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What is Research? – Purpose of Research

• By DiscoverPhDs
• September 10, 2020

The purpose of research is to enhance society by advancing knowledge through the development of scientific theories, concepts and ideas. A research purpose is met through forming hypotheses, collecting data, analysing results, forming conclusions, implementing findings into real-life applications and forming new research questions.

What is Research

Simply put, research is the process of discovering new knowledge. This knowledge can be either the development of new concepts or the advancement of existing knowledge and theories, leading to a new understanding that was not previously known.

As a more formal definition of research, the following has been extracted from the Code of Federal Regulations :

While research can be carried out by anyone and in any field, most research is usually done to broaden knowledge in the physical, biological, and social worlds. This can range from learning why certain materials behave the way they do, to asking why certain people are more resilient than others when faced with the same challenges.

The use of ‘systematic investigation’ in the formal definition represents how research is normally conducted – a hypothesis is formed, appropriate research methods are designed, data is collected and analysed, and research results are summarised into one or more ‘research conclusions’. These research conclusions are then shared with the rest of the scientific community to add to the existing knowledge and serve as evidence to form additional questions that can be investigated. It is this cyclical process that enables scientific research to make continuous progress over the years; the true purpose of research.

What is the Purpose of Research

From weather forecasts to the discovery of antibiotics, researchers are constantly trying to find new ways to understand the world and how things work – with the ultimate goal of improving our lives.

The purpose of research is therefore to find out what is known, what is not and what we can develop further. In this way, scientists can develop new theories, ideas and products that shape our society and our everyday lives.

Although research can take many forms, there are three main purposes of research:

• Exploratory: Exploratory research is the first research to be conducted around a problem that has not yet been clearly defined. Exploration research therefore aims to gain a better understanding of the exact nature of the problem and not to provide a conclusive answer to the problem itself. This enables us to conduct more in-depth research later on.
• Descriptive: Descriptive research expands knowledge of a research problem or phenomenon by describing it according to its characteristics and population. Descriptive research focuses on the ‘how’ and ‘what’, but not on the ‘why’.
• Explanatory: Explanatory research, also referred to as casual research, is conducted to determine how variables interact, i.e. to identify cause-and-effect relationships. Explanatory research deals with the ‘why’ of research questions and is therefore often based on experiments.

Characteristics of Research

There are 8 core characteristics that all research projects should have. These are:

• Empirical  – based on proven scientific methods derived from real-life observations and experiments.
• Logical  – follows sequential procedures based on valid principles.
• Cyclic  – research begins with a question and ends with a question, i.e. research should lead to a new line of questioning.
• Controlled  – vigorous measures put into place to keep all variables constant, except those under investigation.
• Hypothesis-based  – the research design generates data that sufficiently meets the research objectives and can prove or disprove the hypothesis. It makes the research study repeatable and gives credibility to the results.
• Analytical  – data is generated, recorded and analysed using proven techniques to ensure high accuracy and repeatability while minimising potential errors and anomalies.
• Objective  – sound judgement is used by the researcher to ensure that the research findings are valid.
• Statistical treatment  – statistical treatment is used to transform the available data into something more meaningful from which knowledge can be gained.

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Types of Research

Research can be divided into two main types: basic research (also known as pure research) and applied research.

Basic Research

Basic research, also known as pure research, is an original investigation into the reasons behind a process, phenomenon or particular event. It focuses on generating knowledge around existing basic principles.

Basic research is generally considered ‘non-commercial research’ because it does not focus on solving practical problems, and has no immediate benefit or ways it can be applied.

While basic research may not have direct applications, it usually provides new insights that can later be used in applied research.

Applied Research

Applied research investigates well-known theories and principles in order to enhance knowledge around a practical aim. Because of this, applied research focuses on solving real-life problems by deriving knowledge which has an immediate application.

Methods of Research

Research methods for data collection fall into one of two categories: inductive methods or deductive methods.

Inductive research methods focus on the analysis of an observation and are usually associated with qualitative research. Deductive research methods focus on the verification of an observation and are typically associated with quantitative research.

Qualitative Research

Qualitative research is a method that enables non-numerical data collection through open-ended methods such as interviews, case studies and focus groups .

It enables researchers to collect data on personal experiences, feelings or behaviours, as well as the reasons behind them. Because of this, qualitative research is often used in fields such as social science, psychology and philosophy and other areas where it is useful to know the connection between what has occurred and why it has occurred.

Quantitative Research

Quantitative research is a method that collects and analyses numerical data through statistical analysis.

It allows us to quantify variables, uncover relationships, and make generalisations across a larger population. As a result, quantitative research is often used in the natural and physical sciences such as engineering, biology, chemistry, physics, computer science, finance, and medical research, etc.

What does Research Involve?

Research often follows a systematic approach known as a Scientific Method, which is carried out using an hourglass model.

A research project first starts with a problem statement, or rather, the research purpose for engaging in the study. This can take the form of the ‘ scope of the study ’ or ‘ aims and objectives ’ of your research topic.

Subsequently, a literature review is carried out and a hypothesis is formed. The researcher then creates a research methodology and collects the data.

The data is then analysed using various statistical methods and the null hypothesis is either accepted or rejected.

In both cases, the study and its conclusion are officially written up as a report or research paper, and the researcher may also recommend lines of further questioning. The report or research paper is then shared with the wider research community, and the cycle begins all over again.

Although these steps outline the overall research process, keep in mind that research projects are highly dynamic and are therefore considered an iterative process with continued refinements and not a series of fixed stages.

The term research instrument refers to any tool that you may use to collect, measure and analyse research data.

There are various types of research that are classified by objective, depth of study, analysed data and the time required to study the phenomenon etc.

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Dr Manning gained his PhD in Chemical Engineering from the University of Sheffield in 2019. He is now a postdoc researcher studying molecular simulations on nanomaterials at the University of Bath.

Rebecca recently finished her PhD at the University of York. Her research investigated the adaptations that occur in the symbiosis between the tsetse fly and its bacterial microbiome.

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Doing Research in Education: Theory and Practice

Student resources, 1. the purpose of research: why do we do it.

Select SAGE Journal articles are available to give you even more insight into chapter topics. These are also an ideal resource to help support your literature reviews, dissertations and assignments.

Click on the following links which will open in a new window.

Brace, M., Herriotts, P., Mccullagh, A. and Nzegwu, F. (2007) ‘Why research — what research should be done?: Report of a collaborative workshop in the UK to discuss social research priorities on visual impairment’, British Journal of Visual Impairment , 25(2): 178–189.

Hannah, D.R. and Lautsch, B.A. (2010) ‘Counting in Qualitative Research: Why to Conduct it, When to Avoid it, and When to Closet it’, in Journal of Management Inquiry , 20(1): 14–22.

* Research Basics *

• Introduction

So What Do We Mean By “Formal Research?”

• Guide License
• Types of Research
• Secondary Research | Literature Review
• Developing Your Topic
• Using and Evaluating Sources
• Ethics & Responsible Conduct of Research
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A good working definition of research might be:

Research is the deliberate, purposeful, and systematic gathering of data, information, facts, and/or opinions for the advancement of personal, societal, or overall human knowledge.

Based on this definition, we all do research all the time. Most of this research is casual research. Asking friends what they think of different restaurants, looking up reviews of various products online, learning more about celebrities; these are all research.

Formal research includes the type of research most people think of when they hear the term “research”: scientists in white coats working in a fully equipped laboratory. But formal research is a much broader category that just this. Most people will never do laboratory research after graduating from college, but almost everybody will have to do some sort of formal research at some point in their careers.

