be practically possible, the researcher should be careful not to select only those papers that are easiest to obtain as this may bias the review. Hence, further steps should be taken to obtain more elusive papers and/or obtain a random selection of relevant papers. Rosenthal 3 has written a comprehensive paper on bibliographic retrieval for researchers wishing to conduct a meta-analysis.

The research hypothesis and rationale

The typical empirical journal article and research proposal commences with a brief literature review to provide the background and rationale for the research. Questions that remain unanswered, or findings that need clarifying, are often highlighted here. This leads into explicit statements about the importance and necessity of the planned research.

Once the research problem has been stated, the hypothesis is normally presented. 4 However, often, hypotheses are not stated in research papers, primarily because of authors' assumptions that the reader can implicitly determine the hypotheses being tested from the description of the purpose or statement of the problem, which is most commonly stated at the end of the introduction. 1

The expected results form the research hypothesis. For example, it may be hypothesised that the mean cholesterol levels of trained men are lower than those of sedentary men. This is a research hypothesis, as it states what the results are expected to be. Conversely, the null hypothesis often states what the researcher does not expect to be the case. Its purpose is for use in the statistical test of reliability of results. It usually, although not always, 1 states that there are no differences between treatments, or that there is no relation between variables. 4 For example, the null hypothesis for the above study may state that there is no difference between the mean cholesterol levels of trained and sedentary men. If the null hypothesis were true, any observed differences would be due to chance alone, and the statistically non-significant differences that existed in the sample would not be inferred to exist in the population. Huck and Cormier 1 (chapters 7 and 8) give a detailed description of the different forms of hypotheses and the stages of hypothesis testing.

The design of the study

A study should be designed to answer the research question being asked. A thorough evaluation of the literature can help the researcher avoid repeating design mistakes that have been made in the past. Theoretically, research studies should become better and better with time as past mistakes are rectified and studies become more and more robust. However, this is generally not the case as in reality each study is a new and novel endeavour. 5

TYPES OF STUDY

As in medical research, broadly speaking the types of study used in sports science research can be split into two groups: observational and experimental. 5

Observational design

In observational studies, the participants receive no treatment or experimental manipulation. As the name suggests, the variables of interest are recorded from the participant with no attempt to influence the variables in any way. This is a descriptive study. In observational studies, the researcher analyses the data with the aim of determining differences or relations between variables and reasons why they do or do not exist. In experimental studies, the effect of treatment or manipulation of the independent variable is examined. 5 Examples of observational studies include those that have recorded skinfold levels and other estimates of body fat, 6– 9 or the measurement of body fat and physical activity in children to assess whether there is a relation between the two. 10, 11 In the latter examples, if the participants had received an aerobic training programme to assess the effects on body fat, the independent variable in the study would have been directly manipulated and the study would be experimental in nature. 12

Experimental design

If the study has an experimental design—that is, one of the independent variables is to be manipulated, it is important to be sure that any observed changes in the dependent variable—for example, power output—are due to the experimental treatment—for example, creatine ingestion—and not due to chance, growth, learning, or other extraneous factors. For example, in a study to investigate the effects of creatine supplementation on maximal anaerobic capacity—for example, that of Worth et al 13 —a control group was necessary to separate the treatment effect from any other causes that may have improved performance. A placebo group was also included in the above study to determine whether any improvement in performance was due to the creatine supplementation or to a psychological effect. 4

There are situations in which the inclusion of a placebo is not possible. For example, in studies in which the treatment is obvious to the participant (and the investigator). An example of this is a study to examine the effects of cryotherapy on exercise induced muscle damage and the soreness that accompanies it—for example, the study of Eston and Peters. 14 In this study, the control group had no treatment for the symptoms of delayed onset muscle soreness, while the treatment group received cryotherapy by immersing the damaged arm in cool water for a limited period of time on several occasions after the eccentric exercise bout. It was not possible to have a placebo group in this study because it would be very clear to the participants what treatment they were receiving.

Repeated measures and independent groups design

Experimental studies can be conducted using separate groups for treatment, control, and placebo conditions (independent groups design) or by using the same group for all conditions (repeated measures design). The option chosen depends on the design of the experiment. There are advantages and disadvantages to each method.

REPEATED MEASURES DESIGN

In a repeated measures design, the same group is tested under all conditions. The experiment is more powerful, as the within group variability due to individual differences is removed 15 and thus the number of participants (n) in each condition can be smaller than if separate groups are required for each condition. However, the commitment required from each participant is greater. In addition, there may need to be a large gap between conditions because there may be long lasting effects that may remain during the subsequent condition. For example, if the treatment is a drug, it may remain in the participant's system after the drug course has finished. It is important that the drug is completely flushed out from the system or it may affect the results from the control or placebo condition. An example of this type of study is that of Head et al . 16 In this study, all participants received two types of β-blockers and a placebo for five days in a double blind randomised cross over design. A minimum of two days was allowed for wash out.

For many studies a repeated measures design is the best tool for tackling the research question. In a study of this nature, in which the same group of participants are exposed to several conditions, it is essential that the order in which they are exposed to the conditions is randomised. 4 This helps control for any learning effect or acclimatisation related to the testing procedure. For example, when the effects of practice in using ratings of perceived exertion (RPE) to regulate exercise intensity were assessed, healthy 17 and blind participants 18 performed bouts of exercise at randomised RPEs.

INDEPENDENT GROUPS DESIGN

If two or more independent groups are used in a study, the groups should be similar except for the factor that is being investigated. For example, if the treatment group is comprised of young men, the control group should also consist of young men, not older men or young women. Ideally the participants should only differ with respect to the variable of interest. The method of allocating participants to groups must not be affected by the characteristics of the participants, therefore each participant should have an equal chance of being in any group. Bland 5 (chapter 2) describes various methods of randomly allocating participants to groups. There are numerous examples of random assignment of participants to independent groups—for example, Doyle and Parfitt 19 and Ehrlich and Haber. 20

The equivalence of the groups with respect to various measures can be checked before treatment by simple independent groups t tests or, in the case of more than two groups, by a one way analysis of variance. Provided that there is sufficient power to detect differences that are meaningful, these tests can provide an assurance of the equivalence of the groups. Alternatively, but less commonly, the investigators may adjust the scores after treatment on the basis of differences in the groups' scores before the test by using analysis of covariance procedures—for example, the study of Eston et al . 21 In this study, scores on muscle strength after treatment were adjusted for each group using the score obtained before the test as the covariate. 22 This reduced the possibility of the scores obtained after treatment being influenced by initial group differences.

When independent groups are used, the commitment required from the participant is less. Normally, he/she will experience the procedure only once. The time taken is therefore less, as all groups may be studied simultaneously. However, the design is less powerful, as the within group variability is greater because of individual differences between groups. 15 This implies that more participants per group are necessary (in comparison with a repeated measures design) for the design to have sufficient power.

MIXED MODEL DESIGN

Perhaps the most commonly used experimental design in sports and exercise science research is the mixed model analysis of variance. This contains at least one repeated measures factor and one independent groups factor. A typical example of this would be an experimental study that compares effects before and after treatment. For example, the effects of aerobics training on peak oxygen uptake and submaximal heart rate measures in girls, 23 or the effects of a prophylactic anti-inflammatory drug on muscle soreness after strenuous eccentric exercise—for example, the study of Semark et al . 24 In both of these studies, the participants were randomly assigned to an experimental group and a control group. In the latter study, the control group received a placebo. There are many other examples of the mixed model type of study.

Blind/double blind studies

In a single blind study, participants do not know whether they are receiving the placebo or the experimental treatment. A double blind study is when the tester also does not know what treatment the participant is receiving. This strengthens the design as it also reduces the tester's potential influence on the participants' results. Hence, neither the participant's nor the tester's expectations of the effects of the treatment should affect the outcome of the study. This is obviously important in studies to determine the effects of orally administered substances on performance, such as in the study by Head et al , 16 which assessed the effects of two different types of β-blocker on exercise metabolism, or in studies to assess the effects of oral creatine supplementation on anaerobic capacity. 13

Power of the study

There is increasing criticism about the lack of statistical power of papers published in sports and exercise science and psychology journals. 25 – 27 Statistical power refers to the probability of rejecting the null hypothesis—that is, the probability that the study will lead to significant results. 26 If the null hypothesis is false but not rejected, a type 2 error is incurred. Cohen 26 suggested that a power of 0.80 is adequate when an alpha is set at 0.05—that is, the risk of type 1 error, which is rejection of the null hypothesis when it is true, is 0.05. This means that the risk of a type 2 error is 0.20.

An important consideration in relation to the statistical power of the study is the magnitude of the relation or treatment effect. This is known as the effect size. When calculated a priori, this quantifies the degree to which the investigator believes the null hypothesis to be false. 26 Each statistical test has an effect size index, which ranges from zero upwards and is scale free. 26 For example, the effect size index for a correlation is simply r ; no conversion is necessary. For assessment of the difference between two sample means, Cohen's d , Hedges g , or Glass's Δ can be used. These divide the difference between two means by a standard deviation (see Rosenthal, 28 p 35). Formulae are available for converting other test statistics—for example, t test, one way analysis of variance, and χ 2 results—into effect size indexes (see Rosenthal, 28 p 19).

To evaluate an effect size, some idea of its scale is needed. 26 Effect sizes are often described as small, medium, and large. Correlations ( r ) equalling 0.1, 0.3, and 0.5 and Cohen's d equalling 0.2, 0.5, and 0.8 equate to small, medium, and large effect sizes respectively. A table detailing the magnitude of other effect size indexes equal to small, medium, and large effect sizes is presented in Cohen. 26 The smaller the expected effect size, the larger the sample size necessary if the study is to have sufficient power to detect that effect size.

An example of a study in which the effect size may be medium, could be one to assess the effects of habitual physical activity on body fat in children—for example, that of Rowlands et al . 10 In this study, there was a moderate correlation between habitual physical activity and body fat, corresponding to a medium effect size. A large effect size may be expected in a study to assess the effects of a very low energy diet on body fat in overweight women; an example is the study of Eston et al . 29 In this study, a greatly reduced energy intake (daily intake 1695 kJ a day for six weeks) resulted in a substantial decrease in total body mass and percentage body fat.

The effect size should be estimated during the design stage of a study. This allows the determination of the sample size required to give adequate power for a given alpha. Hence, the study can be designed to ensure it has sufficient power to detect the effect of interest—that is, minimising type 2 error. A simple table detailing sample sizes necessary to detect small, medium, and large effect sizes, with a power of 0.80 and an alpha of 0.05, is presented in Cohen. 26 This table covers eight statistical tests including the difference between independent means, product-moment correlation, χ 2 , and one way analysis of variance. More detailed descriptions of power analysis and methods for determining the sample size necessary in more complex tests can be found in the texts by Cohen 30 and Stevens. 15 Power calculations can also be carried out on interactive sites on the internet—for example, http://members.aol.com/johnp71/javastat.html#Power .

When empirical data are available, this can sometimes be used to estimate the effect size for a study. However, for some research questions it is difficult to find enough information to estimate the expected effect size. Here, the expected effect size may be difficult to calculate because of the limited number of studies that provide empirical information on the topic, or there may be insufficient detail provided in the results of the relevant studies. To enable comparison of effect sizes from studies that differ in sample size, it is recommended that, in addition to reporting the test statistic and p value, the appropriate effect size index is also reported.

A review of 108 articles published in the Australian Journal of Science and Medicine in Sport (AJMS; now The Journal of Science and Medicine in Sport ) in 1996 or 1997 showed that the median power to detect small, medium, and large effect sizes was 0.10, 0.46, and 0.84 respectively. 27 No study had adequate power to detect a small effect size, 38% had adequate power to detect a medium effect size, and 75% had adequate power to detect a large effect size. It is clear that, as recently as two to three years ago, the power of studies was often not being considered at the design stage of a study, if at all.

Ethical considerations

A further consideration in the design of a study involves the ethics of the testing procedures. Some journals will not accept papers unless the study has had ethics approval from a recognised ethics committee. The ethical implications of the study are dependent on the procedures to be undertaken and the nature of the participants. For example, the British Association of Sport and Exercise Sciences (BASES) recommend that ethical clearance should be obtained before imposing unusual or severe psychological or physiological stress, administering any ergogenic aid, working with clients with disabilities, or using biopsy or venepuncture techniques. 31 The above list is not complete, and where there is any doubt cases should be looked at individually. Certain procedures that may be approved for adult participants may not be approved for children. Children are recognised as a vulnerable group with a limited comprehension capacity. 32 Consequently, they are unable legally to give consent. However, it is generally accepted that parents/guardians can give parental permission, and children who are old enough can choose whether or not to participate. Rowland 32 (chapter 5) presents a thorough discussion on the ethical aspects of research with children.

Whether the participants are children or not, the relevance of each of the measures or treatments should be considered during the design stage of the research. There should be a clear and justifiable rationale for the necessity of invasive procedures, particularly if there are valid alternative and non-invasive measures available. The frequency of the invasive procedures and the effect this has on the participants should be considered.

A further ethical consideration involves the denial of potentially beneficial treatment. For example, in an experimental design there may be one group of participants who receive the treatment, one group who receive the placebo, and one group who receive the control treatment. Those who receive the placebo will, by definition, think they are receiving the treatment. In this case, both the placebo and control group have been denied the treatment. It is important to consider the ethics of denying these groups the treatment, particularly if the treatment is expected to be beneficial. This does not arise in a repeated measures design as all participants are exposed to all treatments.

A possible solution is to offer all groups the treatment after the study. This would not be possible with some studies—for example, when the purpose of the treatment is to reduce the symptoms of delayed onset muscle soreness, because the symptoms would have dissipated by the end of the study. However, if the effects of an ergogenic aid were studied, the participants may volunteer because they believe they will have the opportunity to benefit from the ergogenic aid. In this situation it would be possible to offer the aid to all participants after the study. Ethically, this may be preferable to withholding the treatment from two thirds of the volunteers. It may also prevent participants from withdrawing from a study which they consider is providing little or no benefit to them.

This issue becomes increasingly important if the treatment is for a medical condition or for rehabilitation. This is a common scenario in clinical trials. It has been argued that withholding a potentially beneficial treatment from patients is ethically justified, as any biologically active treatment is also potentially harmful. Hence, the benefits need to be conclusively demonstrated in properly controlled trials before general administration. 5 The ethics of withholding treatment clearly depend on the type of treatment and participants involved.

Before a study is embarked on, it is necessary to ensure that the study is viable. This involves making a realistic assessment of the costs, time, and availability of the participants. If there is an application for funding, these details have to be approved by the host institution and the funding body. Costs will be related to the sample size, duration of the study, equipment needed, consumables, research assistants or other staff, travel, conference presentations, and institutional overheads.

tk;3The facilities available for conducting the research also need to be considered. If the study is laboratory based, it may be necessary to book laboratory time relatively early, as many people typically share laboratory facilities. This can only be achieved if a reasonably accurate estimate of the laboratory time needed to conduct the research is known. A pilot study can help answer these questions, identify problems, and prevent or limit methodological faults in the main study. Piloting procedures are an essential part of preparing a study. 4

Most studies within sports science and sports medicine require human participants. It is important to consider how these participants will be obtained and how representative of the relevant population they are. It may be necessary to advertise or send letters to request participation. If this is so, consideration should be given as to where to advertise, or where to obtain addresses of potential participants. For example, an advertisement in a leisure centre is likely to attract a different type of participant from a similar advertisement in a doctors surgery or outpatients clinic. The methods of obtaining participants will be largely determined by the population the sample is supposed to represent. For some studies, it is acceptable to use the most convenient sample of sports and exercise science undergraduates, but this is not appropriate for all proposed research.

Expected outcomes

During the planning stages of the study, the potential benefits should be considered. The expected outcomes are strongly linked with the literature review, hypothesis, and rationale. A useful exercise is to plot a graph of the expected outcomes for each group. This also helps to identify the most appropriate statistical analysis of the prospective data. An assessment of the expected outcomes and the potential value of these outcomes will help show whether or not the study is worth while.

We have considered some of the most important factors involved in designing a viable study that will adequately address the research question. Although we do not profess to be experts in all aspects of the above, we have learned through experience that attention to many of the above points will help to avoid frustration during the experimental process and when the study is presented for external review and subsequent presentation and publication. Good luck in your research.