Casual research is inward facing: it’s done to satisfy our own curiosity or meet our own needs, whether that’s choosing a reliable car or figuring out what to watch on TV. Formal research is outward facing. While it may satisfy our own curiosity, it’s primarily intended to be shared in order to achieve some purpose. That purpose could be anything: finding a cure for cancer, securing funding for a new business, improving some process at your workplace, proving the latest theory in quantum physics, or even just getting a good grade in your Humanities 200 class.

What sets formal research apart from casual research is the documentation of where you gathered your information from. This is done in the form of “citations” and “bibliographies.” Citing sources is covered in the section "Citing Your Sources."

Formal research also follows certain common patterns depending on what the research is trying to show or prove. These are covered in the section “Types of Research.”

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• Knowledge Base
• Starting the research process

A Beginner's Guide to Starting the Research Process

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

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

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

Table of contents

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

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

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

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

>>Read more about narrowing down a research topic

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

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

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

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

>>Read more about defining a research problem

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

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

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

>>See research question examples

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

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

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

>>Read more about creating a research design

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

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

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

>>Read more about writing a research proposal

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.

Methodology

• Sampling methods
• 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

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What is Research? Definition, Types, Methods, and Examples

Academic research is a methodical way of exploring new ideas or understanding things we already know. It involves gathering and studying information to answer questions or test ideas and requires careful thinking and persistence to reach meaningful conclusions. Let’s try to understand what research is.   

Table of Contents

Why is research important?    

Whether it’s doing experiments, analyzing data, or studying old documents, research helps us learn more about the world. Without it, we rely on guesswork and hearsay, often leading to mistakes and misconceptions. By using systematic methods, research helps us see things clearly, free from biases. (1)   

What is the purpose of research?  

In the real world, academic research is also a key driver of innovation. It brings many benefits, such as creating valuable opportunities and fostering partnerships between academia and industry. By turning research into products and services, science makes meaningful improvements to people’s lives and boosts the economy. (2)(3)  

What are the characteristics of research?    

The research process collects accurate information systematically. Logic is used to analyze the collected data and find insights. Checking the collected data thoroughly ensures accuracy. Research also leads to new questions using existing data.   

Accuracy is key in research, which requires precise data collection and analysis. In scientific research, laboratories ensure accuracy by carefully calibrating instruments and controlling experiments. Every step is checked to maintain integrity, from instruments to final results. Accuracy gives reliable insights, which in turn help advance knowledge.   

Types of research    

The different forms of research serve distinct purposes in expanding knowledge and understanding:    

• Exploratory research ventures into uncharted territories, exploring new questions or problem areas without aiming for conclusive answers. For instance, a study may delve into unexplored market segments to better understand consumer behaviour patterns.   
• Descriptive research delves into current issues by collecting and analyzing data to describe the behaviour of a sample population. For instance, a survey may investigate millennials’ spending habits to gain insights into their purchasing behaviours.   
• Explanatory research, also known as causal research, seeks to understand the impact of specific changes in existing procedures. An example might be a study examining how changes in drug dosage over some time improve patients’ health.   
• Correlational research examines connections between two sets of data to uncover meaningful relationships. For instance, a study may analyze the relationship between advertising spending and sales revenue.   
• Theoretical research deepens existing knowledge without attempting to solve specific problems. For example, a study may explore theoretical frameworks to understand the underlying principles of human behaviour.   
• Applied research focuses on real-world issues and aims to provide practical solutions. An example could be a study investigating the effectiveness of a new teaching method in improving student performance in schools.  (4)

Types of research methods

• Qualitative Method: Qualitative research gathers non-numerical data through interactions with participants. Methods include one-to-one interviews, focus groups, ethnographic studies, text analysis, and case studies. For example, a researcher interviews cancer patients to understand how different treatments impact their lives emotionally.    
• Quantitative Method: Quantitative methods deal with numbers and measurable data to understand relationships between variables. They use systematic methods to investigate events and aim to explain or predict outcomes. For example, Researchers study how exercise affects heart health by measuring variables like heart rate and blood pressure in a large group before and after an exercise program. (5)  

Basic steps involved in the research process    

Here are the basic steps to help you understand the research process:   

• Choose your topic: Decide the specific subject or area that you want to study and investigate. This decision is the foundation of your research journey.   
• Find information: Look for information related to your research topic. You can search in journals, books, online, or ask experts for help.   
• Assess your sources: Make sure the information you find is reliable and trustworthy. Check the author’s credentials and the publication date.   
• Take notes: Write down important information from your sources that you can use in your research.   
• Write your paper: Use your notes to write your research paper. Broadly, start with an introduction, then write the body of your paper, and finish with a conclusion.   
• Cite your sources: Give credit to the sources you used by including citations in your paper.   
• Proofread: Check your paper thoroughly for any errors in spelling, grammar, or punctuation before you submit it. (6)

How to ensure research accuracy?  

Ensuring accuracy in research is a mix of several essential steps:    

• Clarify goals: Start by defining clear objectives for your research. Identify your research question, hypothesis, and variables of interest. This clarity will help guide your data collection and analysis methods, ensuring that your research stays focused and purposeful.   
• Use reliable data: Select trustworthy sources for your information, whether they are primary data collected by you or secondary data obtained from other sources. For example, if you’re studying climate change, use data from reputable scientific organizations with transparent methodologies.   
• Validate data: Validate your data to ensure it meets the standards of your research project. Check for errors, outliers, and inconsistencies at different stages, such as during data collection, entry, cleaning, or analysis.    
• Document processes: Documenting your data collection and analysis processes is essential for transparency and reproducibility. Record details such as data collection methods, cleaning procedures, and analysis techniques used. This documentation not only helps you keep track of your research but also enables others to understand and replicate your work.   
• Review results: Finally, review and verify your research findings to confirm their accuracy and reliability. Double-check your analyses, cross-reference your data, and seek feedback from peers or supervisors. (7) 

Research is crucial for better understanding our world and for social and economic growth. By following ethical guidelines and ensuring accuracy, researchers play a critical role in driving this progress, whether through exploring new topics or deepening existing knowledge.   

References:  

• Why is Research Important – Introductory Psychology – Washington State University  
• The Role Of Scientific Research In Driving Business Innovation – Forbes  
• Innovation – Royal Society  
• Types of Research – Definition & Methods – Bachelor Print  
• What Is Qualitative vs. Quantitative Study? – National University  
• Basic Steps in the Research Process – North Hennepin Community College  
• Best Practices for Ensuring Data Accuracy in Research – LinkedIn  

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What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

Cite this chapter

You have full access to this open access chapter

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

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Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

You have full access to this open access chapter,  Download chapter PDF

Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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Purpose of Research

The purpose of research can be a complicated issue and varies across different scientific fields and disciplines. At the most basic level, science can be split, loosely, into two types, 'pure research' and 'applied research'.

This article is a part of the guide:

• Definition of Research
• Research Basics
• What is Research?
• Steps of the Scientific Method
• What is the Scientific Method?

Browse Full Outline

• 1 Research Basics
• 2.1 What is Research?
• 2.2 What is the Scientific Method?
• 2.3 Empirical Research
• 3.1 Definition of Research
• 3.2 Definition of the Scientific Method
• 3.3 Definition of Science
• 4 Steps of the Scientific Method
• 5 Scientific Elements
• 6 Aims of Research
• 7 Purpose of Research
• 8 Science Misconceptions

Both of these types follow the same structures and protocols for propagating and testing hypotheses and predictions, but vary slightly in their ultimate purpose.

An excellent example for illustrating the difference is by using pure and applied mathematics. Pure maths is concerned with understanding underlying abstract principles and describing them with elegant theories. Applied maths, by contrast, uses these equations to explain real life phenomena, such as mechanics, ecology and gravity.

Pure Scientific Research

Some science, often referred to as 'pure science', is about explaining the world around us and trying to understand how the universe operates. It is about finding out what is already there without any greater purpose of research than the explanation itself. It is a direct descendent of philosophy, where philosophers and scientists try to understand the underlying principles of existence.

Whilst offering no direct benefits, pure research often has indirect benefits, which can contribute greatly to the advancement of humanity.

For example, pure research into the structure of the atom has led to x-rays, nuclear power and silicon chips.

Applied Scientific Research

Applied scientists might look for answers to specific questions that help humanity, for example medical research or environmental studies. Such research generally takes a specific question and tries to find a definitive and comprehensive answer.

The purpose of research is about testing theories, often generated by pure science, and applying them to real situations, addressing more than just abstract principles.

Applied scientific research can be about finding out the answer to a specific problem, such as 'Is global warming avoidable?' or 'Does a new type of medicine really help the patients?'

Generating Testable Data

However, they all involve generating a theory to explain why something is happening and using the full battery of scientific tools and methods to test it rigorously.

This process opens up new areas for further study and a continued refinement of the hypotheses.

Observation is not accurate enough, with statistically testable and analyzable data the only results accepted across all scientific disciplines. The exact nature of the experimental process may vary, but they all adhere to the same basic principles.

Scientists can be opinionated, like anybody else, and often will adhere to their own theories, even if the evidence shows otherwise. Research is a tool by which they can test their own, and each others' theories, by using this antagonism to find an answer and advance knowledge.

The purpose of research is really an ongoing process of correcting and refining hypotheses , which should lead to the acceptance of certain scientific truths .

Whilst no scientific proof can be accepted as ultimate fact, rigorous testing ensures that proofs can become presumptions. Certain basic presumptions are made before embarking on any research project, and build upon this gradual accumulation of knowledge.

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educational research techniques

Research techniques and education.

Research Purpose, Hypotheses, and Questions

Four key components to a research project are the purpose statement, research questions, hypotheses, and research objectives. In this post, we will define each of these.

Definitions

The purpose of this study is to examine the relationship between college completion and organizational commitment of undergraduate students in Thailand. 

Here is an example of a qualitative purpose statement.

The purpose of this study is to explore student experiences at a university in Thailand about completing their tertiary degree.

Both of these examples are short one-sentence responses to what the study will attempt to do. This is a critical first step in shaping the study.

Research Question

The research question(s) in a quantitative or qualitative study narrows the purpose down to a specific question(s) for the researcher to find answers. Below are examples from both the quantitative and qualitative perspective. We are continuing the research themes from the previous section on the purpose statement.

Quantitative

Does organizational commitment affect college completion of students?

Qualitative

What kinds of experiences have students had while completing their degree?

On closer examination, you may have noticed that the research questions sound a lot like the purpose statement. Research questions often split a part a long complex purpose statement into several questions. This is why questions sound so redundant when compared to the purpose statement. Despite this apparent problem, this thought process helps researchers to organize their thinking and proceed in a manner that is much more efficient.

The next two components only relate to quantitative research and they are the hypotheses and research objective(s). For this reason our illustration of qualitative concepts will stop at this point.

Hypotheses are statements a researcher makes about the potential outcome(s) of a study based on the examination of literature. Below is an example from the same theme as before.

Students who have a higher perception of organizational commitment will also have a higher likelihood of completing college.

Again, the wording of the research questions, hypotheses and purpose statement are similarly. The difference is only slightly and is due to context. Seeing these similarities quickly will help you to move faster in finishing a study. The difference between these elements is a matter of perspective rather than a strong difference, as they do sound awfully similar.

Research Objectives

Research objectives are the goals a researcher has for a study. This component is not always included in a study. Below is an example.

To examine the correlation between organizational commitment and the rate of college completion

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10 thoughts on “ research purpose, hypotheses, and questions ”.

This is the wrong use of the word, it should be “their” not “there”.

The purpose of this study is to explore student experiences at a university in Thailand about completing there tertiary degree.

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As an emerging researcher, my worry is that I have six objectives but five research questions and hypotheses. Am I correct or they must all be the same in times of numbers? Thank you

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• Section 1: Home
• Narrowing Your Topic
• Problem Statement

Purpose Statement Overview

Writing an effective purpose statement, best practices for writing your purpose statement, sample purpose statements.

• Conceptual Framework
• Avoiding Common Mistakes
• Synthesis and Analysis in Writing Support This link opens in a new window
• Qualitative Research Questions This link opens in a new window
• Quantitative Research Questions This link opens in a new window
• Qualitative & Quantitative Research Support with the ASC This link opens in a new window
• Library Research Consultations This link opens in a new window
• Library Guide: Research Process This link opens in a new window
• ASC Guide: Outlining and Annotating This link opens in a new window
• Library Guide: Organizing Research & Citations This link opens in a new window
• Library Guide: RefWorks This link opens in a new window
• Library Guide: Copyright Information This link opens in a new window

Purpose Statement 

The purpose statement succinctly explains the objectives of the doctoral project or dissertation-in-practice. These objectives must directly address the problem. The purpose statement also identifies the project methodology and design.

A problem and a missing piece in combination can lead to different objectives, and hence, different purpose statements. 

The purpose of the applied doctoral project or dissertation-in-practice must not only align with the problem and address a missing piece; it must also align with the chosen project method. In fact, the template requires you to name the research method at the very beginning of the purpose statement. In general, quantitative studies involve “closed-ended” research verbs such as determine, measure, correlate, explain, compare, validate, identify, or examine; whereas qualitative studies involve “open-ended” research verbs such as explore, understand, narrate, articulate [meanings], discover, or develop.  

Qualitative Purpose Statement

A qualitative purpose statement following the color-coded problem statement (assumed here to be low well-being among financial sector employees) + missing piece (lack of research on followers of mid-level managers), might start like this: 

In response to declining levels of employee well-being, the purpose of the qualitative phenomenology was to explore and understand the lived experiences related to the well-being of the followers of novice mid-level managers in the financial services industry.  The levels of follower well-being have been shown to correlate to employee morale, turnover intention, and customer orientation (Eren et al., 2013).  A combined framework of Leader-Member Exchange (LMX) Theory and the employee well-being concept informed the research questions and supported the inquiry, analysis, and interpretation of the findings to be applied in the financial services industry.   

Quantitative Purpose Statement

A quantitative purpose statement for the same problem and gap might start like this: 

In response to declining levels of employee well-being, the purpose of the quantitative correlational study was to determine which leadership factors predict employee well-being of the followers of novice mid-level managers to be applied in the financial services industry. Leadership factors were measured by the Leader Member Exchange (LMX) assessment framework by Mantlekow (2015), and employee well-being was conceptualized as a compound variable consisting of self-reported turnover-intent and psychological test scores from the Mental Health Survey (MHS) developed by Johns Hopkins University researchers.  

Both of these purpose statements reflect viable research strategies and both align with the problem and gap so it’s up to the practitioner to design a doctoral project or dissertation-in-practice in a manner that reflects personal preferences and desired study outcomes. Note that the quantitative research purpose incorporates operationalized concepts, or variables; that reflect the way the practitioner intends to measure the key concepts under study; whereas the qualitative purpose statement isn’t about translating the concepts under study as variables but instead aim to explore and understand the core research phenomenon.