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• ↵ Eston RG, Shephard S, Kreitzman S, et al . Effect of very low calorie diet on body composition and exercise response in sedentary women. Eur J Appl Physiol 1992 ; 65 : 452 –8. OpenUrl
• ↵ Cohen J. Statistical power analysis for the behavioural sciences , 2nd ed. Mahwah, NJ: Hillsdale, Lawrence Erlbaum Associates, 1988.
• ↵ BASES, British Association of Sport and Exercise Sciences. Code of conduct . Headingley, Leeds: BASES, 1995.
• ↵ Rowland TW. Developmental exercise physiology . Champaign, IL: Human Kinetics, 1996.

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3.4: Components of a Research Project

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Learning Objectives

• Describe useful strategies to employ when searching for literature.
• Describe why sociologists review prior literature and how they organize their literature reviews.
• Identify the main sections contained in scholarly journal articles.
• Identify and describe the major components researchers need to plan for when designing a research project.
• Describe the importance of a research proposal.

In this section, we’ll examine the most typical components that make up a research proposal and research project, bringing in a few additional components to those we have already discussed. Keep in mind that our purpose at this stage is simply to provide a general overview of research design. The specifics of each of the following components will vary from project to project. Further, the stage of a project at which each of these components comes into play may vary.

Searching for Literature

Familiarizing yourself with research that has already been conducted on your topic is one of the first stages of conducting a research project and is crucial for coming up with a good research design. But where to start? How to start? As you search for literature, you may have to be fairly broad in your search for articles.

I’m guessing you may feel you’ve heard enough about electronic gadget addiction in this chapter, so let’s consider a different example here. On my campus, much to the chagrin of a group of student smokers, smoking was recently banned. These students were so upset by the idea that they would no longer be allowed to smoke on university grounds that they staged several smoke-outs during which they gathered in populated areas around campus and enjoyed a puff or two together.

A student in my research methods class wanted to understand what motivated this group of students to engage in activism centered around what she perceived to be, in this age of smoke-free facilities, a relatively deviant act. Were the protesters otherwise politically active? How much effort and coordination had it taken to organize the smoke-outs? The student researcher began her research by attempting to familiarize herself with the literature on her topic. Yet her search in Sociological Abstracts for “college student activist smoke-outs,” yielded no results. Concluding there was no prior research on her topic, she informed me that she would need an alternative assignment to the annotated bibliography I required since there was no literature for her to review. How do you suppose I responded to this news? What went wrong with this student’s search for literature?

In her first attempt, the student had been too narrow in her search for articles. But did that mean she was off the hook for completing the annotated bibliography assignment? Absolutely not. Instead, she went back to Sociological Abstracts and searched again using different combinations of search terms. Rather than searching for “college student activist smoke-outs” she tried, among other sets of terms, “college student activism.” This time her search yielded a great many articles. Of course, they were not focused on prosmoking activist efforts, but they were focused on her population of interest, college students, and on her broad topic of interest, activism. I suggested that reading articles on college student activism might give her some idea about what other researchers have found in terms of what motivates college students to become involved in activist efforts. I also suggested she could play around with her search terms and look for research on activism centered on other sorts of activities that are perceived by some as deviant, such as marijuana use or veganism. In other words, she needed to be broader in her search for articles.

While this student found success by broadening her search for articles, her reading of those articles needed to be narrower than her search. Once she identified a set of articles to review by searching broadly, it was time to remind herself of her specific research focus: college student activist smoke-outs. Keeping in mind her particular research interest while reviewing the literature gave her the chance to think about how the theories and findings covered in prior studies might or might not apply to her particular point of focus. For example, theories on what motivates activists to get involved might tell her something about the likely reasons the students she planned to study got involved. At the same time, those theories might not cover all the particulars of student participation in smoke-outs. Thinking about the different theories then gave the student the opportunity to focus her research plans and even to develop a few hypotheses about what she thought she was likely to find.

Reviewing the Literature

Developing an annotated bibliography is often one of the early steps that researchers take as they begin to familiarize themselves with prior research on their topic. A second step involves a literature review in which a researcher positions his or her work within the context of prior scholarly work in the area. A literature review addresses the following matters: What sorts of questions have other scholars asked about this topic? What do we already know about this topic? What questions remain? As the researcher answers these questions, he or she synthesizes what is contained in the literature, possibly organizing prior findings around themes that are relevant to his or her particular research focus.

I once advised an undergraduate student who conducted a research project on speciesism, the belief that some species are superior to or have more value and rights than others. Her research question was “Why and how do humans construct divisions between themselves and animals?” This student organized her review of literature around the two parts of her research question: the why and the how. In the “why” section of her literature review, she described prior research that addressed questions of why humans are sometimes speciesist. She organized subsections around the three most common answers that were presented in the scholarly literature. She used the same structure in the “how” section of her literature review, arranging subsections around the answers posed in previous literature about how humans construct divisions between themselves and animals. This organizational scheme helped readers understand what we already know about the topic and what theories we rely on to help make sense of the topic. In addition, by also highlighting what we still don’t know, it helped the student set the stage for her own empirical research on the topic

The preceding discussion about how to organize a review of scholarly literature assumes that we all know how to read scholarly literature. Yes, yes, I understand that you must know how to read. But reading scholarly articles can be a bit more challenging than reading a textbook. Here are a few pointers about how to do it successfully. First, it is important to understand the various sections that are typically contained in scholarly journals’ reports of empirical research. One of the most important and easiest to spot sections of a journal article is its abstract , the short paragraph at the beginning of an article that summarizes the author’s research question, methods used to answer the question, and key findings. The abstract may also give you some idea about the theoretical proclivities of the author. As a result, reading the abstract gives you both a framework for understanding the rest of the article and the punch line. It tells you what the author(s) found and whether the article is relevant to your area of inquiry.

After the abstract, most journal articles will contain the following sections (although exact section names are likely to vary): introduction, literature review, methodology, findings, and discussion. Of course, there will also be a list of references cited, lists of references cited are a useful source for finding additional literature in an area. and there may be a few tables, figures, or appendices at the end of the article as well. While you should get into the habit of familiarizing yourself with articles you wish to cite in their entirety , there are strategic ways to read journal articles that can make them a little easier to digest. Once you have read the abstract and determined that this is an article you’d like to read in full, read through the discussion section at the end of the article next. Because your own review of literature is likely to emphasize findings from previous literature, you should make sure that you have a clear idea about what those findings are. Reading an article’s discussion section helps you understand what the author views as the study’s major findings and how the author perceives those findings to relate to other research.

As you read through the rest of the article, think about the elements of research design that we have covered. What approach does the researcher take? Is the research exploratory, descriptive, or explanatory? Is it inductive or deductive? Idiographic or nomothetic? What claims does the author make about causality? What are the author’s units of analysis and observation? Use what you have learned about the promise and potential pitfalls associated with each of these research elements to help you responsibly read and understand the articles you review. Future chapters of this text will address other elements of journal articles, including choices about measurement, sampling, and research method. As you learn about these additional items, you will increasingly gain more knowledge that you can apply as you read and critique the scholarly literature in your area of inquiry.

Additional Important Components

Thinking about the overarching goals of your research project and finding and reviewing the existing literature on your topic are two of the initial steps you’ll take when designing a research project. Forming a clear research question, is another crucial step. There are a number of other important research design components you’ll need to consider, and we will discuss those here.

At the same time that you work to identify a clear research question, you will probably also think about the overarching goals of your research project. Will it be exploratory, descriptive, or explanatory? Will your approach be idiographic or nomothetic, inductive or deductive? How you design your project might also be determined in part by whether you aim for your research to have some direct application or if your goal is to contribute more generally to sociological knowledge about your topic. Next, think about what your units of analysis and units of observation will be. These will help you identify the key concepts you will study. Once you have identified those concepts, you’ll need to decide how to define them, and how you’ll know that you’re observing them when it comes time to collect your data. Defining your concepts, and knowing them when you see them, has to do with conceptualization and operationalization, the focus of a later chapter. Of course, you also need to know what approach you will take to collect your data. Thus identifying your research method is another important part of research design. You also need to think about who your research participants will be and what larger group(s) they may represent. These topics will be the focus of a later chapter too. Last, but certainly not least, you should consider any potential ethical concerns that could arise during the course of your research project. These concerns might come up during your data collection, but they might also arise when you get to the point of analyzing or sharing your research results.

Decisions about the various research components do not necessarily occur in sequential order. In fact, you may have to think about potential ethical concerns even before zeroing in on a specific research question. Similarly, the goal of being able to make generalizations about your population of interest could shape the decisions you make about your method of data collection. Putting it all together, the following list shows some of the major components you’ll need to consider as you design your research project:

• Research question
• Literature review
• Research strategy (idiographic or nomothetic, inductive or deductive)
• Research goals (basic or applied)
• Units of analysis and units of observation
• Key concepts (conceptualization and operationalization)
• Method of data collection
• Research participants (sample and population)
• Ethical concerns

Research Proposal

At the stage before actually starting the research it is often a good idea to write a research proposal detailing all of the decisions made in the preceding stages of the research process and the rationale behind each decision. This multi-part proposal should address what research questions you wish to study and why, the prior literature, theories you wish to employ along with hypotheses to be tested (if you are doing deductive research, how measurement will be done, what research method to be employed and why, and desired sampling strategy (or who the subjects are.  Also, do not forget to include a budget.  Funding agencies typically require such a proposal in order to select the best proposals for funding. Even if funding is not sought for a research project, a proposal may serve as a useful vehicle for seeking feedback from other researchers and identifying potential problems with the research project (e.g., whether some important constructs were missing from the study) before starting data collection. This initial feedback is invaluable because it is often too late to correct critical problems after data is collected in a research study.

KEY TAKEAWAYS

• When identifying and reading relevant literature, be broad in your search for articles, but be narrower in your reading of articles.
• Writing an annotated bibliography can be a helpful first step to familiarize yourself with prior research in your area of interest.
• Literature reviews summarize and synthesize prior research.
• Literature reviews are typically organized around substantive ideas that are relevant to one’s research question rather than around individual studies or article authors.
• When designing a research project, be sure to think about, plan for, and identify a research question, a review of literature, a research strategy, research goals, units of analysis and units of observation, key concepts, method(s) of data collection, population and sample, and potential ethical concerns.
• A research proposal is also important to consider.
• Find and read a complete journal article that addresses a topic that is of interest to you. In four to eight sentences, summarize the author’s research question, theoretical framing, methods used, and major findings. Reread the article, and see how close you were in reporting these key elements. What did you understand and remember best? What did you leave out? What reading strategies may have helped you better recall relevant details from the article?
• Using the example of students’ electronic gadget addictions, design a hypothetical research project by identifying a plan for each of the nine components of research design that are presented in this section.

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Research Process – Steps, Examples and Tips

Table of Contents

Research Process

Definition:

Research Process is a systematic and structured approach that involves the collection, analysis, and interpretation of data or information to answer a specific research question or solve a particular problem.

Research Process Steps

Research Process Steps are as follows:

Identify the Research Question or Problem

This is the first step in the research process. It involves identifying a problem or question that needs to be addressed. The research question should be specific, relevant, and focused on a particular area of interest.

Conduct a Literature Review

Once the research question has been identified, the next step is to conduct a literature review. This involves reviewing existing research and literature on the topic to identify any gaps in knowledge or areas where further research is needed. A literature review helps to provide a theoretical framework for the research and also ensures that the research is not duplicating previous work.

Formulate a Hypothesis or Research Objectives

Based on the research question and literature review, the researcher can formulate a hypothesis or research objectives. A hypothesis is a statement that can be tested to determine its validity, while research objectives are specific goals that the researcher aims to achieve through the research.

Design a Research Plan and Methodology

This step involves designing a research plan and methodology that will enable the researcher to collect and analyze data to test the hypothesis or achieve the research objectives. The research plan should include details on the sample size, data collection methods, and data analysis techniques that will be used.

Collect and Analyze Data

This step involves collecting and analyzing data according to the research plan and methodology. Data can be collected through various methods, including surveys, interviews, observations, or experiments. The data analysis process involves cleaning and organizing the data, applying statistical and analytical techniques to the data, and interpreting the results.

Interpret the Findings and Draw Conclusions

After analyzing the data, the researcher must interpret the findings and draw conclusions. This involves assessing the validity and reliability of the results and determining whether the hypothesis was supported or not. The researcher must also consider any limitations of the research and discuss the implications of the findings.

Communicate the Results

Finally, the researcher must communicate the results of the research through a research report, presentation, or publication. The research report should provide a detailed account of the research process, including the research question, literature review, research methodology, data analysis, findings, and conclusions. The report should also include recommendations for further research in the area.

Review and Revise

The research process is an iterative one, and it is important to review and revise the research plan and methodology as necessary. Researchers should assess the quality of their data and methods, reflect on their findings, and consider areas for improvement.

Ethical Considerations

Throughout the research process, ethical considerations must be taken into account. This includes ensuring that the research design protects the welfare of research participants, obtaining informed consent, maintaining confidentiality and privacy, and avoiding any potential harm to participants or their communities.

Dissemination and Application

The final step in the research process is to disseminate the findings and apply the research to real-world settings. Researchers can share their findings through academic publications, presentations at conferences, or media coverage. The research can be used to inform policy decisions, develop interventions, or improve practice in the relevant field.

Research Process Example

Following is a Research Process Example:

Research Question : What are the effects of a plant-based diet on athletic performance in high school athletes?

Step 1: Background Research Conduct a literature review to gain a better understanding of the existing research on the topic. Read academic articles and research studies related to plant-based diets, athletic performance, and high school athletes.

Step 2: Develop a Hypothesis Based on the literature review, develop a hypothesis that a plant-based diet positively affects athletic performance in high school athletes.

Step 3: Design the Study Design a study to test the hypothesis. Decide on the study population, sample size, and research methods. For this study, you could use a survey to collect data on dietary habits and athletic performance from a sample of high school athletes who follow a plant-based diet and a sample of high school athletes who do not follow a plant-based diet.

Step 4: Collect Data Distribute the survey to the selected sample and collect data on dietary habits and athletic performance.

Step 5: Analyze Data Use statistical analysis to compare the data from the two samples and determine if there is a significant difference in athletic performance between those who follow a plant-based diet and those who do not.

Step 6 : Interpret Results Interpret the results of the analysis in the context of the research question and hypothesis. Discuss any limitations or potential biases in the study design.

Step 7: Draw Conclusions Based on the results, draw conclusions about whether a plant-based diet has a significant effect on athletic performance in high school athletes. If the hypothesis is supported by the data, discuss potential implications and future research directions.

Step 8: Communicate Findings Communicate the findings of the study in a clear and concise manner. Use appropriate language, visuals, and formats to ensure that the findings are understood and valued.

Applications of Research Process

The research process has numerous applications across a wide range of fields and industries. Some examples of applications of the research process include:

• Scientific research: The research process is widely used in scientific research to investigate phenomena in the natural world and develop new theories or technologies. This includes fields such as biology, chemistry, physics, and environmental science.
• Social sciences : The research process is commonly used in social sciences to study human behavior, social structures, and institutions. This includes fields such as sociology, psychology, anthropology, and economics.
• Education: The research process is used in education to study learning processes, curriculum design, and teaching methodologies. This includes research on student achievement, teacher effectiveness, and educational policy.
• Healthcare: The research process is used in healthcare to investigate medical conditions, develop new treatments, and evaluate healthcare interventions. This includes fields such as medicine, nursing, and public health.
• Business and industry : The research process is used in business and industry to study consumer behavior, market trends, and develop new products or services. This includes market research, product development, and customer satisfaction research.
• Government and policy : The research process is used in government and policy to evaluate the effectiveness of policies and programs, and to inform policy decisions. This includes research on social welfare, crime prevention, and environmental policy.