An important step in the successful completion of an Applied Doctoral Project/Dissertation in Practice is starting off with an accurate and precise purpose statement.  Read through the information below to get some general ideas or guidelines related to effective purpose statements and how to compose them.  All this information comes from faculty who want you to succeed in the process.

General Guidelines

Keep these in mind as you begin to compose your purpose statement

Good purpose statements:

• Flow from the problem statement and actually address the proposed problem
• Are concise and clear
• Answer the question ‘Why are you doing this project?’
• Match the methodology to your  questions
• Have a ‘hook’ to get the reader’s attention
• Set the stage by clearly stating, “The purpose of this (qualitative or quantitative) study is to ...”

Writing your Purpose Statement:

• The Problem Statement is why I am doing the project or dissertation-in-practice
• The Purpose Statement is what type of project or study I am doing to fit or address the problem

The Purpose Statement includes:

• Design and Method of Study
• Specific Population

Creswell (2002) suggested that purpose statements in qualitative projects or studies include deliberate phrasing to alert the reader to the purpose statement. Verbs are key to indicate what will take place in the project or study research and the use of non-directional language that does not suggest an outcome. A purpose statement should focus on a single idea or concept with a broad definition of that idea or concept. How the concept will be investigated should also be included, as well as participants in the study and study locations to give the reader a sense of with whom and where the project or study will occur.  

Creswell (2003) advised the following script for purpose statements in qualitative methodology:

“The purpose of this qualitative_________________ (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to ________________ (understand? describe? develop? discover?) the _________________(central phenomenon being studied) for ______________ (the participants, such as the individual, groups, organization) at __________(site). At this stage in the project, the __________ (central phenomenon being studied) will be generally defined as ___________________ (provide a general definition)” (pg. 90).

Quantitative Purpose Statement

Creswell (2003) offers vast differences between the purpose statements written for qualitative methodology and those written for quantitative methodology, particularly with respect to language and the inclusion of variables. The comparison of variables is often a focus of quantitative methodology with the variables distinguishable by either the temporal order or how they are measured. As with qualitative purpose statements, Creswell (2003) recommends the use of deliberate language to alert the reader to the purpose of the project or study, though quantitative purpose statements also include the theory or conceptual framework guiding the project or study, the variables that are being studied, and how those variables are related.  

Creswell (2003) suggests the following script for drafting purpose statements in quantitative projects:

“The purpose of this _____________________ (experiment? survey?) project is (was? will be?) to test the theory of _________________that _________________ (compares? relates?) the ___________(independent variable) to _________________________(dependent variable), controlling for _______________________ (control variables) for ___________________ (participants) at _________________________ (site). The independent variable(s) _____________________ will be generally defined as _______________________ (provide a general definition). The dependent variable(s) will be generally defined as _____________________ (provide a general definition), and the control and intervening variables(s), _________________ (identify the control and intervening variables) will be statistically controlled in this project” (pg. 97).

Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research.  Merrill Prentice Hall. 7.  Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.).  SAGE Publications.

Always keep in mind that the process is iterative, and your writing, over time, will be refined as clarity is gradually achieved. Most of the time, greater clarity for the purpose statement and other components is the result of a growing understanding of the literature in the field. As you increasingly master the literature you will also increasingly clarify the purpose of your project or study. 

The purpose statement should flow directly from the problem statement. There should be clear and obvious alignment between the two, and that alignment will get tighter and more pronounced as your work progresses.

The purpose statement should specifically address the reason for conducting the project or study, with emphasis on the word specifically. There should not be any doubt in your readers’ minds as to the purpose of your project or study. To achieve this level of clarity, you will need to also ensure there is no doubt in your mind as to the purpose of your project or study. 

You may benefit from stopping your work during the process when insight strikes you in order to write about that insight while it is still fresh in your mind. This pause can help you clarify all aspects of the project or study, including clarifying its purpose. 

Your Chair and your committee members can help you to clarify the purpose of your project or dissertation-in-practice, so carefully attend to any feedback they offer.

The purpose statement should reflect the questions proposed and vice versa. The chain of alignment that began with the problem description and continues on to the purpose, questions, and methodology must be respected at all times during development. You are to succinctly describe the overarching goal of the project or dissertation-in-practice that reflects the questions. Each question narrows and focuses the purpose statement. Conversely, the purpose statement encompasses all of the questions. 

Identify in the purpose statement the methodology as quantitative, qualitative or mixed (i.e., “The purpose of this [qualitative/quantitative/mixed] study is to ...)

Follow the initial declaration of purpose with a brief overview of how the project or study will be conducted, including instruments, data, with whom (sample), and where (as applicable). Identify variables/constructs and/or phenomenon/concept/idea. Since this section is to be a concise paragraph, emphasis must be placed on the word brief. However, adding these details will give your readers a very clear picture of the purpose of your project or dissertation-in-practice.

Developing the purpose section is usually not achieved in a single flash of insight. The process involves a great deal of reading to find out what other practitioners have done to address the problem you have identified. The purpose section could well be the most important paragraph you write during your academic career, and every word should be carefully selected. Think of it as the DNA of your project or study. Everything else you write should emerge directly and clearly from your purpose statement. In turn, your purpose statement should emerge directly and clearly from your problem description. It is good practice to print out your problem statement and purpose statement and keep them in front of you as you work on each part of your project or dissertation-in-practice in order to ensure alignment.

It is helpful to collect several project or dissertation-in-practice reports or literature similar to the one you envision creating. Extract the problem descriptions and purpose statements of other authors and compare them in order to sharpen your thinking about your own work.  Comparing how other authors have handled the many challenges you are facing can be an invaluable exercise. Keep in mind that individual universities use their own tailored protocols for presenting key components, so your review of these purpose statements should focus on content rather than form.

Once your purpose statement is set, it must be consistently presented throughout the project or dissertation-in-practice. This consistency may require some recursive editing because the way you articulate your purpose may evolve as you work on various aspects of your project or dissertation-in-practice. Whenever you make an adjustment to your purpose statement, you should carefully follow up on the editing and conceptual ramifications throughout the entire document.

In establishing your purpose, you should NOT advocate for a particular outcome. Your review of the literature should be done to answer questions, not to prove a point. As a scholar-practitioner, you are to inquire with an open mind, and even when you come to the work with clear assumptions, your job is to support the validity of the conclusions reached. For example, you would not say the purpose of your project or study is to demonstrate that there is a relationship between two variables. Such a statement presupposes you know the answer before your review of the literature conducted and promotes or supports (advocates on behalf of) a particular outcome. A more appropriate purpose statement would be to examine or explore the relationship between two variables. 

Your purpose statement should not imply that you are going to prove something. You may be surprised to learn that we cannot prove anything in scholarly review of the literature for two reasons. First, in quantitative analyses, statistical tests calculate the probability that something is true rather than establishing it as true. Second, in qualitative methodology, the study can only purport to describe what is occurring from the perspective of the participants. Whether or not the phenomenon they are describing is true in a larger context is not knowable. We cannot observe the phenomenon in all settings and in all circumstances. 

Here are some example purpose statements for your consideration.

Purpose Statement 1

The purpose of this qualitative project was to determine how participation in service-learning in an alternative school impacted students academically, civically, and personally.  There is ample evidence demonstrating the failure of schools for students at-risk; however, there is still a need to demonstrate why these students are successful in non-traditional educational programs like the service-learning model used at TDS.  This study was unique in that it examined one alternative school’s approach to service-learning in a setting where students not only serve, but faculty serve as volunteer teachers.  The use of a constructivist approach in service-learning in an alternative school setting was examined in an effort to determine whether service-learning participation contributes positively to academic, personal, and civic gain for students, and to examine student and teacher views regarding the overall outcomes of service-learning.  This study was completed using an ethnographic approach that included observations, content analysis, and interviews with teachers at The David School.

Purpose Statement 2

The purpose of this quantitative, non-experimental, cross-sectional linear, multiple regression design study was to investigate the relationship among early childhood teachers’ self-reported assessment of multicultural awareness as measured by responses from the Teacher Multicultural Attitude Survey (TMAS) and supervisors’ observed assessment of teachers’ multicultural competency skills as measured by the Multicultural Teaching Competency Scale (MTCS) survey. Demographic data such as number of multicultural training hours, years teaching in Dubai, curriculum program at current school, and age were also examined and their relationship to multicultural teaching competency. The study took place in the emirate of Dubai where there were 14,333 expatriate teachers employed in private schools (KHDA, 2013b). 

Purpose Statement 3

The purpose of this quantitative, non-experimental project is to examine the degree to which stages of change, gender, acculturation level and trauma types predicts the reluctance of Arab refugees, aged 18 and over, in the Dearborn, MI area, to seek professional help for their mental health needs. This study will utilize four instruments to measure these variables: University of Rhode Island Change Assessment (URICA: DiClemente & Hughes, 1990); Cumulative Trauma Scale (Kira, 2012); Acculturation Rating Scale for Arabic Americans-II Arabic and English (ARSAA-IIA, ARSAA-IIE: Jadalla & Lee, 2013), and a demographic survey. This study will examine 1) the relationship between stages of change, gender, acculturation levels, and trauma types and Arab refugees’ help-seeking behavior, 2) the degree to which any of these variables can predict Arab refugee help-seeking behavior.  Additionally, the outcome of this study could provide researchers and clinicians with a stage-based model, TTM, for measuring Arab refugees’ help-seeking behavior and lay a foundation for how TTM can help target the clinical needs of Arab refugees. Lastly, this attempt to apply the TTM model to Arab refugees’ condition could lay the foundation for future research to investigate the application of TTM to clinical work among refugee populations.

Purpose Statement 4

The purpose of this qualitative, phenomenological project is to describe the lived experiences of LLM for 10 EFL learners in rural Guatemala and to utilize that data to determine how it conforms to, or possibly challenges, current theoretical conceptions of LLM. In accordance with Morse’s (1994) suggestion that a phenomenological study should utilize at least six participants, this study utilized semi-structured interviews with 10 EFL learners to explore why and how they have experienced the motivation to learn English throughout their lives. The methodology of horizontalization was used to break the interview protocols into individual units of meaning before analyzing these units to extract the overarching themes (Moustakas, 1994). These themes were then interpreted into a detailed description of LLM as experienced by EFL students in this context. Finally, the resulting description was analyzed to discover how these learners’ lived experiences with LLM conformed with and/or diverged from current theories of LLM.

Purpose Statement 5

The purpose of this qualitative, embedded, multiple case project was to examine how both parent-child attachment relationships are impacted by the quality of the paternal and maternal caregiver-child interactions that occur throughout a maternal deployment, within the context of dual-military couples. In order to examine this phenomenon, an embedded, multiple case study was conducted, utilizing an attachment systems metatheory perspective. The study included four dual-military couples who experienced a maternal deployment to Operation Iraqi Freedom (OIF) or Operation Enduring Freedom (OEF) when they had at least one child between 8 weeks-old to 5 years-old.  Each member of the couple participated in an individual, semi-structured interview with the researcher and completed the Parenting Relationship Questionnaire (PRQ). “The PRQ is designed to capture a parent’s perspective on the parent-child relationship” (Pearson, 2012, para. 1) and was used within the proposed study for this purpose. The PRQ was utilized to triangulate the data (Bekhet & Zauszniewski, 2012) as well as to provide some additional information on the parents’ perspective of the quality of the parent-child attachment relationship in regards to communication, discipline, parenting confidence, relationship satisfaction, and time spent together (Pearson, 2012). The researcher utilized the semi-structured interview to collect information regarding the parents' perspectives of the quality of their parental caregiver behaviors during the deployment cycle, the mother's parent-child interactions while deployed, the behavior of the child or children at time of reunification, and the strategies or behaviors the parents believe may have contributed to their child's behavior at the time of reunification. The results of this project may be utilized by the military, and by civilian providers, to develop proactive and preventive measures that both providers and parents can implement, to address any potential adverse effects on the parent-child attachment relationship, identified through the proposed study. The results of this project may also be utilized to further refine and understand the integration of attachment theory and systems theory, in both clinical and research settings, within the field of marriage and family therapy. 

Compiled by Dr. Darren Adamson, Department Chair, School of Social and Behavioral Sciences 

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Science, health, and public trust.

September 8, 2021

Explaining How Research Works

We’ve heard “follow the science” a lot during the pandemic. But it seems science has taken us on a long and winding road filled with twists and turns, even changing directions at times. That’s led some people to feel they can’t trust science. But when what we know changes, it often means science is working.

Explaining the scientific process may be one way that science communicators can help maintain public trust in science. Placing research in the bigger context of its field and where it fits into the scientific process can help people better understand and interpret new findings as they emerge. A single study usually uncovers only a piece of a larger puzzle.

Questions about how the world works are often investigated on many different levels. For example, scientists can look at the different atoms in a molecule, cells in a tissue, or how different tissues or systems affect each other. Researchers often must choose one or a finite number of ways to investigate a question. It can take many different studies using different approaches to start piecing the whole picture together.

Sometimes it might seem like research results contradict each other. But often, studies are just looking at different aspects of the same problem. Researchers can also investigate a question using different techniques or timeframes. That may lead them to arrive at different conclusions from the same data.

Using the data available at the time of their study, scientists develop different explanations, or models. New information may mean that a novel model needs to be developed to account for it. The models that prevail are those that can withstand the test of time and incorporate new information. Science is a constantly evolving and self-correcting process.

Scientists gain more confidence about a model through the scientific process. They replicate each other’s work. They present at conferences. And papers undergo peer review, in which experts in the field review the work before it can be published in scientific journals. This helps ensure that the study is up to current scientific standards and maintains a level of integrity. Peer reviewers may find problems with the experiments or think different experiments are needed to justify the conclusions. They might even offer new ways to interpret the data.

It’s important for science communicators to consider which stage a study is at in the scientific process when deciding whether to cover it. Some studies are posted on preprint servers for other scientists to start weighing in on and haven’t yet been fully vetted. Results that haven't yet been subjected to scientific scrutiny should be reported on with care and context to avoid confusion or frustration from readers.

We’ve developed a one-page guide, "How Research Works: Understanding the Process of Science" to help communicators put the process of science into perspective. We hope it can serve as a useful resource to help explain why science changes—and why it’s important to expect that change. Please take a look and share your thoughts with us by sending an email to  [email protected].