Purpose of Research Process

The purpose of the research process is to systematically and scientifically investigate a problem or question in order to generate new knowledge or solve a problem. The research process enables researchers to:

• Identify gaps in existing knowledge: By conducting a thorough literature review, researchers can identify gaps in existing knowledge and develop research questions that address these gaps.
• Collect and analyze data : The research process provides a structured approach to collecting and analyzing data. Researchers can use a variety of research methods, including surveys, experiments, and interviews, to collect data that is valid and reliable.
• Test hypotheses : The research process allows researchers to test hypotheses and make evidence-based conclusions. Through the systematic analysis of data, researchers can draw conclusions about the relationships between variables and develop new theories or models.
• Solve problems: The research process can be used to solve practical problems and improve real-world outcomes. For example, researchers can develop interventions to address health or social problems, evaluate the effectiveness of policies or programs, and improve organizational processes.
• Generate new knowledge : The research process is a key way to generate new knowledge and advance understanding in a given field. By conducting rigorous and well-designed research, researchers can make significant contributions to their field and help to shape future research.

Tips for Research Process

Here are some tips for the research process:

• Start with a clear research question : A well-defined research question is the foundation of a successful research project. It should be specific, relevant, and achievable within the given time frame and resources.
• Conduct a thorough literature review: A comprehensive literature review will help you to identify gaps in existing knowledge, build on previous research, and avoid duplication. It will also provide a theoretical framework for your research.
• Choose appropriate research methods: Select research methods that are appropriate for your research question, objectives, and sample size. Ensure that your methods are valid, reliable, and ethical.
• Be organized and systematic: Keep detailed notes throughout the research process, including your research plan, methodology, data collection, and analysis. This will help you to stay organized and ensure that you don’t miss any important details.
• Analyze data rigorously: Use appropriate statistical and analytical techniques to analyze your data. Ensure that your analysis is valid, reliable, and transparent.
• I nterpret results carefully : Interpret your results in the context of your research question and objectives. Consider any limitations or potential biases in your research design, and be cautious in drawing conclusions.
• Communicate effectively: Communicate your research findings clearly and effectively to your target audience. Use appropriate language, visuals, and formats to ensure that your findings are understood and valued.
• Collaborate and seek feedback : Collaborate with other researchers, experts, or stakeholders in your field. Seek feedback on your research design, methods, and findings to ensure that they are relevant, meaningful, and impactful.

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• 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 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.

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.

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 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 .

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.

Other methods of data collection

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

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.

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.

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 .

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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How to plan a research project

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

by Brooke Harrington   + BIO

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

Edited by Sam Haselby

Need to know

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

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

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

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

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

Step 1: Orient yourself

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

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

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

Step 2: Define your research question

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

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

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

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

Step 3: Review previous research

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

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

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

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

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

Step 4: Choose your data and methods

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

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

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

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

Circle back and consider revising your initial plans

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

Key points – How to plan a research project

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

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

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

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

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

Exercise 1: Definition of research question and sources

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

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

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

b) Research question(s)

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

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

c) Annotated bibliography

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

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

Name of author(s):

Publication date:

Title of book, chapter, or article:

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

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

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

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

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

Exercise 2: Towards an analysis

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

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

Links & books

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

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

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

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

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Research Process: 8 Steps in Research Process

The research process starts with identifying a research problem and conducting a literature review to understand the context. The researcher sets research questions, objectives, and hypotheses based on the research problem.

A research study design is formed to select a sample size and collect data after processing and analyzing the collected data and the research findings presented in a research report.

What is the Research Process?

There are a variety of approaches to research in any field of investigation, irrespective of whether it is applied research or basic research. Each research study will be unique in some ways because of the particular time, setting, environment, and place it is being undertaken.

Nevertheless, all research endeavors share a common goal of furthering our understanding of the problem, and thus, all traverse through certain primary stages, forming a process called the research process.

Understanding the research process is necessary to effectively carry out research and sequence the stages inherent in the process.

How Research Process Work?

Eight steps research process is, in essence, part and parcel of a research proposal. It is an outline of the commitment that you intend to follow in executing a research study.

A close examination of the above stages reveals that each of these stages, by and large, is dependent upon the others.

One cannot analyze data (step 7) unless he has collected data (step 6). One cannot write a report (step 8) unless he has collected and analyzed data (step 7).

Research then is a system of interdependent related stages. Violation of this sequence can cause irreparable harm to the study.

It is also true that several alternatives are available to the researcher during each stage stated above. A research process can be compared with a route map.

The map analogy is useful for the researcher because several alternatives exist at each stage of the research process.

Choosing the best alternative in terms of time constraints, money, and human resources in our research decision is our primary goal.

Before explaining the stages of the research process, we explain the term ‘iterative’ appearing within the oval-shaped diagram at the center of the schematic diagram.

The key to a successful research project ultimately lies in iteration: the process of returning again and again to the identification of the research problems, methodology, data collection, etc., which leads to new ideas, revisions, and improvements.

By discussing the research project with advisers and peers, one will often find that new research questions need to be added, variables to be omitted, added or redefined, and other changes to be made. As a proposed study is examined and reexamined from different perspectives, it may begin to transform and take a different shape.

This is expected and is an essential component of a good research study.

Besides, examining study methods and data collected from different viewpoints is important to ensure a comprehensive approach to the research question.

In conclusion, there is seldom any single strategy or formula for developing a successful research study, but it is essential to realize that the research process is cyclical and iterative.

What is the primary purpose of the research process?

The research process aims to identify a research problem, understand its context through a literature review, set research questions and objectives, design a research study, select a sample, collect data, analyze the data, and present the findings in a research report.

Why is the research design important in the research process?

The research design is the blueprint for fulfilling objectives and answering research questions. It specifies the methods and procedures for collecting, processing, and analyzing data, ensuring the study is structured and systematic.

8 Steps of Research Process

Identifying the research problem.

The first and foremost task in the entire process of scientific research is to identify a research problem .

A well-identified problem will lead the researcher to accomplish all-important phases of the research process, from setting objectives to selecting the research methodology .

But the core question is: whether all problems require research.

We have countless problems around us, but all we encounter do not qualify as research problems; thus, these do not need to be researched.

Keeping this point in mind, we must draw a line between research and non-research problems.

Intuitively, researchable problems are those that have a possibility of thorough verification investigation, which can be effected through the analysis and collection of data. In contrast, the non-research problems do not need to go through these processes.

Researchers need to identify both;

Non-Research Problems

Statement of the problem, justifying the problem, analyzing the problem.

A non-research problem does not require any research to arrive at a solution. Intuitively, a non-researchable problem consists of vague details and cannot be resolved through research.

It is a managerial or built-in problem that may be solved at the administrative or management level. The answer to any question raised in a non-research setting is almost always obvious.

The cholera outbreak, for example, following a severe flood, is a common phenomenon in many communities. The reason for this is known. It is thus not a research problem.

Similarly, the reasons for the sudden rise in prices of many essential commodities following the announcement of the budget by the Finance Minister need no investigation. Hence it is not a problem that needs research.

How is a research problem different from a non-research problem?

A research problem is a perceived difficulty that requires thorough verification and investigation through data analysis and collection. In contrast, a non-research problem does not require research for a solution, as the answer is often obvious or already known.

Non-Research Problems Examples

A recent survey in town- A found that 1000 women were continuous users of contraceptive pills.

But last month’s service statistics indicate that none of these women were using contraceptive pills (Fisher et al. 1991:4).

The discrepancy is that ‘all 1000 women should have been using a pill, but none is doing so. The question is: why the discrepancy exists?

Well, the fact is, a monsoon flood has prevented all new supplies of pills from reaching town- A, and all old supplies have been exhausted. Thus, although the problem situation exists, the reason for the problem is already known.

Therefore, assuming all the facts are correct, there is no reason to research the factors associated with pill discontinuation among women. This is, thus, a non-research problem.

A pilot survey by University students revealed that in Rural Town-A, the goiter prevalence among school children is as high as 80%, while in the neighboring Rural Town-A, it is only 30%. Why is a discrepancy?

Upon inquiry, it was seen that some three years back, UNICEF launched a lipiodol injection program in the neighboring Rural Town-A.

This attempt acted as a preventive measure against the goiter. The reason for the discrepancy is known; hence, we do not consider the problem a research problem.

A hospital treated a large number of cholera cases with penicillin, but the treatment with penicillin was not found to be effective. Do we need research to know the reason?

Here again, there is one single reason that Vibrio cholera is not sensitive to penicillin; therefore, this is not the drug of choice for this disease.

In this case, too, as the reasons are known, it is unwise to undertake any study to find out why penicillin does not improve the condition of cholera patients. This is also a non-research problem.

In the tea marketing system, buying and selling tea starts with bidders. Blenders purchase open tea from the bidders. Over the years, marketing cost has been the highest for bidders and the lowest for blenders. What makes this difference?

The bidders pay exorbitantly higher transport costs, which constitute about 30% of their total cost.

Blenders have significantly fewer marketing functions involving transportation, so their marketing cost remains minimal.

Hence no research is needed to identify the factors that make this difference.

Here are some of the problems we frequently encounter, which may well be considered non-research problems:

• Rises in the price of warm clothes during winter;
• Preferring admission to public universities over private universities;
• Crisis of accommodations in sea resorts during summer
• Traffic jams in the city street after office hours;
• High sales in department stores after an offer of a discount.

Research Problem

In contrast to a non-research problem, a research problem is of primary concern to a researcher.

A research problem is a perceived difficulty, a feeling of discomfort, or a discrepancy between a common belief and reality.

As noted by Fisher et al. (1993), a problem will qualify as a potential research problem when the following three conditions exist:

• There should be a perceived discrepancy between “what it is” and “what it should have been.” This implies that there should be a difference between “what exists” and the “ideal or planned situation”;
• A question about “why” the discrepancy exists. This implies that the reason(s) for this discrepancy is unclear to the researcher (so that it makes sense to develop a research question); and
• There should be at least two possible answers or solutions to the questions or problems.

The third point is important. If there is only one possible and plausible answer to the question about the discrepancy, then a research situation does not exist.

It is a non-research problem that can be tackled at the managerial or administrative level.

Research Problem Examples

Research problem – example #1.

While visiting a rural area, the UNICEF team observed that some villages have female school attendance rates as high as 75%, while some have as low as 10%, although all villages should have a nearly equal attendance rate. What factors are associated with this discrepancy?

We may enumerate several reasons for this:

• Villages differ in their socio-economic background.
• In some villages, the Muslim population constitutes a large proportion of the total population. Religion might play a vital role.
• Schools are far away from some villages. The distance thus may make this difference.

Because there is more than one answer to the problem, it is considered a research problem, and a study can be undertaken to find a solution.

Research Problem – Example #2

The Government has been making all-out efforts to ensure a regular flow of credit in rural areas at a concession rate through liberal lending policy and establishing many bank branches in rural areas.

Knowledgeable sources indicate that expected development in rural areas has not yet been achieved, mainly because of improper credit utilization.

More than one reason is suspected for such misuse or misdirection.

These include, among others:

• Diversion of credit money to some unproductive sectors
• Transfer of credit money to other people like money lenders, who exploit the rural people with this money
• Lack of knowledge of proper utilization of the credit.

Here too, reasons for misuse of loans are more than one. We thus consider this problem as a researchable problem.

Research Problem – Example #3

Let’s look at a new headline: Stock Exchange observes the steepest ever fall in stock prices: several injured as retail investors clash with police, vehicles ransacked .

Investors’ demonstration, protest and clash with police pause a problem. Still, it is certainly not a research problem since there is only one known reason for the problem: Stock Exchange experiences the steepest fall in stock prices. But what causes this unprecedented fall in the share market?

Experts felt that no single reason could be attributed to the problem. It is a mix of several factors and is a research problem. The following were assumed to be some of the possible reasons:

• The merchant banking system;
• Liquidity shortage because of the hike in the rate of cash reserve requirement (CRR);
• IMF’s warnings and prescriptions on the commercial banks’ exposure to the stock market;
• Increase in supply of new shares;
• Manipulation of share prices;
• Lack of knowledge of the investors on the company’s fundamentals.

The choice of a research problem is not as easy as it appears. The researchers generally guide it;

• own intellectual orientation,
• level of training,
• experience,
• knowledge on the subject matter, and
• intellectual curiosity.

Theoretical and practical considerations also play a vital role in choosing a research problem. Societal needs also guide in choosing a research problem.

Once we have chosen a research problem, a few more related steps must be followed before a decision is taken to undertake a research study.

These include, among others, the following:

• Statement of the problem.
• Justifying the problem.
• Analyzing the problem.

A detailed exposition of these issues is undertaken in chapter ten while discussing the proposal development.

A clear and well-defined problem statement is considered the foundation for developing the research proposal.

It enables the researcher to systematically point out why the proposed research on the problem should be undertaken and what he hopes to achieve with the study’s findings.

A well-defined statement of the problem will lead the researcher to formulate the research objectives, understand the background of the study, and choose a proper research methodology.

Once the problem situation has been identified and clearly stated, it is important to justify the importance of the problem.

In justifying the problems, we ask such questions as why the problem of the study is important, how large and widespread the problem is, and whether others can be convinced about the importance of the problem and the like.

Answers to the above questions should be reviewed and presented in one or two paragraphs that justify the importance of the problem.

As a first step in analyzing the problem, critical attention should be given to accommodate the viewpoints of the managers, users, and researchers to the problem through threadbare discussions.

The next step is identifying the factors that may have contributed to the perceived problems.

Issues of Research Problem Identification

There are several ways to identify, define, and analyze a problem, obtain insights, and get a clearer idea about these issues. Exploratory research is one of the ways of accomplishing this.

The purpose of the exploratory research process is to progressively narrow the scope of the topic and transform the undefined problems into defined ones, incorporating specific research objectives.

The exploratory study entails a few basic strategies for gaining insights into the problem. It is accomplished through such efforts as:

Pilot Survey

A pilot survey collects proxy data from the ultimate subjects of the study to serve as a guide for the large study. A pilot study generates primary data, usually for qualitative analysis.

This characteristic distinguishes a pilot survey from secondary data analysis, which gathers background information.

Case Studies

Case studies are quite helpful in diagnosing a problem and paving the way to defining the problem. It investigates one or a few situations identical to the researcher’s problem.

Focus Group Interviews

Focus group interviews, an unstructured free-flowing interview with a small group of people, may also be conducted to understand and define a research problem .

Experience Survey

Experience survey is another strategy to deal with the problem of identifying and defining the research problem.

It is an exploratory research endeavor in which individuals knowledgeable and experienced in a particular research problem are intimately consulted to understand the problem.

These persons are sometimes known as key informants, and an interview with them is popularly known as the Key Informant Interview (KII).

Reviewing of Literature

A review of relevant literature is an integral part of the research process. It enables the researcher to formulate his problem in terms of the specific aspects of the general area of his interest that has not been researched so far.

Such a review provides exposure to a larger body of knowledge and equips him with enhanced knowledge to efficiently follow the research process.

Through a proper review of the literature, the researcher may develop the coherence between the results of his study and those of the others.

A review of previous documents on similar or related phenomena is essential even for beginning researchers.

Ignoring the existing literature may lead to wasted effort on the part of the researchers.

Why spend time merely repeating what other investigators have already done?

Suppose the researcher is aware of earlier studies of his topic or related topics . In that case, he will be in a much better position to assess his work’s significance and convince others that it is important.

A confident and expert researcher is more crucial in questioning the others’ methodology, the choice of the data, and the quality of the inferences drawn from the study results.

In sum, we enumerate the following arguments in favor of reviewing the literature:

• It avoids duplication of the work that has been done in the recent past.
• It helps the researcher discover what others have learned and reported on the problem.
• It enables the researcher to become familiar with the methodology followed by others.
• It allows the researcher to understand what concepts and theories are relevant to his area of investigation.
• It helps the researcher to understand if there are any significant controversies, contradictions, and inconsistencies in the findings.
• It allows the researcher to understand if there are any unanswered research questions.
• It might help the researcher to develop an analytical framework.
• It will help the researcher consider including variables in his research that he might not have thought about.

Why is reviewing literature crucial in the research process?

Reviewing literature helps avoid duplicating previous work, discovers what others have learned about the problem, familiarizes the researcher with relevant concepts and theories, and ensures a comprehensive approach to the research question.

What is the significance of reviewing literature in the research process?

Reviewing relevant literature helps formulate the problem, understand the background of the study, choose a proper research methodology, and develop coherence between the study’s results and previous findings.

Setting Research Questions, Objectives, and Hypotheses

After discovering and defining the research problem, researchers should make a formal statement of the problem leading to research objectives .

An objective will precisely say what should be researched, delineate the type of information that should be collected, and provide a framework for the scope of the study. A well-formulated, testable research hypothesis is the best expression of a research objective.

A hypothesis is an unproven statement or proposition that can be refuted or supported by empirical data. Hypothetical statements assert a possible answer to a research question.

Step #4: Choosing the Study Design

The research design is the blueprint or framework for fulfilling objectives and answering research questions .

It is a master plan specifying the methods and procedures for collecting, processing, and analyzing the collected data. There are four basic research designs that a researcher can use to conduct their study;

• experiment,
• secondary data study, and
• observational study.

The type of research design to be chosen from among the above four methods depends primarily on four factors:

• The type of problem
• The objectives of the study,
• The existing state of knowledge about the problem that is being studied, and
• The resources are available for the study.

Deciding on the Sample Design

Sampling is an important and separate step in the research process. The basic idea of sampling is that it involves any procedure that uses a relatively small number of items or portions (called a sample) of a universe (called population) to conclude the whole population.

It contrasts with the process of complete enumeration, in which every member of the population is included.

Such a complete enumeration is referred to as a census.

A population is the total collection of elements we wish to make some inference or generalization.

A sample is a part of the population, carefully selected to represent that population. If certain statistical procedures are followed in selecting the sample, it should have the same characteristics as the population. These procedures are embedded in the sample design.

Sample design refers to the methods followed in selecting a sample from the population and the estimating technique vis-a-vis the formula for computing the sample statistics.

The fundamental question is, then, how to select a sample.

To answer this question, we must have acquaintance with the sampling methods.

These methods are basically of two types;

• probability sampling , and
• non-probability sampling .

Probability sampling ensures every unit has a known nonzero probability of selection within the target population.

If there is no feasible alternative, a non-probability sampling method may be employed.

The basis of such selection is entirely dependent on the researcher’s discretion. This approach is called judgment sampling, convenience sampling, accidental sampling, and purposive sampling.

The most widely used probability sampling methods are simple random sampling , stratified random sampling , cluster sampling , and systematic sampling . They have been classified by their representation basis and unit selection techniques.

Two other variations of the sampling methods that are in great use are multistage sampling and probability proportional to size (PPS) sampling .

Multistage sampling is most commonly used in drawing samples from very large and diverse populations.

The PPS sampling is a variation of multistage sampling in which the probability of selecting a cluster is proportional to its size, and an equal number of elements are sampled within each cluster.

Collecting Data From The Research Sample

Data gathering may range from simple observation to a large-scale survey in any defined population. There are many ways to collect data. The approach selected depends on the objectives of the study, the research design, and the availability of time, money, and personnel.

With the variation in the type of data (qualitative or quantitative) to be collected, the method of data collection also varies .

The most common means for collecting quantitative data is the structured interview .

Studies that obtain data by interviewing respondents are called surveys. Data can also be collected by using self-administered questionnaires . Telephone interviewing is another way in which data may be collected .

Other means of data collection include secondary sources, such as the census, vital registration records, official documents, previous surveys, etc.

Qualitative data are collected mainly through in-depth interviews, focus group discussions , Key Informant Interview ( KII), and observational studies.

Process and Analyze the Collected Research Data

Data processing generally begins with the editing and coding of data . Data are edited to ensure consistency across respondents and to locate omissions if any.

In survey data, editing reduces errors in the recording, improves legibility, and clarifies unclear and inappropriate responses. In addition to editing, the data also need coding.

Because it is impractical to place raw data into a report, alphanumeric codes are used to reduce the responses to a more manageable form for storage and future processing.

This coding process facilitates the processing of the data. The personal computer offers an excellent opportunity for data editing and coding processes.

Data analysis usually involves reducing accumulated data to a manageable size, developing summaries, searching for patterns, and applying statistical techniques for understanding and interpreting the findings in light of the research questions.

Further, based on his analysis, the researcher determines if his findings are consistent with the formulated hypotheses and theories.

The techniques used in analyzing data may range from simple graphical techniques to very complex multivariate analyses depending on the study’s objectives, the research design employed, and the nature of the data collected.

As in the case of data collection methods, an analytical technique appropriate in one situation may not be suitable for another.

Writing Research Report – Developing Research Proposal, Writing Report, Disseminating and Utilizing Results

The entire task of a research study is accumulated in a document called a proposal or research proposal.

A research proposal is a work plan, prospectus, outline, offer, and a statement of intent or commitment from an individual researcher or an organization to produce a product or render a service to a potential client or sponsor .

The proposal will be prepared to keep the sequence presented in the research process. The proposal tells us what, how, where, and to whom it will be done.

It must also show the benefit of doing it. It always includes an explanation of the purpose of the study (the research objectives) or a definition of the problem.

It systematically outlines the particular research methodology and details the procedures utilized at each stage of the research process.

The end goal of a scientific study is to interpret the results and draw conclusions.

To this end, it is necessary to prepare a report and transmit the findings and recommendations to administrators, policymakers, and program managers to make a decision.

There are various research reports: term papers, dissertations, journal articles , papers for presentation at professional conferences and seminars, books, thesis, and so on. The results of a research investigation prepared in any form are of little utility if they are not communicated to others.

The primary purpose of a dissemination strategy is to identify the most effective media channels to reach different audience groups with study findings most relevant to their needs.

The dissemination may be made through a conference, a seminar, a report, or an oral or poster presentation.

The style and organization of the report will differ according to the target audience, the occasion, and the purpose of the research. Reports should be developed from the client’s perspective.

A report is an excellent means that helps to establish the researcher’s credibility. At a bare minimum, a research report should contain sections on:

• An executive summary;
• Background of the problem;
• Literature review;
• Methodology;
• Discussion;
• Conclusions and
• Recommendations.

The study results can also be disseminated through peer-reviewed journals published by academic institutions and reputed publishers both at home and abroad. The report should be properly evaluated .

These journals have their format and editorial policies. The contributors can submit their manuscripts adhering to the policies and format for possible publication of their papers.

There are now ample opportunities for researchers to publish their work online.

The researchers have conducted many interesting studies without affecting actual settings. Ideally, the concluding step of a scientific study is to plan for its utilization in the real world.

Although researchers are often not in a position to implement a plan for utilizing research findings, they can contribute by including in their research reports a few recommendations regarding how the study results could be utilized for policy formulation and program intervention.

Why is the dissemination of research findings important?

Dissemination of research findings is crucial because the results of a research investigation have little utility if not communicated to others. Dissemination ensures that the findings reach relevant stakeholders, policymakers, and program managers to inform decisions.

How should a research report be structured?

A research report should contain sections on an executive summary, background of the problem, literature review, methodology, findings, discussion, conclusions, and recommendations.

Why is it essential to consider the target audience when preparing a research report?

The style and organization of a research report should differ based on the target audience, occasion, and research purpose. Tailoring the report to the audience ensures that the findings are communicated effectively and are relevant to their needs.

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Basic Steps in the Research Process

The following steps outline a simple and effective strategy for writing a research paper. Depending on your familiarity with the topic and the challenges you encounter along the way, you may need to rearrange these steps.

Step 1: Identify and develop your topic

Selecting a topic can be the most challenging part of a research assignment. Since this is the very first step in writing a paper, it is vital that it be done correctly. Here are some tips for selecting a topic:

• Select a topic within the parameters set by the assignment. Many times your instructor will give you clear guidelines as to what you can and cannot write about. Failure to work within these guidelines may result in your proposed paper being deemed unacceptable by your instructor.
• Select a topic of personal interest to you and learn more about it. The research for and writing of a paper will be more enjoyable if you are writing about something that you find interesting.
• Select a topic for which you can find a manageable amount of information. Do a preliminary search of information sources to determine whether existing sources will meet your needs. If you find too much information, you may need to narrow your topic; if you find too little, you may need to broaden your topic.
• Be original. Your instructor reads hundreds of research papers every year, and many of them are on the same topics (topics in the news at the time, controversial issues, subjects for which there is ample and easily accessed information). Stand out from your classmates by selecting an interesting and off-the-beaten-path topic.
• Still can't come up with a topic to write about? See your instructor for advice.

Once you have identified your topic, it may help to state it as a question. For example, if you are interested in finding out about the epidemic of obesity in the American population, you might pose the question "What are the causes of obesity in America ?" By posing your subject as a question you can more easily identify the main concepts or keywords to be used in your research.

Step 2 : Do a preliminary search for information

Before beginning your research in earnest, do a preliminary search to determine whether there is enough information out there for your needs and to set the context of your research. Look up your keywords in the appropriate titles in the library's Reference collection (such as encyclopedias and dictionaries) and in other sources such as our catalog of books, periodical databases, and Internet search engines. Additional background information may be found in your lecture notes, textbooks, and reserve readings. You may find it necessary to adjust the focus of your topic in light of the resources available to you.

Step 3: Locate materials

With the direction of your research now clear to you, you can begin locating material on your topic. There are a number of places you can look for information:

If you are looking for books, do a subject search in One Search . A Keyword search can be performed if the subject search doesn't yield enough information. Print or write down the citation information (author, title,etc.) and the location (call number and collection) of the item(s). Note the circulation status. When you locate the book on the shelf, look at the books located nearby; similar items are always shelved in the same area. The Aleph catalog also indexes the library's audio-visual holdings.

Use the library's  electronic periodical databases  to find magazine and newspaper articles. Choose the databases and formats best suited to your particular topic; ask at the librarian at the Reference Desk if you need help figuring out which database best meets your needs. Many of the articles in the databases are available in full-text format.

Use search engines ( Google ,  Yahoo , etc.) and subject directories to locate materials on the Internet. Check the  Internet Resources  section of the NHCC Library web site for helpful subject links.

Step 4: Evaluate your sources

See the  CARS Checklist for Information Quality   for tips on evaluating the authority and quality of the information you have located. Your instructor expects that you will provide credible, truthful, and reliable information and you have every right to expect that the sources you use are providing the same. This step is especially important when using Internet resources, many of which are regarded as less than reliable.

Step 5: Make notes

Consult the resources you have chosen and note the information that will be useful in your paper. Be sure to document all the sources you consult, even if you there is a chance you may not use that particular source. The author, title, publisher, URL, and other information will be needed later when creating a bibliography.

Step 6: Write your paper

Begin by organizing the information you have collected. The next step is the rough draft, wherein you get your ideas on paper in an unfinished fashion. This step will help you organize your ideas and determine the form your final paper will take. After this, you will revise the draft as many times as you think necessary to create a final product to turn in to your instructor.

Step 7: Cite your sources properly

Give credit where credit is due; cite your sources.

Citing or documenting the sources used in your research serves two purposes: it gives proper credit to the authors of the materials used, and it allows those who are reading your work to duplicate your research and locate the sources that you have listed as references. The  MLA  and the  APA  Styles are two popular citation formats.

Failure to cite your sources properly is plagiarism. Plagiarism is avoidable!

Step 8: Proofread

The final step in the process is to proofread the paper you have created. Read through the text and check for any errors in spelling, grammar, and punctuation. Make sure the sources you used are cited properly. Make sure the message that you want to get across to the reader has been thoroughly stated.

Additional research tips:

• Work from the general to the specific -- find background information first, then use more specific sources.
• Don't forget print sources -- many times print materials are more easily accessed and every bit as helpful as online resources.
• The library has books on the topic of writing research papers at call number area LB 2369.
• If you have questions about the assignment, ask your instructor.
• If you have any questions about finding information in the library, ask the librarian.

Contact Information

Craig larson.

Librarian 763-424-0733 [email protected] Zoom:  myzoom   Available by appointment

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Research Process

Dissertation markers expect you to include the explanation of research process in methodology chapter. A typical research process comprises the following stages:

1. Selecting the research area . Your dissertation marker expects you to state that you have selected the research area due to professional and personal interests in the area and this statement must be true. Students often underestimate the importance of this first stage in the research process. If you find a research area and research problem that is genuinely interesting to you it is for sure that the whole process of writing your dissertation will be much easier. Therefore, it is never too early to start thinking about the research area for your dissertation.

2. Formulating research aim, objectives and research questions or developing hypotheses . The choice between the formulation of research questions and the development of hypotheses depends on your research approach as it is discussed further below in more details. Appropriate research aims and objectives or hypotheses usually result from several attempts and revisions.

Accordingly, you need to mention in your dissertation that you have revised your research aims and objectives or hypotheses during the research process several times to get their final versions. It is critically important that you get confirmation from your supervisor regarding your research questions or hypotheses before moving forward with the work.

3. Conducting the literature review . Literature review is usually the longest stage in the research process. Actually, the literature review starts even before the formulation of research aims and objective. This is because you have to check if exactly the same research problem has been addressed before and this task is a part of the literature review. Nevertheless, you will conduct the main part of the literature review after the formulation of research aim and objectives. You have to use a wide range of secondary data sources such as books, newspapers, magazines, journals, online articles etc.

4. Selecting data collection methods . Data collection method(s) need to be selected on the basis of critically analyzing advantages and disadvantages associated with several alternative methods. In studies involving primary data collection, you need to write about advantages and disadvantages of selected primary data collection method(s) in detailed manner in methodology.

5. Collecting the primary data . You will have to start primary data collection only after detailed preparation. Sampling is an important element of this stage. You may have to conduct pilot data collection if you chose questionnaire primary data collection method. Primary data collection is not a compulsory stage for all dissertations and you will skip this stage if you are conducting a desk-based research.

6. Data analysis . Analysis of data plays an important role in the achievement of research aim and objectives. This stage involves an extensive editing and coding of data. Data analysis methods vary between secondary and primary studies, as well as, between qualitative and quantitative studies. In data analysis coding of primary data plays an instrumental role to reduce sample group responses to a more manageable form for storage and future processing. Data analysis is discussed in Chapter 6 in great details.

7. Reaching conclusions . Conclusions relate to the level of achievement of research aims and objectives. In this final part of your dissertation you will have to justify why you think that research aims and objectives have been achieved. Conclusions also need to cover research limitations and suggestions for future research .

8. Completing the research . Following all of the stages described above, and organizing separate chapters into one file leads to the completion of the first draft. You need to prepare the first draft of your dissertation at least one month before the submission deadline. This is because you will need to have sufficient amount of time to address feedback to be provided by your supervisor.

Individual stages in the research process outlined above are interdependent and the sequence has to be maintained. Moreover, the process of any research tends to be iterative, meaning that you may have to return back to the previous stages of the research process several times for revisions and improvement. In other words, no stage of the research process is fully completed until the whole dissertation is completed.

John Dudovskiy

• Meta-skills for Graduate Students

Stages of a Research Project

A research project will progress through many stages from its conception through publishing the results. Below is a mostly  ordered list of the stages of an experimental research project in our laboratory. Sometimes these stages will be done in a different orde r, o r they may repeat, or they may blend into one another. Different fields of physics and different types of research (i.e., computational or theoretical) will likely have a different order or  different stages . If you are part of our research group, you can use the outline below to evaluate and plan your projects. 