Below are some additional resources:

• Discoveries in Basic Science: A Perfectly Imperfect Process
• When Clinical Research Is in the News
• What is Basic Science and Why is it Important?
• ​ What is a Research Organism?
• What Are Clinical Trials and Studies?
• Basic Research – Digital Media Kit
• Decoding Science: How Does Science Know What It Knows? (NAS)
• Can Science Help People Make Decisions ? (NAS)

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Research Process Steps: What they are + How To Follow

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

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

Research Process Steps

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

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

Step 1: Identify the Problem

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

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

Step 2: Evaluate the Literature

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

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

Step 3: Create Hypotheses

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

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

Step 4: The Research Design

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

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

• Exploration and Surveys
• Data Analysis
• Observation

Step 5: Describe Population

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

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

Step 6: Data Collection

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

• Questionnaire

Secondary data categories are:

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

Step 7: Data Analysis

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

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

Step 8: The Report-writing

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

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

LEARN ABOUT: 12 Best Tools for Researchers

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

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

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Home » Research Design – Types, Methods and Examples

Research Design – Types, Methods and Examples

Table of Contents

Research Design

Definition:

Research design refers to the overall strategy or plan for conducting a research study. It outlines the methods and procedures that will be used to collect and analyze data, as well as the goals and objectives of the study. Research design is important because it guides the entire research process and ensures that the study is conducted in a systematic and rigorous manner.

Types of Research Design

Types of Research Design are as follows:

Descriptive Research Design

This type of research design is used to describe a phenomenon or situation. It involves collecting data through surveys, questionnaires, interviews, and observations. The aim of descriptive research is to provide an accurate and detailed portrayal of a particular group, event, or situation. It can be useful in identifying patterns, trends, and relationships in the data.

Correlational Research Design

Correlational research design is used to determine if there is a relationship between two or more variables. This type of research design involves collecting data from participants and analyzing the relationship between the variables using statistical methods. The aim of correlational research is to identify the strength and direction of the relationship between the variables.

Experimental Research Design

Experimental research design is used to investigate cause-and-effect relationships between variables. This type of research design involves manipulating one variable and measuring the effect on another variable. It usually involves randomly assigning participants to groups and manipulating an independent variable to determine its effect on a dependent variable. The aim of experimental research is to establish causality.

Quasi-experimental Research Design

Quasi-experimental research design is similar to experimental research design, but it lacks one or more of the features of a true experiment. For example, there may not be random assignment to groups or a control group. This type of research design is used when it is not feasible or ethical to conduct a true experiment.

Case Study Research Design

Case study research design is used to investigate a single case or a small number of cases in depth. It involves collecting data through various methods, such as interviews, observations, and document analysis. The aim of case study research is to provide an in-depth understanding of a particular case or situation.

Longitudinal Research Design

Longitudinal research design is used to study changes in a particular phenomenon over time. It involves collecting data at multiple time points and analyzing the changes that occur. The aim of longitudinal research is to provide insights into the development, growth, or decline of a particular phenomenon over time.

Structure of Research Design

The format of a research design typically includes the following sections:

• Introduction : This section provides an overview of the research problem, the research questions, and the importance of the study. It also includes a brief literature review that summarizes previous research on the topic and identifies gaps in the existing knowledge.
• Research Questions or Hypotheses: This section identifies the specific research questions or hypotheses that the study will address. These questions should be clear, specific, and testable.
• Research Methods : This section describes the methods that will be used to collect and analyze data. It includes details about the study design, the sampling strategy, the data collection instruments, and the data analysis techniques.
• Data Collection: This section describes how the data will be collected, including the sample size, data collection procedures, and any ethical considerations.
• Data Analysis: This section describes how the data will be analyzed, including the statistical techniques that will be used to test the research questions or hypotheses.
• Results : This section presents the findings of the study, including descriptive statistics and statistical tests.
• Discussion and Conclusion : This section summarizes the key findings of the study, interprets the results, and discusses the implications of the findings. It also includes recommendations for future research.
• References : This section lists the sources cited in the research design.

Example of Research Design

An Example of Research Design could be:

Research question: Does the use of social media affect the academic performance of high school students?

Research design:

• Research approach : The research approach will be quantitative as it involves collecting numerical data to test the hypothesis.
• Research design : The research design will be a quasi-experimental design, with a pretest-posttest control group design.
• Sample : The sample will be 200 high school students from two schools, with 100 students in the experimental group and 100 students in the control group.
• Data collection : The data will be collected through surveys administered to the students at the beginning and end of the academic year. The surveys will include questions about their social media usage and academic performance.
• Data analysis : The data collected will be analyzed using statistical software. The mean scores of the experimental and control groups will be compared to determine whether there is a significant difference in academic performance between the two groups.
• Limitations : The limitations of the study will be acknowledged, including the fact that social media usage can vary greatly among individuals, and the study only focuses on two schools, which may not be representative of the entire population.
• Ethical considerations: Ethical considerations will be taken into account, such as obtaining informed consent from the participants and ensuring their anonymity and confidentiality.

How to Write Research Design

Writing a research design involves planning and outlining the methodology and approach that will be used to answer a research question or hypothesis. Here are some steps to help you write a research design:

• Define the research question or hypothesis : Before beginning your research design, you should clearly define your research question or hypothesis. This will guide your research design and help you select appropriate methods.
• Select a research design: There are many different research designs to choose from, including experimental, survey, case study, and qualitative designs. Choose a design that best fits your research question and objectives.
• Develop a sampling plan : If your research involves collecting data from a sample, you will need to develop a sampling plan. This should outline how you will select participants and how many participants you will include.
• Define variables: Clearly define the variables you will be measuring or manipulating in your study. This will help ensure that your results are meaningful and relevant to your research question.
• Choose data collection methods : Decide on the data collection methods you will use to gather information. This may include surveys, interviews, observations, experiments, or secondary data sources.
• Create a data analysis plan: Develop a plan for analyzing your data, including the statistical or qualitative techniques you will use.
• Consider ethical concerns : Finally, be sure to consider any ethical concerns related to your research, such as participant confidentiality or potential harm.

When to Write Research Design

Research design should be written before conducting any research study. It is an important planning phase that outlines the research methodology, data collection methods, and data analysis techniques that will be used to investigate a research question or problem. The research design helps to ensure that the research is conducted in a systematic and logical manner, and that the data collected is relevant and reliable.

Ideally, the research design should be developed as early as possible in the research process, before any data is collected. This allows the researcher to carefully consider the research question, identify the most appropriate research methodology, and plan the data collection and analysis procedures in advance. By doing so, the research can be conducted in a more efficient and effective manner, and the results are more likely to be valid and reliable.

Purpose of Research Design

The purpose of research design is to plan and structure a research study in a way that enables the researcher to achieve the desired research goals with accuracy, validity, and reliability. Research design is the blueprint or the framework for conducting a study that outlines the methods, procedures, techniques, and tools for data collection and analysis.

Some of the key purposes of research design include:

• Providing a clear and concise plan of action for the research study.
• Ensuring that the research is conducted ethically and with rigor.
• Maximizing the accuracy and reliability of the research findings.
• Minimizing the possibility of errors, biases, or confounding variables.
• Ensuring that the research is feasible, practical, and cost-effective.
• Determining the appropriate research methodology to answer the research question(s).
• Identifying the sample size, sampling method, and data collection techniques.
• Determining the data analysis method and statistical tests to be used.
• Facilitating the replication of the study by other researchers.
• Enhancing the validity and generalizability of the research findings.