• Conception/inspiration
• Development/feasibility study
• Literature review
• Simulations
• Experimental design : Outline both the measurements to be done and the equipment that is necessary to do them.
• Experimental setup, calibration, tests, troubleshooting : Construct and arrange the experimental equipment to do the planned measurements. This can take the majority of the time spent on an experiment.
• Preliminary steps
• Preliminary experimental measurements : Figure out how to do the measurements. This may require going back to steps 3 and 4 a few times.
• Preliminary data analysis : Figure out how to analyze the raw data. This may require going back to steps 3 and 4 a few times.
• Preliminary writing, essay-style : Start writing the paper because "writing is thinking". This is a first attempt at explaining the experiment and results. Use it to see what is missing, what additional data to take, and what additional analyses to do. This should continue throughout the rest of the project.
• Pipeline development : This is an outgrowth of the preliminary steps above.
• Experimental pipeline development : We often need to take all our data from one quantum dot (QD), and a given QD can't be easily re-found if the sample is changed. The experimental pipeline is an efficient method to collect all the data in a short amount of time. It takes time and effort to develop the procedures and programs to enable that.
• Raw data analysis pipeline development : To ensure the data being collected is valid, it needs to be analyzed immediately so a human can evaluate it for validity. The analysis pipeline is code that raw data can be put through immediately after collection, and which produces plots and figures that enable human evaluation. Similar to the experimental pipeline, it takes time and effort to develop the analysis method and code for this task.
• Experimental measurements directly into raw data analysis pipeline : This is when the data that will be used in the final analysis is recorded. This setup can take very little time if the experimental and analysis pipelines are well functioning. If the pipelines are not well functioning, then this step might be performed incorrectly and need to be repeated after redevelopment of the pipelines.
• Analysis of processed data : If the preliminary writing and data analysis were done well, then this step can be straightforward. If it is not straightforward, then we may need to return to the preliminary steps again.
• Writing : The order of writing is different from the order of the eventual paper. The order below starts with the easiest parts to write and ends with the hardest.
• Experimental setup/methods : Equipment (figures); kinds of measurements (archetypal examples); data analysis methods. As the graduate student who did the experiment, this section is the easiest to write because you just describe what you did.
• Data presentation/analysis : It is sometimes necessary to present all of the raw data, but sometimes the archetypal examples in the previous section are sufficient.
• Results and discussion : Plots and models of information extracted from raw data. This includes analysis of processed data.
• Conclusions : (Re)State main results and explanation. Describe how this fulfills the knowledge gap (see below) and enables useful and/or interesting things (outlook and future directions).
• Here we show : Summary of experiment. Preview of conclusions.
• Motivation and introduction : Why do this? Why is it interesting/useful? Describe the state of the field. Set up and describe the "gap in knowledge" that your work fills.
• Abstract : ("to draw out from") Take out the most essential parts of the manuscript.
• Reorder sections : The sections above are presented in the final manuscript in a different order than they are written: (1) abstract, (2) motivation and intro, (3) here we show, (4) experimental setup/methods, (5) data presentation and analysis, (6) results and discussion, (7) conclusions.

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

Pitchai balakumar.

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

Mohammed Naseeruddin Inamdar

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

Gowraganahalli Jagadeesh

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

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

INTRODUCTION

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

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

THE STRUCTURE OF THE WORKSHOP

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

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

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

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

Fundamentals in the research process

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

Research topic

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

Elements of a study protocol

Research question

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

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

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

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

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

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

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

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

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

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

Relevance of the study

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

Biomedical literature

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

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

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

Bibliography management

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

Writing experimental protocols

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

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

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

Elements of a research protocol

Biostatistics

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

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

Research and publication ethics

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

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

SCIENTIFIC COMMUNICATION: THE KEY TO SUCCESSFUL SELLING OF FINDINGS

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

An overview of paper structure and thesis writing

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

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

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

Language and style in publication

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

Working with journals

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

Poster and oral presentations at conferences

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

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

PANEL DISCUSSION: FEEDBACK AND COMMENTS BY PARTICIPANTS

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

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

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

WHAT HAVE THE PARTICIPANTS LEARNED?

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

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

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

ACKNOWLEDGMENT

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

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

Source of Support: Nil

Conflict of Interest: None declared.

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Art & Science Previous     Next

Stages in the research process, leslie gelling reader in research ethics, faculty of health, social care and education, anglia ruskin university, cambridge, england.

Research should be conducted in a systematic manner, allowing the researcher to progress from a general idea or clinical problem to scientifically rigorous research findings that enable new developments to improve clinical practice. Using a research process helps guide this process. This article is the first in a 26-part series on nursing research. It examines the process that is common to all research, and provides insights into ten different stages of this process: developing the research question, searching and evaluating the literature, selecting the research approach, selecting research methods, gaining access to the research site and data, pilot study, sampling and recruitment, data collection, data analysis, and dissemination of results and implementation of findings.

Nursing Standard . 29, 27, 44-49. doi: 10.7748/ns.29.27.44.e8745

[email protected]

This article has been subject to double blind peer review

Received: 10 January 2014

Accepted: 03 October 2014

Clinical nursing research - nursing research - qualitative research - quantitative research - research - research ethics - research methodology - research process - sampling

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04 March 2015 / Vol 29 issue 27

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• Academic essay overview
• The writing process
• Structuring academic essays
• Types of academic essays
• Academic writing overview
• Sentence structure
• Academic writing process
• Improving your academic writing
• Titles and headings
• APA style overview
• APA citation & referencing
• APA structure & sections
• Citation & referencing
• Structure and sections
• APA examples overview
• Commonly used citations
• Other examples
• British English vs. American English
• Chicago style overview
• Chicago citation & referencing
• Chicago structure & sections
• Chicago style examples
• Citing sources overview
• Citation format
• Citation examples
• College essay overview
• Application
• How to write a college essay
• Types of college essays
• Commonly confused words
• Definitions
• Dissertation overview
• Dissertation structure & sections
• Dissertation writing process
• Graduate school overview
• Application & admission
• Study abroad
• Harvard referencing overview
• Language rules overview
• Grammatical rules & structures
• Parts of speech
• Punctuation
• Methodology overview
• Analyzing data
• Experiments
• Observations
• Inductive vs. Deductive
• Qualitative vs. Quantitative
• Types of validity
• Types of reliability
• Sampling methods
• Theories & Concepts
• Types of research studies
• Types of variables
• MLA style overview
• MLA examples
• MLA citation & referencing
• MLA structure & sections
• Plagiarism overview
• Plagiarism checker
• Types of plagiarism
• Printing production overview
• Research bias overview
• Types of research bias
• Research paper structure & sections
• Types of research papers
• Research process overview
• Problem statement
• Research proposal
• Research topic
• Statistics overview
• Levels of measurment
• Measures of central tendency
• Measures of variability
• Hypothesis testing
• Parameters & test statistics
• Types of distributions
• Correlation
• Effect size
• Hypothesis testing assumptions
• Types of ANOVAs
• Types of chi-square
• Statistical data
• Statistical models
• Spelling mistakes
• Tips overview
• Academic writing tips
• Dissertation tips
• Sources tips
• Working with sources overview
• Evaluating sources
• Finding sources
• Including sources
• Types of sources

Research Process – The 5 Stages of Your Research

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Research is the creative and systematic work done to increase knowledge on a particular topic or phenomenon. It involves multiple steps such as defining a research question, conducting a literature review, collecting data, analyzing results, and drawing conclusions to contribute to the existing body of knowledge. This post discusses the entire research process and everything you should know about it.

Inhaltsverzeichnis

• 1 Research process – In a Nutshell
• 2 Definition: Research process
• 3 Step 1 of the research process: Choosing a topic
• 4 Step 2 of the research process: Identify a problem
• 5 Step 3 of the research process: Research question
• 6 Step 4 of the research process: Research design
• 7 Step 5 of the research process: Research proposal
• 8 Overview of all research process articles

Research process – In a Nutshell

• The research process involves the critical steps between choosing a topic and presenting it for approval.
• It is the first process of starting a research project.
• The research processes include selecting a topic, problem identification, research question, research design formulation, and writing a proposal.

Definition: Research process

This process involves the steps of conducting research work to get effective or desired results from your project. It entails selecting the topic, conducting problem research, developing a research design, and establishing a proposal.

Step 1 of the research process: Choosing a topic

Choosing a topic for your research is not as easy as you may assume, especially if you have not done it before. For instance, you must become well-versed in the material surrounding the topic, the possible research topics , and if there is room for more knowledge. Furthermore, choosing a topic for your research process may take a while and involve the methods below.

Brainstorming ideas

You can come up with a research topic by brainstorming ideas. For instance, you can find a field of interest or classes where you want to choose your idea. However, you may have already thought of a topic, like when applying to graduate school. However, even with an existing topic idea, you still need to write a statement of purpose. The purpose of brainstorming ideas is to choose a specific topic.

Familiarize yourself with your topic

Once you have landed on the topic you want to write about; the next step is to familiarize yourself with it. You can get a good sense of the chosen topic by reviewing existing literature. While reading about the topic, taking notes, and identifying problem areas, debates, and questions would be wise. This helps you find a specific niche for your research.

Considering the practicalities

The next part of choosing a topic is considering the practicalities. For instance, you should consider the factors below:

• The requirements of your program
• The time you have to conduct the research and submit your report
• The resources you will need to research the particular topic

Step 2 of the research process: Identify a problem

Consider the following elements when identifying a research problem .

Theoretical and practical problems

A well-identified research problem will help the researcher accomplish all the vital phases of the research process, like selecting objectives and research methodology and making your project manageable. There are two types of problems in research: practical and theoretical .

Practical research focuses on processes that are not working properly. Examples of practical research problems are:

• Performance/ productivity issues in an organization
• Processes that need improvement in an institution
• Areas of concern in a field

On the other hand, theoretical research is associated with unexplored phenomena. For example:

• A context that has not been studied closely (like long-term effects of radiation from Wi-Fi)
• A contradiction between various perspectives (like the difference between racism and colorism)
• A correlation that is not well-understood (like the link between Vitamin D deficiency and cardiovascular health)

Writing a problem statement

A problem statement is a precise description of the issues your research project will address. It is crucial for finding and implementing effective solutions in a research project. Additionally, a problem statement helps you contextualize and understand the implication of your research problem. An effective problem statement should:

• Put the problem in context
• Describe the precise problem
• Show the relevance of the problem
• Set objectives

Step 3 of the research process: Research question

A research question aims to help you get perspectives on what you should focus on when conducting research for your project.

A strong research question should be, focused, researchable, feasible, specific, complex, and relevant. Other types of research require a conceptual framework and testable hypotheses before coming up with research questions.

Step 4 of the research process: Research design

A research design is an approach for answering your research questions using empirical data. A research design aims to ensure that our methods match your project’s aims. It also ensures that you use the right methods for data analysis. Creating a research design entails the following steps:

When creating a research design, you must consider primary or secondary data and qualitative or quantitative methods. Your choice will influence your entire research design.

Step 5 of the research process: Research proposal

Finally, you must write a research proposal through which you present your objectives, content, and plan. The proposal will demonstrate the relevance of your study and should include a problem statement, research objectives, questions, and methodology.

Additionally, your research proposal needs a literature review section that shows that you have researched and understood your topic. It also shows that you are not repeating what others have said or done.

You must present the research proposal to your professor or instructor for approval before conducting the study.

Overview of all research process articles

• Research question examples
• Problem statement example
• Research problem
• Relevance of research

What are the five stages of the research process?

The five stages are choosing a topic, identifying a problem, formulating a research process, creating a research design, and writing a research proposal.

What is the best way to choose a topic for your research process?

There are many methods for choosing a topic for your research process. The best ones are brainstorming ideas, familiarizing yourself with your topic, and considering the practicalities of your options.

What is the difference between choosing a research topic and identifying a problem?

The difference is that you can choose a topic in a general area while identifying a problem helps you focus your research on a specific subject in your topic.

What is the value of the research process?

The research process helps you get effective results from your project. It also helps you design your project.

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The Defense Acquisition Encyclopedia

Program Management

The research process entails systematically acquiring knowledge, resolving issues, or addressing particular inquiries. It is a series of systematic procedures that a researcher must undertake to generate valuable knowledge relevant to the project and focused on the relevant subject matter. The process is iterative, with each subsequent step influenced by the preceding one. The successful execution of this task necessitates meticulous strategic planning, meticulous attention to intricate particulars, and an unwavering dedication to acquiring knowledge and comprehension.

5 Steps in the Research Process Overview

The following steps outline a simple and effective process for conducting both basic and practical research. The five (5) steps in the research process are: [1]

• Step 1: Locating and Defining Issues or Problems – Understanding the questions that need to be answered or studied
• Step 2: Designing the Research Project – Creating a research plan
• Step 3: Collecting Data – Obtaining the information needed to solve the identified issue or problem
• Step 4: Interpreting Research Data – examining the research data and coming up with a conclusion that solves the problem
• Step 5: Report Research Findings – Presenting the information

Step 1 – Locating and Defining Issues or Problems

This step focuses on uncovering the nature and boundaries of a situation or question that needs to be answered or studied. In defining the issues or problems, the researcher should take into account the purpose of the study, the relevant background information, what information is needed, and how it will be used in decision-making. A well-defined problem will help the researcher through all steps of the research process, from setting goals to choosing a method. There are a number of ways to learn more about a subject and get a better grasp on it in Step 2.

Step 2 – Designing the Research Project

This step is focused on creating a research plan or overall approach to how you are going to solve the issue or problem identified.  A research plan or approach is a framework or blueprint for conducting a research project. It details the procedures necessary for obtaining the required information, and its purpose is to design a study that will test the hypotheses of interest, determine possible answers to the research questions, and provide the information needed for decision-making.

The research design involves the following steps:

• Step 1: Conduct secondary data analysis
• Step 2: Do qualitative research
• Step 3: Determine methods of collecting quantitative data (survey, observation, and experimentation)
• Step 4: Determine the definition of the information needed
• Step 5: Determine measurement and scaling procedures
• Step 6: Design a questionnaire
• Step 7: Sampling process and sample size
• Step 8: Plan of data analysis

Step 3 – Collecting Data

This step revolved around obtaining the information needed to solve the identified issue or problem.  Data collection can involve experiments, observations, personal interviewing (in-home, mall intercept, or computer-assisted personal interviewing), from an office by telephone (telephone or computer-assisted telephone interviewing), or through the mail (traditional mail and mail panel surveys with recruited households). The two groups of researchers must provide data.

Data collection techniques can include:

• Interviews: Asking people questions about their known information
• Observations: collecting data without asking questions.
• Questionnaires: Ask questions among a group of people
• Focus Groups: Interviewing and observing a group of people
• Documents and Records: Old-fashioned research
• Literature review: Old-fashioned research
• Library Sources: Old reports and articles/books

Step 4 – Interpreting Research Data

This step is focused on interpreting and examining the research data and coming up with a conclusion that solves the problem. Make sure the conclusion is easy to understand and well thought out based on the data collected.

Analysis Steps

• Step A: Review your research plan
• Step B: Organize your findings and the information you have collected from Step 3.
• Step C: Create a rough draft of your findings, recommendations, and conclusion. The rough draft will help you get your thoughts organized.
• Step D: Polish the rough draft into your final research finding. You will most likely revise the draft many times before the final product is ready for Step 5.

Step 5 – Report Research Findings

The final step is to report the research findings to those who need the data to make decisions. The findings should be presented in an understandable format so that they can be readily used in the decision-making process. In addition, an oral presentation should be made to management using tables, figures, and graphs to enhance clarity and impact.

Research Reporting Formats:

• Formal Paper
• Published Article
• PowerPoint Presentation
• Audio or Video
• Spreadsheet

Typical Formal Research Report Format

A formal research report typically consists of several sections organized in a specific order to present the research findings clearly and structured. Here is a notional format of a research report, including the typical sections:

• Title Page: – Title of the Research Report – Name(s) of the Author(s) – Affiliation(s) of the Author(s) – Date of Submission
• Abstract: – A brief summary of the research objectives, methods, key findings, and conclusions. – Usually limited to a specific word count or length.
• Table of Contents: – A list of the main sections, subsections, and page numbers in the report. – Helps readers navigate through the report easily.
• Introduction: – Provides an overview of the research topic, including background information, context, and significance. – States the research problem, objectives, and research questions. – Outlines the scope and limitations of the study.
• Literature Review: – Reviews relevant literature and previous studies related to the research topic. – Summarizes existing knowledge, theories, and methodologies. – Identifies gaps, controversies, or unresolved issues that the current research aims to address.
• Methodology: – Describes the research design, methods, and procedures used to collect and analyze data. – Includes information on the sample size, data sources, data collection tools, and data analysis techniques. – Provides sufficient details for replication and validation of the study.
• Results: – Presents the findings of the research in a clear and organized manner. – Utilizes tables, figures, charts, or graphs to present data. – Includes descriptive statistics, qualitative analysis, or any other relevant analysis outputs.
• Discussion: – Interprets and discusses the research findings in relation to the research objectives. – Compares the results with existing literature and theories. – Analyzes patterns, trends, correlations, or discrepancies in the data. – Provides explanations, justifications, or hypotheses to support the findings.
• Conclusion: – Summarizes the main findings of the research. – Restates the research objectives and addresses the research questions. – Highlights the contributions and implications of the study. – Suggests recommendations for future research or practical applications.
• References: – Lists all the sources cited within the research report. – Follows a specific referencing style (e.g., APA, MLA, IEEE) as per the guidelines.
• Appendices: – Includes supplementary information or additional data that supports the research findings but is not necessary for the main body of the report. – May include survey questionnaires, interview transcripts, data tables, software code, or any other relevant materials.

It’s important to note that the structure and specific section names may vary depending on the discipline, research field, or journal requirements. Always refer to the specific guidelines your institution or publisher provided when preparing a research report.

AcqNotes Tutorial

Research Process Lessons Learned

Embarking on a research journey is a dynamic and enlightening experience that often leads to a multitude of lessons learned. The research process is not merely a sequence of steps but a complex exploration that demands critical thinking, adaptability, and perseverance. Through the course of conducting research, individuals encounter challenges, make discoveries, and refine their methodologies. These lessons extend beyond the acquisition of academic knowledge, encompassing skills such as effective communication, time management, and the ability to navigate through the vast sea of information.

• Define the research challenge and goals in detail: It’s crucial to grasp exactly what you’re attempting to learn and what you want to achieve. This will make it easier to direct your research efforts and guarantee that you are gathering pertinent facts.
• Select the best research design possible: Various research designs are applicable for various research topics. Choosing the proper design will help ensure your study’s validity and reliability.
• Collect reliable information: because it will directly impact how well your research turns out. Use the right data-gathering techniques, and make sure the data is gathered reliably and consistently.
• Analyze the data correctly: If you want to draw reliable findings from your research, your data analysis must be done correctly. It is crucial to employ the proper statistical methods and interpret the findings cautiously.
• Effectively explain your findings: It’s critical to provide your research’s conclusions in a clear, succinct manner. Writing a research report, presenting your findings at a conference, or publishing your study in a journal are all examples of how to do this.

Qualitative Research in the Research Process

Information, industry experts, and secondary data may not be sufficient to define the research problem. Sometimes qualitative research must be undertaken to gain a qualitative understanding of the problem and its underlying factors. Qualitative research is unstructured, exploratory in nature, based on small samples, and may utilize popular qualitative techniques such as focus groups (group interviews), word association (asking respondents to indicate their first responses to stimulus words), and depth interviews (one-on-one interviews which probe the respondents’ thoughts in detail). Other exploratory research techniques, such as pilot surveys with small samples of respondents, may also be undertaken.

There are various steps in the research process, which makes it simple to accomplish the research successfully. The above-described steps in the research process are interdependent, hence the order must be followed. So, if we want to conduct research, we should adhere to the steps of the research process to obtain good and reliable results.

AcqLinks and References:

• [1] Pride, Ferel (2010). Marketing. South-Western Cengage Learning

Updated: 4/11/2024

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Market Research

9 Key stages in your marketing research process

You can conduct your own marketing research. Follow these steps, add your own flair, knowledge and creativity, and you’ll have bespoke research to be proud of.

Marketing research is the term used to cover the concept, development, placement and evolution of your product or service, its growing customer base and its branding – starting with brand awareness , and progressing to (everyone hopes) brand equity . Like any research, it needs a robust process to be credible and useful.

Marketing research uses four essential key factors known as the ‘marketing mix’ , or the Four Ps of Marketing :

• Product (goods or service)
• Price ( how much the customer pays )
• Place (where the product is marketed)
• Promotion (such as advertising and PR)

These four factors need to work in harmony for a product or service to be successful in its marketplace.

The marketing research process – an overview

A typical marketing research process is as follows:

• Identify an issue, discuss alternatives and set out research objectives
• Develop a research program
• Choose a sample
• Gather information
• Gather data
• Organize and analyze information and data
• Present findings
• Make research-based decisions
• Take action based on insights

Step 1: Defining the marketing research problem

Defining a problem is the first step in the research process. In many ways, research starts with a problem facing management. This problem needs to be understood, the cause diagnosed, and solutions developed.

However, most management problems are not always easy to research, so they must first be translated into research problems. Once you approach the problem from a research angle, you can find a solution. For example, “sales are not growing” is a management problem, but translated into a research problem, it becomes “ why are sales not growing?” We can look at the expectations and experiences of several groups : potential customers, first-time buyers, and repeat purchasers. We can question whether the lack of sales is due to:

• Poor expectations that lead to a general lack of desire to buy, or
• Poor performance experience and a lack of desire to repurchase.

This, then, is the difference between a management problem and a research problem. Solving management problems focuses on actions: Do we advertise more? Do we change our advertising message? Do we change an under-performing product configuration? And if so, how?

Defining research problems, on the other hand, focus on the whys and hows, providing the insights you need to solve your management problem.

Step 2: Developing a research program: method of inquiry

The scientific method is the standard for investigation. It provides an opportunity for you to use existing knowledge as a starting point, and proceed impartially.

The scientific method includes the following steps:

• Define a problem
• Develop a hypothesis
• Make predictions based on the hypothesis
• Devise a test of the hypothesis
• Conduct the test
• Analyze the results

This terminology is similar to the stages in the research process. However, there are subtle differences in the way the steps are performed:

• the scientific research method is objective and fact-based, using quantitative research and impartial analysis
• the marketing research process can be subjective, using opinion and qualitative research, as well as personal judgment as you collect and analyze data

Step 3: Developing a research program: research method

As well as selecting a method of inquiry (objective or subjective), you must select a research method . There are two primary methodologies that can be used to answer any research question:

• Experimental research : gives you the advantage of controlling extraneous variables and manipulating one or more variables that influence the process being implemented.
• Non-experimental research : allows observation but not intervention – all you do is observe and report on your findings.

Step 4: Developing a research program: research design

Research design is a plan or framework for conducting marketing research and collecting data. It is defined as the specific methods and procedures you use to get the information you need.

There are three core types of marketing research designs: exploratory, descriptive, and causal . A thorough marketing research process incorporates elements of all of them.

Exploratory marketing research

This is a starting point for research. It’s used to reveal facts and opinions about a particular topic, and gain insight into the main points of an issue. Exploratory research is too much of a blunt instrument to base conclusive business decisions on, but it gives the foundation for more targeted study. You can use secondary research materials such as trade publications, books, journals and magazines and primary research using qualitative metrics, that can include open text surveys, interviews and focus groups.

Descriptive marketing research

This helps define the business problem or issue so that companies can make decisions, take action and monitor progress. Descriptive research is naturally quantitative – it needs to be measured and analyzed statistically , using more targeted surveys and questionnaires. You can use it to capture demographic information , evaluate a product or service for market, and monitor a target audience’s opinion and behaviors. Insights from descriptive research can inform conclusions about the market landscape and the product’s place in it.

Causal marketing research

This is useful to explore the cause and effect relationship between two or more variables. Like descriptive research , it uses quantitative methods, but it doesn’t merely report findings; it uses experiments to predict and test theories about a product or market. For example, researchers may change product packaging design or material, and measure what happens to sales as a result.

Step 5: Choose your sample

Your marketing research project will rarely examine an entire population. It’s more practical to use a sample - a smaller but accurate representation of the greater population. To design your sample, you’ll need to answer these questions:

• Which base population is the sample to be selected from? Once you’ve established who your relevant population is (your research design process will have revealed this), you have a base for your sample. This will allow you to make inferences about a larger population.
• What is the method (process) for sample selection? There are two methods of selecting a sample from a population:

1. Probability sampling : This relies on a random sampling of everyone within the larger population.

2. Non-probability sampling : This is based in part on the investigator’s judgment, and often uses convenience samples, or by other sampling methods that do not rely on probability.

• What is your sample size? This important step involves cost and accuracy decisions. Larger samples generally reduce sampling error and increase accuracy, but also increase costs. Find out your perfect sample size with our calculator .

Step 6: Gather data

Your research design will develop as you select techniques to use. There are many channels for collecting data, and it’s helpful to differentiate it into O-data (Operational) and X-data (Experience):

• O-data is your business’s hard numbers like costs, accounting, and sales. It tells you what has happened, but not why.
• X-data gives you insights into the thoughts and emotions of the people involved: employees, customers, brand advocates.

When you combine O-data with X-data, you’ll be able to build a more complete picture about success and failure - you’ll know why. Maybe you’ve seen a drop in sales (O-data) for a particular product. Maybe customer service was lacking, the product was out of stock, or advertisements weren’t impactful or different enough: X-data will reveal the reason why those sales dropped. So, while differentiating these two data sets is important, when they are combined, and work with each other, the insights become powerful.

With mobile technology, it has become easier than ever to collect data. Survey research has come a long way since market researchers conducted face-to-face, postal, or telephone surveys. You can run research through:

• Social media ( polls and listening )

Another way to collect data is by observation. Observing a customer’s or company’s past or present behavior can predict future purchasing decisions. Data collection techniques for predicting past behavior can include market segmentation , customer journey mapping and brand tracking .

Regardless of how you collect data, the process introduces another essential element to your research project: the importance of clear and constant communication .

And of course, to analyze information from survey or observation techniques, you must record your results . Gone are the days of spreadsheets. Feedback from surveys and listening channels can automatically feed into AI-powered analytics engines and produce results, in real-time, on dashboards.

Step 7: Analysis and interpretation

The words ‘ statistical analysis methods ’ aren’t usually guaranteed to set a room alight with excitement, but when you understand what they can do, the problems they can solve and the insights they can uncover, they seem a whole lot more compelling.

Statistical tests and data processing tools can reveal:

• Whether data trends you see are meaningful or are just chance results
• Your results in the context of other information you have
• Whether one thing affecting your business is more significant than others
• What your next research area should be
• Insights that lead to meaningful changes

There are several types of statistical analysis tools used for surveys. You should make sure that the ones you choose:

• Work on any platform - mobile, desktop, tablet etc.
• Integrate with your existing systems
• Are easy to use with user-friendly interfaces, straightforward menus, and automated data analysis
• Incorporate statistical analysis so you don’t just process and present your data, but refine it, and generate insights and predictions.

Here are some of the most common tools:

• Benchmarking : a way of taking outside factors into account so that you can adjust the parameters of your research. It ‘levels the playing field’ – so that your data and results are more meaningful in context. And gives you a more precise understanding of what’s happening.
• Regression analysis : this is used for working out the relationship between two (or more) variables. It is useful for identifying the precise impact of a change in an independent variable.
• T-test is used for comparing two data groups which have different mean values. For example, do women and men have different mean heights?
• Analysis of variance (ANOVA) Similar to the T-test, ANOVA is a way of testing the differences between three or more independent groups to see if they’re statistically significant.
• Cluster analysis : This organizes items into groups, or clusters, based on how closely associated they are.
• Factor analysis: This is a way of condensing many variables into just a few, so that your research data is less unwieldy to work with.
• Conjoint analysis : this will help you understand and predict why people make the choices they do. It asks people to make trade-offs when making decisions, just as they do in the real world, then analyzes the results to give the most popular outcome.
• Crosstab analysis : this is a quantitative market research tool used to analyze ‘categorical data’ - variables that are different and mutually exclusive, such as: ‘men’ and ‘women’, or ‘under 30’ and ‘over 30’.
• Text analysis and sentiment analysis : Analyzing human language and emotions is a rapidly-developing form of data processing, assigning positive, negative or neutral sentiment to customer messages and feedback.

Stats IQ can perform the most complicated statistical tests at the touch of a button using our online survey software , or data from other sources. Learn more about Stats iQ now .

Step 8: The marketing research results

Your marketing research process culminates in the research results. These should provide all the information the stakeholders and decision-makers need to understand the project.

The results will include:

• all your information
• a description of your research process
• the results
• conclusions
• recommended courses of action

They should also be presented in a form, language and graphics that are easy to understand, with a balance between completeness and conciseness, neither leaving important information out or allowing it to get so technical that it overwhelms the readers.

Traditionally, you would prepare two written reports:

• a technical report , discussing the methods, underlying assumptions and the detailed findings of the research project
• a summary report , that summarizes the research process and presents the findings and conclusions simply.

There are now more engaging ways to present your findings than the traditional PowerPoint presentations, graphs, and face-to-face reports:

• Live, interactive dashboards for sharing the most important information, as well as tracking a project in real time.
• Results-reports visualizations – tables or graphs with data visuals on a shareable slide deck
• Online presentation technology, such as Prezi
• Visual storytelling with infographics
• A single-page executive summary with key insights
• A single-page stat sheet with the top-line stats

You can also make these results shareable so that decision-makers have all the information at their fingertips.

Step 9 Turn your insights into action

Insights are one thing, but they’re worth very little unless they inform immediate, positive action. Here are a few examples of how you can do this:

• Stop customers leaving – negative sentiment among VIP customers gets picked up; the customer service team contacts the customers, resolves their issues, and avoids churn .
• Act on important employee concerns – you can set certain topics, such as safety, or diversity and inclusion to trigger an automated notification or Slack message to HR. They can rapidly act to rectify the issue.
• Address product issues – maybe deliveries are late, maybe too many products are faulty. When product feedback gets picked up through Smart Conversations, messages can be triggered to the delivery or product teams to jump on the problems immediately.
• Improve your marketing effectiveness - Understand how your marketing is being received by potential customers, so you can find ways to better meet their needs
• Grow your brand - Understand exactly what consumers are looking for, so you can make sure that you’re meeting their expectations

Download now: 8 Innovations to Modernize Market Research

Scott Smith

Scott Smith, Ph.D. is a contributor to the Qualtrics blog.

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Project Management

Project lifecycle: 5 key steps in the project lifecycle process.

April 16, 2024

When does a project start, and when does it end? Asking this isn’t a project’s profound existential pontification—just good practice.

Whether you’re organizing your child’s school trip or building a new software application, understanding its lifecycle helps ensure nothing slips through your fingers. Let’s see how.

Why does a project manager need to understand the project lifecycle?

How to use the project lifecycle, project initiation, planning phase, execution phase, monitoring and control, project closure, initiate the project thoroughly, plan your projects completely, execute projects collaboratively, monitor processes and outcomes, end on a high.

What is the Project Management Lifecycle?

A project management life cycle is the various stages of a process from beginning to end. It is a series of processes involved in completing any project successfully, achieving objectives, and delivering outcomes. 

Typically, the project life cycle involves five phases: Initiation, planning, execution, monitoring, and closure. A project manager is responsible for the completion of tasks in each of the project management phases and a seamless transition to the next.

There are several benefits to understanding what the project lifecycle entails. Some of the top ones are as follows.

Better planning : As a project manager, when you know what the lifecycle entails end-to-end, you can ensure that every part of it is comprehensively planned.

Quality control : You can set up quality standards and metrics for every part of the project and ensure they work well together.

Agility : To be agile, you must clearly understand the larger picture. For instance, if you know the destination, you can take diversions and optimize velocity without affecting outcomes.

Risk mitigation : Understanding the project lifecycle end-to-end enables you to make projections, identify risks, and plan for them. 

Communication : Project lifecycle management helps managers visualize the future. When you know what’s expected, you can stay agile and inform project stakeholders of deviations beforehand.

The project lifecycle is a high-level journey framework that outlines how any project is likely to travel. It gives the project manager all the details about the destination, milestones, pitstops, filling stations, and more. 

A project manager can use it to:

• Visualize the big picture of the project
• Foresee common challenges and issues that might arise
• Ramp up/down efforts and budgets to match the needs of the phase
• Make adjustments, in case of any deviations
• Optimize project performance

In short, mapping the project lifecycle is critical for project success. So, let’s learn the lifecycle stages and how they work together.

What are the 5 Project Lifecycle Phases?

The five phases of the project management lifecycle are:

• Planning 
• Execution 

Once the sales team has closed the deal, signed the contracts, and got approvals for kick-off, it’s time for the project team to initiate the project. The critical activities in this phase are as follows.

Collecting input : In the project planning phase, collect all the information about the project, including requirements, goals, timelines, scope, budget, and measures of success.

Onboarding : Get the access, approvals, and contextual understanding needed to begin the project.

Assessment : Conduct a thorough audit of the input, environment, assets, etc., to identify gaps and risks.

Relationship-building : The project team gets to know sponsors and other stakeholders, building mutually trusting relationships necessary for success.

Project charter : Create a formal document that outlines the shared understanding of goals and requirements in detail before scoping and budgeting.

Once that’s set, it’s time to make detailed plans.