Applications of Research Design

There are numerous applications of research design in various fields, some of which are:

• Social sciences: In fields such as psychology, sociology, and anthropology, research design is used to investigate human behavior and social phenomena. Researchers use various research designs, such as experimental, quasi-experimental, and correlational designs, to study different aspects of social behavior.
• Education : Research design is essential in the field of education to investigate the effectiveness of different teaching methods and learning strategies. Researchers use various designs such as experimental, quasi-experimental, and case study designs to understand how students learn and how to improve teaching practices.
• Health sciences : In the health sciences, research design is used to investigate the causes, prevention, and treatment of diseases. Researchers use various designs, such as randomized controlled trials, cohort studies, and case-control studies, to study different aspects of health and healthcare.
• Business : Research design is used in the field of business to investigate consumer behavior, marketing strategies, and the impact of different business practices. Researchers use various designs, such as survey research, experimental research, and case studies, to study different aspects of the business world.
• Engineering : In the field of engineering, research design is used to investigate the development and implementation of new technologies. Researchers use various designs, such as experimental research and case studies, to study the effectiveness of new technologies and to identify areas for improvement.

Advantages of Research Design

Here are some advantages of research design:

• Systematic and organized approach : A well-designed research plan ensures that the research is conducted in a systematic and organized manner, which makes it easier to manage and analyze the data.
• Clear objectives: The research design helps to clarify the objectives of the study, which makes it easier to identify the variables that need to be measured, and the methods that need to be used to collect and analyze data.
• Minimizes bias: A well-designed research plan minimizes the chances of bias, by ensuring that the data is collected and analyzed objectively, and that the results are not influenced by the researcher’s personal biases or preferences.
• Efficient use of resources: A well-designed research plan helps to ensure that the resources (time, money, and personnel) are used efficiently and effectively, by focusing on the most important variables and methods.
• Replicability: A well-designed research plan makes it easier for other researchers to replicate the study, which enhances the credibility and reliability of the findings.
• Validity: A well-designed research plan helps to ensure that the findings are valid, by ensuring that the methods used to collect and analyze data are appropriate for the research question.
• Generalizability : A well-designed research plan helps to ensure that the findings can be generalized to other populations, settings, or situations, which increases the external validity of the study.

Research Design Vs Research Methodology

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The Library Research Process, Step-by-Step

• Reading Scholarly Articles
• Finding & Exploring a Topic
• Finding Books
• Finding Articles
• Evaluating Sources
• Understanding & Using a Citation Style

Reading Scholarly Articles: Step-by-Step

1. Read the Abstract Section

The first step in reading a scholarly article is to read the abstract or summary of the article. Abstracts are always found at the beginning of an article and provide a basic summary or roadmap to the article. The abstract also introduces the purpose of the article.

Take a few minutes to carefully read the abstract of the practice article. Note that the abstract is not formally labeled "abstract" but is called "background and aims." Any summary at the start of an article is considered the abstract.

The abstract should always be read first to make sure the article is relevant to your topic. However, reading the abstract should never replace reading the entire article as the abstract is too brief to be used to fully understand the article.

2. Read the Conclusion Section Reading the conclusion will help you understand the main points of the article and what the authors are attempting to prove. 

3. Read the Introduction Section Now that you have an overview of the article from the abstract and understand the main points the authors are trying to prove from the conclusion, you will want to read the introduction.

4. Read the Results Section

Read the results section. Here are a couple of suggestions for deciphering results:

• If you are a visual learner, the charts may make sense to you.
• If charts are difficult to understand, look over the narrative and then return to the charts.
• Using the charts can help enhance your understanding of the narrative
• Look for works like "important" or "significant" and make special note of these phrases as these usually are signals from the author of an important result.

5. Read the Methods Section Reading the methods section will help you understand how the study or experiment was conducted. It is necessary for other researchers to understand the methods used so that they can replicate the study.

The methods section can also be difficult to read due to technical language used and density of the section. Try circling words, acronyms, and surveys you are unfamiliar with and look them up as those may be important to fully understand the article and may be necessary for future research. 

6. Read the Discussion & Limitations Section

The discussion section is where you will find the researcher's interpretation of the results. The author should answer the article's research question. Remember, you should evaluate the data to form your own conclusions. Don't just accept the author's conclusions without looking at the data for yourself.

Often authors will include a section detailing the limits to their research and their conclusions. The limitation section will usually explain conclusions that could not be drawn from the research as well as areas that future research is needed.

7. Read Through One More Time  After you have jumped around and read the different sections of the article, go back to the beginning and read the article in order. The article should be easier to read and make more sense as you will already be familiar with the main points in each section.

Watch: How to Read a Scholarly Article

Why Watch This Video? You'll learn essential strategies for reading scientific or scholarly journal articles, including:

• Identifying distinct sections (abstract, introduction, methods, results, discussion) and the purpose of those sections 
• How to effectively skim content using the ADIRM process (Abstract, Discussion, Introduction, Results, Methods), which will help you assess scholarly articles' relevance and validity
• Distinguishing between main points and less relevant sub points within scholarly research articles. 
• Learning about and applying these techniques will save you time and effort when working through your course assignments.

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Research: How to Build Consensus Around a New Idea

• Devon Proudfoot
• Wayne Johnson

Strategies for overcoming the disagreements that can stymie innovation.

Previous research has found that new ideas are seen as risky and are often rejected. New research suggests that this rejection can be due to people’s lack of shared criteria or reference points when evaluating a potential innovation’s value. In a new paper, the authors find that the more novel the idea, the more people differ on their perception of its value. They also found that disagreement itself can make people view ideas as risky and make them less likely to support them, regardless of how novel the idea is. To help teams get on the same page when it comes to new ideas, they suggest gathering information about evaluator’s reference points and developing criteria that can lead to more focused discussions.

Picture yourself in a meeting where a new idea has just been pitched, representing a major departure from your company’s standard practices. The presenter is confident about moving forward, but their voice is quickly overtaken by a cacophony of opinions from firm opposition to enthusiastic support. How can you make sense of the noise? What weight do you give each of these opinions? And what does this disagreement say about the idea?

• DP Devon Proudfoot is an Associate Professor of Human Resource Studies at Cornell’s ILR School. She studies topics related to diversity and creativity at work.
• Wayne Johnson is a researcher at the Utah Eccles School of Business. He focuses on evaluations and decisions about new information, including persuasion regarding creative ideas and belief change.

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Academic Research and the Expert-Novice Gap: Helping Students Understand the Purpose of Research (Virtual Event)

October 3, 2024 12:00 PM - 1:00 PM Save to Calendar

Experienced researchers tend to think about research as an ongoing and iterative process in which individual researchers contribute their findings to an ongoing conversation within or across disciplines. However, as novice researchers, students may have a very different understanding of the purpose of research. The lack of a shared understanding of the goals and process of research may contribute to the frustration that students and instructors often have related to student performance on research or inquiry-based assignments.

This free virtual workshop will explore the expert-novice gap in relation to the purpose and process of academic research. Participants will learn strategies and activities that they can use to help students develop their understanding of the purpose and process of research.

For those affiliated with Ohio State, this workshop counts as credit toward the  Teaching Information Literacy endorsement  from the Drake Institute for Teaching and Learning.

This virtual program will include automated captioning. If you require an accommodation such as live captioning or interpretation to participate in this event, please email  [email protected]  as soon as possible. Requests made at least one week prior to the event will generally allow us to provide seamless access, but the university will make every effort to meet requests made after this date.