During the project planning phase, teams develop the plan, which describes in detail the project scope, quantifiable goals, deliverables, reasonable timelines, milestones, resources needed, etc. 

As a project manager, you will do the following in this phase.

Task management : Break down the project into tasks, sub-tasks, and checklists for simpler project management.

Project setup : Scheduling the tasks into a timeline with the help of a project management calendar for each stage of the project.

Prioritization : Prioritizing tasks based on various factors, identifying dependencies and risks, and developing mitigation strategies.

Goal setting : Setting goals, objectives, and targets for the project team to work towards. A good goal tracking app can help make this visible and interactive, too.

Budgeting : Creating a budget that fuels the project’s needs, while being efficient.

Now that you have a plan, what’s stopping you from getting started? Get to project execution . 

This phase turns your ideas and plans into action, bringing together people, processes and technology to solve problems. This is typically a project’s longest phase in the project lifecycle and consumes the most resources.

As a project manager, in this phase, you will:

• Allocate resources to the project
• Assigning tasks to team members
• Ensure the project activities align with the project management plan
• Support project teams with onboarding and getting started
• Enable quality control processes
• Communicate with stakeholders
• Make project status presentations
• Prevent scope creep, while adapting to changes in an agile manner
• Adjust schedules and plans based on project progress

Though it is considered the fourth phase in the lifecycle, it starts simultaneously with execution. Agile teams monitor work, collect feedback, and improve outcomes continuously. 

In this phase, project managers will:

Monitor performance : Measure project performance using key performance indicators (KPIs) , acceptance criteria, and other metrics.

Track variables : Any project might have several variables, such as team members going on leave, estimates going wrong, etc. Track these against goals/expectations regularly and identify considerable variances.

Manage constraints : During the course of the project, constraints of time, budgets, and resources are bound to occur. You must manage these constraints by reallocating budgets/resources, requesting additional support, etc.

For instance, if someone on the team goes away on a long sick leave, you’ll need to request help from other projects or an extension from the project sponsor.

Control quality : A project manager must ensure that all the acceptance criteria are met. A faulty screw makes a faulty car—so you need to do this at every step of execution so the quality issues don’t accumulate. 

Documentation : No one likes documentation, but it needs to get done. Project managers work closely with the project teams to create documentation to facilitate seamless hand-offs.

Work isn’t done until the project sponsor says so. To get approvals, you need to make sure that the project is truly complete at your end. So, in this phase, you deploy the project, perform a final round of checks, and close the following.

• Contracts : Resolve all outstanding items or disputes with clients, suppliers, or contractors
• Finance : Close accounts, consolidate expenses, raise invoices, and collect payments
• Documentation : Release project resources, hand over documentation, and archive project documents for future reference
• Retrospective : Conduct post-project evaluation with all stakeholders and collect feedback
• Project acceptance : Obtain a final sign-off from the project sponsor/client to consider it closed

And then, do a happy dance. Because, why not?

How to Implement the Project Management Lifecycle?

Now that you know what the project management lifecycle is, it is time to use it in your project. While the lifecycle is a high-level concept with best practices at each stage, you can ensure it’s implemented effectively with a project management tool like ClickUp . Here’s how.

A project management tool is not just an execution tool but a great way to manage the entire lifecycle. Use it in the project initiation phase in the following ways.

• Document the project charter on ClickUp Docs and share it with all stakeholders, and get their buy-in
• Summarize long documents and give everyone a simple view with ClickUp AI
• Use ClickUp Forms to collect all the necessary information
• Set up a new folder/list for assessment and track granularly
• Build transparent relationships with project sponsor/client teams by giving them access to your ClickUp project

A project management tool is excellent for the project planning phase. With ClickUp, you can:

Set goals : Use ClickUp goals to set targets for your project. Track progress consistently and make sure the team can see it.

Plan sprints : Use ClickUp tasks and milestones to break the project into manageable tasks. Add all user story-related information to the description. Set up acceptance criteria as checklists.

Set schedules and timelines : Use the ClickUp calendar view to schedule tasks over time. Drag and drop tasks across days/weeks to optimize schedules.

Prioritize : Set up dependencies and priorities.

You need robust project management software to bring the entire project team on the same page. It helps the project execution phase in numerous ways.

Set up context : ClickUp’s project management software allows you to offer every stakeholder a view of the project. You can also give a limited view to project sponsors or clients.

Document progress : Use ClickUp Docs for standup meetings—there’s even a ClickUp Daily Standup Meeting template for that.

Allocate resources : Use the ClickUp Workload view to see who’s busy and who’s available. Allocate them to projects accordingly.

Communicate clearly : Use ClickUp tasks and comments features to collaborate contextually. Discuss questions and concerns. Assign action items from comments directly. View all your messages in one place, the ClickUp Chat view .

Automate intelligently : Many of the AI project management tools today can help in creating content, summarizing text, automating workflows, etc. dramatically improving efficiencies.

Balancing the project or triple time, cost, and scope constraints is a perennial challenge. Overcoming this challenge requires project monitoring with steady processes and tools.

Use the project management software to track every aspect of your project. ClickUp Dashboards allows you to see everything you need. Some of the most popular reports are:

• Burn up/burn down charts
• Project status by stage
• Real-time progress tracking on all tasks
• Project goals and achievements so far
• Time tracked by each team member on various tasks

Use ClickUp to bring your project to a successful closure. 

• Hand-off : Write your documentation on ClickUp Docs and share it with a simple URL
• Retrospectives : Write down notes from your retrospectives and use them as action items for the next project
• Archive : Mark all tasks as complete and archive the project. You can also set up this project as a template for future work

As for the victory dance, well, you’re on your own!

Manage the Entire Project Lifecycle in One Place on ClickUp

Project management is no joke. Especially if you’re managing multiple projects, it can flow over each other obfuscating where it began and where it ends. This can cause a number of inefficiencies across project management phases. 

You might have missed collecting all the information. Billing can be delayed. Resources may be under/overutilized. Quality issues might occur. Stakeholders’ collaboration might suffer. All these can put the entire project in jeopardy.

As a project manager, you must understand and implement the project management lifecycle. From initiation to complete closure, you need the right tools to plan, execute, track, and document the project.

This is exactly what ClickUp is designed to do. With thoughtful features, usable AI, and dozens of project management templates , ClickUp is the tool for the entire project lifecycle. 

Try ClickUp for free today !

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Overview of the STAR Awards

The NIAMS STAR program provides supplemental funding for early-career stage investigators who have renewed their first NIAMS-funded R01 grant. The supplement enables these scientists to pursue innovative and high-risk research within the broader scope of a current NIAMS-funded, peer-reviewed research project. It also helps investigators to expand a single, structured research project into a broader multi-faceted research program. In FY 2023, one investigator received a NIAMS STAR supplement.

Douglas P. Millay, Ph.D. , is an associate professor in the Department of Molecular Cardiovascular Biology at the Cincinnati Children's Hospital Medical Center and Department of Pediatrics at the University of Cincinnati Medical Center. Dr. Millay is the principal investigator of a NIAMS-supported  research project to decipher the mechanisms of myoblast fusion —the process in which muscle precursor cells fuse together to form muscle fibers. Previously, the team had discovered that two proteins called myomaker and myomerger are essential for this process and that they drive fusion through distinct cell membrane remodeling activities. The STAR award will enable the researchers to identify additional novel factors that regulate fusion in skeletal muscle tissue. The findings from this research will provide unique insight into the essential process for muscle formation and regeneration, in the context of both normal development and chronic muscle diseases. 

For more information about the NIAMS STAR program, including the funding opportunity announcement and profiles of past award recipients, visit the Supplements to Advance Research (STAR) page on the NIAMS website. Additional background information is provided in the  December 2014 letter from the NIAMS Director announcing the program .

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The 6 Stages of an Effective Product Development Process

What exactly should the product development process include? We’ll walk you through the six key stages and how to implement them.

Read more posts by this author.

Product development is one of those terms that seems straightforward, but ends up getting used in a lot of different ways. 

• Is it just the actual build of your product? 
• Is it the entire product development life cycle? 
• Is it the same as product management? 
• Does it come into play before or after product strategy? 

In short: Product development goes beyond the straightforward “building it” phase of your product. However, it’s not so broad as to encompass everything related to your product (i.e. product or marketing strategy). 

That said, understanding the actual product development process is crucial for making sure you can develop and launch your product efficiently and scale effectively. 

In this article, we’ll walk you through: 

• What exactly is product development? 
• How it compares to product management 
• The product development stages 
• Product development process examples  

What is product development?

Product development includes the product’s entire journey — everything from ideation to strategy and planning, building and launching, and more. In short: Product development is the process by which you plan, build, and launch your product into the world. 

Generally, when people talk about product development, they’re referring to the actual software development phases. Keep in mind that there are a lot of tangential steps that lead up to and follow from the actual build. Those can be part of the product development process, too. 

Product development vs. product management 

A key distinction to make right away: Product development is not the same as product management, although these two terms are often used interchangeably. They cover two overlapping, but distinct aspects of your product. 

Product development and product management also often involve different teams. As the name suggests, product managers oversee the product management process. The product development process is usually most closely managed by development or engineering teams. 

Think of them as concentric circles, where product development sits inside of the larger functions and goals of product strategy and product management. 

To clarify: 

Product management entails all of the product lifecycle stages and encompasses all aspects of managing that product. This includes product strategy and roadmap creation , development and launch, marketing and sales, user retention, and so on. 

Product strategy and product roadmapping involve big-picture planning for your product’s lifecycle. They tend to focus on what you’re planning to do and create with your product and why. 

Product development is narrower in scope and usually focuses on the how . That is, how are we going to develop the features and components needed to meet our goals and achieve our product vision? 

The six stages of the product development process

Although the product development process is narrower in scope, that’s not to say it’s as simple as picking some features and then building them. 

Product development has six primary development stages: 

• Research 
• Ideation 
• Validation 
• Development and launch

Let’s break down what goes into each of those. 

1. Research 

An effective product development process begins with market research. 

Hopefully, this isn’t the first time you’ve done some research for your product. Market research can be helpful in developing both big-picture ideas as well as solutions for specific features or product components. 

Before you embark on the actual development, it’s important to understand exactly who you’re building for, what the problem is, and how your target audience wants to solve that problem. 

Market research for the product development phase can look like: 

• Surveying your target market to understand exactly what they need or want from your product
• Doing market analysis to understand how competitors are solving the problem, or what gaps exist in the target market
• Asking existing customers or potential customers to rank potential features or solutions 
• Understanding your target audience. Who are they? What do they want? What are their big goals or tasks they want to accomplish? Who are your biggest potential customers and what solutions are they currently using? 
• Testing your value proposition to understand if it resonates with your target audience. You want to validate that you’re solving the right problems in the best ways. 

2. Ideation 

Ideation is an important phase of the product development process both before you build your minimum viable product (MVP) and after you launch. After all, hopefully you’ll continue to iterate and grow your product beyond V1. To do so, you’ll need to have a clear process in place for idea generation and creating new product features. 

During the strategy phase, you’ve already created a vision for what your product could become and the problems it could solve for your target market. Now, you need to boil down that vision into concrete product ideas and features that can solve those problems, based on your research. 

The ideation phase can include tasks like: 

• Defining a unique value proposition (UVP): Based on your research and your product vision, what’s the unique value that your solution will provide compared to other solutions available? This can be high-level — as in, your entire product concept and strategy — or it can be narrower, focused on a single problem or function within your product. 
• Wireframing design: How do you want your product to look and feel? How can design support your functionality and solutions? Creating some design wireframes or mockups at this stage can help you with concept development and communicating essential features. 
• Feasibility analysis: A feasibility analysis helps make sure your current and prioritized product ideas are‌ possible with your given resources, time, and budget. You may have a grand vision for your product, but what are you able to actually accomplish? Do you need to reduce the scope or bring on a larger team to make it possible? 

 3. Validation

The next stage in the product development process is validation. It’s a crucial development stage, but one that can be easily overlooked. 

After all, you’ve already done your research, now you know what you need to do — you should just do it, right? 

Almost. Before you jump into the actual development — which can be costly and time-consuming, especially if you’re building with traditional code as opposed to faster, more lightweight no-code tools — you want to validate the product ideas you landed on with your target audience.

Validation can be a humbling step, but ultimately, it’s the old measure twice, cut once principle. As Maria Posa, Bubble Developer, says, 

“Your idea (which can feel like your baby) is wrong, at least to some extent. Be open to feedback and criticism because that’s how you learn and improve your idea. Not only that, but make sure your users know that you’re open to feedback and criticism, so they feel comfortable delivering it to you.” 

So, how do you validate your ideas? 

• Ask customers for implicit or explicit validation. You can ask your users directly, “Is [x] a good solution to [y] problem? Why?” But sometimes it’s more helpful to let them go first to make sure they aren’t just going along with whatever you present. Try asking, “I assume it’d make things easier if you had [alternate solution to your actual idea], right?” Let them tell you no and explain why. Both can validate your ideas or give you a stronger direction to head in. 
• Build a prototype or MVP. A prototype or MVP can be a valuable tool in the development process for customer feedback and testing. Creating something with basic but limited functionality lets you do moderated testing to see how users would interact with the design and functionality. Want to move faster? Read our guide to ditching MVPs and launching your V1 with Bubble. 
• Concept testing. Validate your overall feature or product concepts through user surveys and early feedback from beta testing or mockups. This can give you valuable insights into your bigger ideas, and how you’re planning on executing them. 

Sometimes your assumptions aren’t going to be accurate. Validate before the core build, let your target audience guide your discovery process, and be willing to pivot as needed. 

4. Planning

The planning stage is another one that’s easy to skip over when you’re trying to move fast. You’ve settled on and validated your ideas, but skipping straight to building them can muddy the waters later. 

Instead, first map out a product development roadmap . Having a development roadmap in place can make the development and launch process so much smoother, and can save time and money in the long run.  

You may already have a product roadmap , but a product development roadmap is different. It goes into more granular detail about the actual work to be done, who owns it, what the timeline is, and so on. Your product development roadmap helps streamline communication and collaboration and organize complicated processes to support your product’s success. 

Here’s what you might want to include in your development roadmap: 

• Product goals and metrics: What is the end goal for your product, or for this phase of development? How will you measure success? 
• Product features: What specific features or functionality will be built in this phase of the development process? 
• Tech specifications: What are the technical requirements and needs for your product at this time? 
• Release plan: What critical tasks, testing, and development needs to happen prior to launch? 
• Timeline: When will major releases and key features be launched? What is the timeline for work that needs to be completed to meet those goals? 
• Budget and resources: What are your current resources and budget limitations, and how do they fit within your plans? 
• Potential risks: What challenges and known risks need to be accounted for, and how are you planning to manage them? 

5. Development and launch

Finally, it’s time to get your product built and out in the world! 

You’ll notice that we didn’t really include prototyping or building and launching an MVP as one of the phases of development. That’s because here at Bubble, we find that MVPs are outdated for modern technology and modern startup needs. 

You need to move faster, more efficiently, and meet customer needs quickly in order to stake your claim in the market. Jumping straight to launching your V1 with no-code tools like Bubble speeds up development, gets you to a real launch faster, and avoids wasting time on work that’s just going to be thrown out. 

With Bubble, ‌you can cut development timelines down from months or years to just weeks. This is true even if you have a super small team, or are doing the development work yourself. Plus: Bubble lets you use no-code to scale your product as you build and iterate, easily growing with you long past the first launch. 

Here’s some key things to keep in mind at this stage: 

• Launch before you're ready. You may never really feel ready, but to grow and iterate on your product, you need to launch it for real users. The faster you can launch and get real people using your product, the faster you can learn, grow, and continue the development process. 
• Make it imperfect. It’s so easy to get bogged down in trying to make your initial version of a new product or feature perfect before sending it out to customers. While there’s something to be said for quality, doing something imperfectly is usually better than never doing it at all. Launch it imperfectly and get ready to learn and iterate. 
• No-code makes development and launching so much faster. You can move quickly, building and launching your product in a matter of weeks or months to real users, and at a fraction of the cost of traditional development. Need more support? Turn to a Certified Bubble agency or developer to help you build your product exactly the way you envision it. 

6. Analysis 

Spoiler alert: The product development process never really ends. 

It’s more of a continuous loop that allows you to learn from what you’ve launched. Then you can incorporate your learnings and iterate for the next development phase. 

At this phase of development, you have a real product out in the world. Now you want to set up ongoing feedback loops of learning and analyzing, then iterating and developing, then launching again, and then back to the learning phase. 

Ongoing user testing and analysis is a key part of iterating and scaling your product. 

When you build on Bubble, you can see how users interact with your real product from day 1, making it so much easier to gather user feedback. Not only can you integrate user feedback tools directly into your product with Bubble plugins and APIs, but you can iterate directly from V1 of your product for faster development and innovation. 

To keep the product development process in motion, consider: 

• How you’ll integrate user testing into your workflow. User tests like A/B testing, “fake door” tests, heatmap testing, session recordings, card sorting, and more help you continue to learn what users love (and don’t) with your product and iterate to improve product-market fit . 
• What type of user testing you need at the current stage. Different types of testing result in different data and serve different goals. Understand what you need to test and when, and then find the right test to fit that purpose. 
• Create feedback loops to integrate user feedback into future development. Testing and learning doesn’t do much good if you don’t have a process to integrate it into future iterations and development. Find ways to put the customer feedback you’ve gathered to good work. 

Product development process examples

Traditionally, this product development process took months or even years. Building prototypes or MVPs alone is often a months-long project. 

But with newer technology, software companies are moving faster than ever. 

Just take Much as an example. Much founder Carmen Perez built her budgeting and debt coaching app single-handedly in just a few months using Bubble’s no-code tools. After estimating that it would take a small development team a full year to build the first version of her app, she discovered Bubble as an alternate solution. 

With no-code, she learned, built, and launched the beta version of Much in just two months, allowing her to get user feedback immediately. With Bubble, she could continue iterating and developing new features just as quickly, which has allowed her to scale fast and “supercharge” product development. 

Blubinder has a similar story. After raising funding for her app, Liesl Leach realized that it was going to take hundreds of thousands of dollars — and more than six months — for a development team to build even the first version of her product. 

She turned to Bubble for a faster, more cost-effective solution. With a single Bubble-Certified Developer on her team, Blubinder was live in just a few weeks, with plenty of time and runway ahead of them. Now, they’ve been able to scale and grow dramatically in the span of time where they still would have been developing if they had gone the traditional route.  

Start executing your product development plan for free

Today’s founders want and need to move fast. 

Speed up your product development process, not by skipping steps, but by working with a faster development tool. 

Bubble’s full-stack, no-code development tools allow you to speed up the development process from ideation to planning, building, launching, iterating and more. At every stage of the process, Bubble is here to make your product life cycle more streamlined and effortless. 

When you’re ready to execute your product development plan, move fast, and scale quickly, start with Bubble. 

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Public Health Buckeyes: Angela Falconi

BSPH student combines passions for health care, policy

Falconi has been involved in CPH research and is an active member of Ohio State's Pilipino Student Association.

Meet Angela Falconi, a fourth-year student specializing in  environmental public health who aspires to advocate for others through public health policy.

What inspired you to pursue a public health education?

Growing up, I was surrounded by both medicine and public policy because of my parents. Since I was six, my father, a politician and elected official, had me act as his unofficial campaign staff—knocking on doors with him to speak to voters, sitting in on city council meetings and accompanying him to various events. My mother, a pediatric physician, inspired me to pursue a career in medicine by showing me the impact that she’s made on her patients and always encouraging me to learn more about the health care field. When choosing my major, it felt natural to me to combine policy and health into public health.

What public health topics are you passionate about?

“Your zip code determines your health.”

This is one of the most important phrases I have learned in my public health courses, and as a volunteer at Helping Hands Health and Wellness Center, a free clinic which provides health care services for the uninsured and underinsured. I see the realities of this phrase in the patients who I work with. 

As an aspiring elected official, I want to create health care reform which helps individuals the health care system has failed to provide with affordable service.

You spent last summer in Washington, D.C. interning in the U.S. Senate. What was that experience like?

I worked (there) through the IMPACT program, created by the US-Asia Institute in coordination with the Embassy for the Philippines for Filipino students interested in public policy. Working and living in D.C. was one of the best experiences I have had in my undergraduate career because I was able to learn about and research health care policy on the national stage, which is exactly what I hope to do in my future career.

What have you enjoyed most about being involved in research as a student?

I am a research assistant for the Consumer Access Project which utilizes a secret shopper survey of Affordable Care Act (ACA) insurance marketplace plan networks to study these barriers and inequities, including disparities related to race. I have loved getting to work with  Wendy Xu as she has helped me learn more about the research process as well as how everyday Americans experience the health care system.

What kind of extracurricular activities are you involved in?

The Pilipino Student Association (PSA) has been my home away from home since the start of my time at Ohio State. It has not only allowed me to learn more about my Filipino culture, but I met my best friend through this organization. I have been involved in PSA in numerous roles: culture night coordinator, vice-president internal, president and now dance leader. 

As dance leader, I lead PSA’s tinikling team. Tinikling is a dance which involves two people beating, sliding, and tapping two bamboo poles on the ground while two people dance above the sticks, trying not to get caught in between them. Our latest performance from PSA’s culture show “Barrio” was in October. I choreographed, taught and performed the modern part of this dance!

What are your goals for the future?

I hope to not only assist individual patients as a physician, but I also hope to help others on the national scale by being an advocate as an elected official. I hope to apply the experiences and lessons that I have learned from my time at Ohio State into my future career in the field of health policy.

More news stories

Public Health Buckeyes: Kaitlyn Jones

Public Health Buckeyes: Molly Mills

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About The Ohio State University College of Public Health

The Ohio State University College of Public Health is a leader in educating students, creating new knowledge through research, and improving the livelihoods and well-being of people in Ohio and beyond. The College's divisions include biostatistics, environmental health sciences, epidemiology, health behavior and health promotion, and health services management and policy. It is ranked 29 th  among all colleges and programs of public health in the nation, and first in Ohio, by  U.S. News and World Report. Its specialty programs are also considered among the best in the country. The MHA program is ranked 8 th , the biostatistics specialty is ranked 22 nd , the epidemiology specialty is ranked 25 th and the health policy and management specialty is ranked 17 th .

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Gold May Be Key Element for Cleaner Drinking Water

Gold may be a coveted precious metal, but it could also be the key to cleaner drinking water.

A team of UCF researchers is exploring the use of the metal to develop a novel method to rid drinking water of harmful algal blooms, or HABs, which occur when colonies of algae grow out of control and produce toxic or harmful effects on people, fish, birds and other living creatures.

Their project is supported through the U.S. Environmental Protection Agency’s People, Prosperity and the Planet (P3) program, which recently awarded $1.2 million to 16 collegiate teams across the United States.

UCF received $75,000 for their two-year project that aims to develop a gold-decorated nickel metal-organic framework (MOF) that removes microcystins — toxins produced by harmful algae blooms — from the water. MOFs are porous clusters of metal polymers that are used in many practical applications.

The UCF student team includes  environmental engineering doctoral  student Samuel Adjei-Nimoh,  materials science and engineering doctoral  student Nimanyu Joshi, and  environmental engineering undergraduate  students Jennifer Hughes and Julia Going. The principal investigator of the grant is Associate Professor of Environmental Engineering Woo Hyoung Lee, and the co-principal investigator is Associate Professor of Materials Science and Engineering Yang Yang.

“MOFs have been used as a catalyst for many  research  areas such as hydrogen storage, carbon capture, electrocatalysis, biological imaging and sensing, semiconductors and drug delivery systems,” Lee says. “In this project, we’re using the gold-decorated nickel MOF as a photocatalyst to remove water pollutants.”

The gold will be coated in an MOF, which will help it react to the sunlight. That reaction, known as photocatalysis, will result in the oxidation of the microcystins, removing them from the water.

Microcystins are the most common cyanotoxins linked to harmful algal blooms in freshwater environments, notably in regions such as Florida with abundant lakes. They’re known to cause liver damage, kidney failure, gastroenteritis and allergic reactions in humans. With the UCF team’s novel solution, water treatment facilities can produce cleaner, safer drinking water.

“Clean drinking water isn’t just a necessity, it’s a fundamental right, especially for Floridians who rely on our abundant lakes and waterways,” Lee says. “By leveraging the innovative nanotechnology for water treatment,  we’re not only removing toxins but also safeguarding the health and well-being of our communities, ensuring a brighter, healthier future for all.”

This is Lee’s second consecutive year receiving the P3 award. In 2023, his team was selected for their work on a  biosensor that could detect microcystins  early in their formation for faster eradication.

This is the 20th anniversary of the P3 program. Projects funded this year will tackle critical issues such as removing PFAS from water, combating harmful algal blooms, and materials recovery and reuse,  says Chris Frey,  assistant administrator for the U.S. Environmental Protection Agency’s Office of Research and Development, in a release.

“I commend these hardworking and creative students and look forward to seeing the results of their innovative projects that are addressing some of our thorniest sustainability and environmental challenges,” Frey says.

About the Researchers

Lee is an associate professor in the UCF Department of Civil, Environmental and Construction Engineering. He received his bachelor’s degree in environmental engineering from Chonnam National University in 1996, his master’s degree in environmental engineering from Korea University in 2001 and his doctoral degree in environmental engineering from the University of Cincinnati in 2009. Before  joining UCF , he was an Oak Ridge Institute for Science and Education postdoctoral research fellow at the U.S. Environmental Protection Agency’s National Risk Management Research Laboratory in Ohio.

Yang holds joint appointments in UCF’s NanoScience Technology Center and the Department of Materials Science and Engineering, which is part of the university’s  College of Engineering and Computer Science . He is a member of UCF’s  Renewable Energy and Chemical Transformation Cluster . Before joining UCF in 2015, he was a postdoctoral fellow at Rice University and an Alexander von Humboldt Fellow at the University of Erlangen-Nuremberg in Germany. He received his doctoral degree in materials science from Tsinghua University in China.

• Written by Marisa Ramiccio
• April 18, 2024

Numbers, Facts and Trends Shaping Your World

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Key findings about religious restrictions around the world in 2021

Pew Research Center has been tracking restrictions on religion around the world since 2007. We divide these restrictions into two categories: actions by governments and actions by private individuals or groups. Our tally of restrictions includes laws that prohibit atheism, as well as attempts to coerce people into adopting religious beliefs.

This post is based on the 14th annual Pew Research Center report on the extent to which governments and societies around the world impinge on religious beliefs and practices. The studies are part of the Pew-Templeton Global Religious Futures project, which analyzes religious change and its impact on societies around the world.

To measure global restrictions on religion in 2021, the most recent year for which data is available, the study rates 198 countries and territories by their levels of government restrictions on religion and social hostilities involving religion. The new study is based on the same 10-point indexes used in the previous studies.

• The  Government Restrictions Index (GRI)  measures government laws, policies and actions that restrict religious beliefs and practices. The GRI comprises 20 measures of restrictions, including efforts by governments to ban particular faiths, prohibit conversion, limit preaching or give preferential treatment to one or more religious groups.
• The  Social Hostilities Index (SHI)  measures acts of religious hostility by private individuals, organizations or groups in society. This includes religion-related armed conflict or terrorism, mob or sectarian violence, harassment over attire for religious reasons and other forms of religion-related intimidation or abuse. The SHI includes 13 measures of social hostilities.

To track these indicators of government restrictions and social hostilities, researchers combed through more than a dozen publicly available, widely cited sources of information, including the U.S. Department of State’s annual Reports on International Religious Freedom and annual reports from the U.S. Commission on International Religious Freedom, as well as reports and databases from a variety of European and United Nations bodies and several independent, nongovernmental organizations. (Read the  methodology  for more details on sources used in the study.)

Our latest study , the 14th in this annual series, covers events that took place in 198 countries and territories in 2021. Here are the key findings:

Government restrictions on religion reached a new high in 2021. Globally, the median score on our 10-point Government Restrictions Index rose from 2.8 in 2020 to 3.0 in 2021 – the highest level recorded since we began tracking this in 2007. The index tracks 20 measures on government laws, policies and actions that limit religious beliefs and practices, including banning certain faiths; the use of force against religious groups; preferential treatment of some groups over others; and restrictions on preaching, converting or proselytizing.

The most common kinds of government restrictions on religion in 2021 included harassment of religious groups and interference in worship. Governments harassed religious groups in 183 countries, the most on record. The harassment took a wide range of forms, from the use of physical force to derogatory comments made by public officials.

In Nicaragua, for example, top public officials verbally attacked Catholic clergy for supporting pro-democracy protestors. The president and vice president, who is also the first lady, called Catholic priests and bishops “terrorists in cassocks” and “coup-plotters.” A member of the National Assembly, Wilfredo Navarro Moreira, also called a cardinal and several bishops “servants of the devil” in a television interview.

Meanwhile, governments interfered in worship in 163 countries, very close to the peak level of 164 countries reached in 2020. Government interference in worship includes policies or actions that disrupt religious gatherings, deny permits for religious activities, bar access to places of worship, and restrict other rituals.

Some cases of government interference in worship in 2021 were related to the COVID-19 pandemic .

For example, three Canadian churches faced government fines for defying lockdown measures , prompting them to file a legal challenge on the grounds that other entities – including restaurants, other businesses and Orthodox Jewish congregations – faced fewer restrictions. In addition, several Canadian clergy faced arrest and fines after holding in-person services in violation of public health measures.

(It’s important to note that our study does not attempt to determine whether particular restrictions are justified or unjustified. Nor do we attempt to analyze the many reasons why restrictions may have arisen in each country. The goal of the tracking is simply to measure restrictions in a transparent and reproducible way, and to identify patterns and trends over time.)

In 2021, China had the world’s highest level of government restrictions on religion, while Nigeria had the highest level of social hostilities involving religion. Social hostilities are actions by private groups or individuals that infringe on the freedom of religious groups.

Globally, social hostilities declined slightly in 2021, with the median score on our Social Hostilities Index falling from 1.8 in 2020 to 1.6. In general, social hostilities have tended to fluctuate more than government restrictions from year to year. But some hostilities also have become deeply entrenched.

In Nigeria, for example, “intercommunal clashes” took place between predominantly Christian farmers and Muslim herders, driven largely by competition for land and natural resources. Both groups have formed armed factions. In August 2021, ethnic Irigwe Christians in Nigeria reportedly killed 27 people and injured 14 when they attacked five buses transporting Muslims across Plateau State, in the North Central part of the country. The following month, Muslim herdsmen reportedly killed 49 people and kidnapped 27 – mostly Christians – in the neighboring state of Kaduna.

Nigeria also experienced continued violence by Boko Haram and Islamic State militants throughout 2021.

Governments in 161 countries provided benefits to religious groups in 2021, even as government officials in most of these countries also carried out harassment (149 countries) or interfered in worship (134 countries). A new feature of our latest report is an attempt to count how many governments provide benefits to religious groups while, at the same time, harassing religious groups or interfering in their worship.

One of the most common benefits that governments provide is support for religious education. We identified 127 countries that provided this kind of support in 2021, as well as 107 that supported religious properties (such as funds to build or maintain houses of worship) and 67 that provided benefits to clergy (such as payment of salaries).

For example, in Saudi Arabia, where Sunni Muslims comprise the majority of the population, the government funds the construction of most Sunni mosques and gives a monthly stipend to imams. At the same time, the country’s Ministry of Islamic Affairs prescribes a list of approved themes for sermons in mosques and forbids messages that are deemed “sectarian, political, or extremist,” according to the U.S. State Department. Clerics also have been targeted when their religious views go against what is considered acceptable by the government. In 2021, a Sunni cleric named Hassan Farhan al-Maliki remained in prison without due process for “allegedly calling into question the fundamentals of Islam,” according to the U.S. Commission on International Religious Freedom. The cleric has been in prison since 2017.

For more information on government restrictions and social hostilities involving religion in other countries, read the full report here .

• Pew-Templeton Global Religious Futures Project
• Religion & Government
• Religious Freedom & Restrictions

Globally, Government Restrictions on Religion Reached Peak Levels in 2021, While Social Hostilities Went Down

Religious restrictions around the world, buddhism, islam and religious pluralism in south and southeast asia, measuring religion in china, key findings from the global religious futures project, most popular.

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