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Life Crafting as a Way to Find Purpose and Meaning in Life

Having a purpose in life is one of the most fundamental human needs. However, for most people, finding their purpose in life is not obvious. Modern life has a way of distracting people from their true goals and many people find it hard to define their purpose in life. Especially at younger ages, people are searching for meaning in life, but this has been found to be unrelated to actually finding meaning. Oftentimes, people experience pressure to have a “perfect” life and show the world how well they are doing, instead of following up on their deep-felt values and passions. Consequently, people may need a more structured way of finding meaning, e.g., via an intervention. In this paper, we discuss evidence-based ways of finding purpose, via a process that we call “life crafting.” This process fits within positive psychology and the salutogenesis framework – an approach focusing on factors that support human health and well-being, instead of factors that cause disease. This process ideally starts with an intervention that entails a combination of reflecting on one’s values, passions and goals, best possible self, goal attainment plans, and other positive psychology intervention techniques. Important elements of such an intervention are: (1) discovering values and passion, (2) reflecting on current and desired competencies and habits, (3) reflecting on present and future social life, (4) reflecting on a possible future career, (5) writing about the ideal future, (6) writing down specific goal attainment and “if-then” plans, and (7) making public commitments to the goals set. Prior research has shown that personal goal setting and goal attainment plans help people gain a direction or a sense of purpose in life. Research findings from the field of positive psychology, such as salutogenesis, implementation intentions, value congruence, broaden-and-build, and goal-setting literature, can help in building a comprehensive evidence-based life-crafting intervention. This intervention can aid individuals to find a purpose in life, while at the same time ensuring that they make concrete plans to work toward this purpose. The idea is that life crafting enables individuals to take control of their life in order to optimize performance and happiness.

The best day of your life is the one on which you decide your life is your own. No apologies or excuses. No one to lean on, rely on, or blame. The gift is yours – it is an amazing journey – and you alone are responsible for the quality of it. This is the day your life really begins . —Bob Moawad

Introduction

Whether you love him or hate him, Arnold Schwarzenegger is an example of a person who has been planning his life and setting goals throughout. Given that he came from a small town in Austria, the chances of him becoming the person he is today were very slim. Although even his parents thought that his ideas of becoming a great body builder were outrageous and his fellow cadets made fun of him when he put in extra hours of training while he was in the military, holding on to his vision and dreams paid off in the end (see Schwarzenegger and Hall, 2012 ). So even though it was not obvious that he would achieve the goals he had set for himself, he made a plan and stuck to his plan to achieve his goals.

Now consider this story: Brian is CEO of a large bank, and seems by all standards to be living a fulfilling live. Although he is overseeing 1,200 employees, earns a good salary, has a nice house at the beach, and a wife and kids, he feels very unhappy with his current life. One day he decides that he does not want to live this life anymore and quits his job. He becomes a consultant (and his wife divorces him) but still struggles to find his passion. As he knows that the job he is doing is not his passion, he starts exploring what he would like to do. Unfortunately, having done things for so long that have not brought him satisfaction, only status and money, he seems to have trouble connecting to his “inner self.” In his search for why he has ended up this way, he realizes that he has been living the life his father had in mind for him. This leads him to think that, if it had not been for his father, he would probably have studied psychology instead of management.

These two, seemingly unrelated anecdotes, tell something very important: no matter how successful a person is in life, self-endorsed goals will enhance well-being while the pursuit of heteronomous goals will not (for a review see Ryan and Deci, 2001 ). This is an important statement and key to self-determination theory (SDT, Ryan and Deci, 2000 ), a macro-theory of human motivation, stressing the importance of self-motivated and self-determined goals to guide behavior for well-being and happiness. Goal attainment from self-concordant goals, or goals that fulfill basic needs and are aligned with one’s values and passions, has been related to greater subjective well-being ( Sheldon, 2002 ), higher vitality ( Nix et al., 1999 ), higher levels of meaningfulness ( McGregor and Little, 1998 ), and lower symptoms of depression ( Sheldon and Kasser, 1998 ). Self-concordant goals satisfy basic psychological needs of autonomy, competence, and relatedness, key attributes of SDT ( Ryan and Deci, 2001 ), and have been found to be important across cultures (see Sheldon et al., 2004 ). With an increasing number of young people experiencing mental health problems, increasing health care costs and an aging society, the interest in cost-effective behavioral interventions that can improve mental and physical health is burgeoning (e.g., Oettingen, 2012 ; Fulmer et al., 2018 ; Chan et al., 2019 ; Wilson et al., 2019 ; for reviews see Wilson, 2011 ; Walton, 2014 ). Especially promising is the research on the topic of meaning and purpose in life ( Steger, 2012 ). People with a purpose in life are less likely to experience conflict when making health-related decisions and are more likely to self-regulate when making these decisions and consequently experience better (mental) health outcomes ( Kang et al., 2019 ). Furthermore, having a purpose in life can aid in overcoming stress, depression, anxiety, and other psychological problems (see Kim et al., 2014 ; Freedland, 2019 ). Finally, purpose in life has been related to a decrease in mortality across all ages ( Hill and Turiano, 2014 ). It thus appears that many benefits may be gained by enhancing meaning and purpose in life. However, even if people realize they are in need of a purpose, the search for meaning does not automatically lead to its presence, and people searching for meaning are no more or less likely to plan for and anticipate their future ( Steger et al., 2008b ). This somewhat counterintuitive finding, showing that among undergraduate students the search for meaning is even inversely related to presence of meaning, points to the fact that the strategies people use to find meaning may not be very effective ( Steger et al., 2008b ). Early in life, the search for meaning is not negatively related to well-being, but the relationship between search for meaning and well-being becomes increasingly negative in later life stages ( Steger et al., 2009 ). This means that even if people search for meaning, they may not find it, unless they are prompted to do so in an evidence-based manner, e.g., via a positive psychology intervention. Especially adolescents and young adults should be stimulated to search for meaning in an organized manner in order to experience higher levels of well-being early in life so that they can be more likely to have an upward cycle of positive experiences. An intervention to bring about purpose in life may be a promising way to achieve this. Recent research suggests that interventions aimed at enhancing purpose in life can be particularly effective if they are done early on, during adolescence and/or as part of the curriculum in schools ( Morisano et al., 2010 ; Bundick, 2011 ; Schippers et al., 2015 ).

These interventions address an important contemporary problem, as illustrated by the two anecdotes above, namely that, many people drift aimlessly through life or keep changing their goals, running around chasing “happiness” ( Donaldson et al., 2015 ). Others, as in the example of Brian above, live the life that their parents or significant others have in mind for them ( Kahl, 1953 ). Several authors have indeed noted that the role of parents in students’ study and career choices has been under-researched ( Jodl et al., 2001 ; Taylor et al., 2004 ), but choosing one’s study and career path according to one’s own preferences is likely to be more satisfying than living the life that others have in mind for one. Recently, it has been noted that especially “socially prescribed” perfectionism where people try to live up to the standards of other and also seek their approval is related to burn-out, depression and a lack of experienced meaning ( Suh et al., 2017 ; Garratt-Reed et al., 2018 ; Curran and Hill, 2019 ). In our society, education is highly valued, but less emphasis is placed on structured reflection about values, goals, and plans for what people want in life. Oftentimes, education fosters maladaptive forms of perfectionism, instead of adaptive forms ( Suh et al., 2017 ). Even if parents and educators do ask children what they want to become when they grow up, this most important question is not addressed in a consistent way that helps them to make an informed choice ( Rojewski, 2005 ). Parents and educators tend to look at the children’s competences, rather than what they want to become and what competences they would need to develop in order to become that person ( Nurra and Oyserman, 2018 ). Consequently, many people only occupy themselves with the daily events in their lives, while others try to keep every aspect of their lives under control and live the life that others have in mind for them. Some have an idea of what they want but have not thought about it carefully. Others may have too many goals, or conflicting goals, which is also detrimental to health and well-being ( Kelly et al., 2015 ). Finally, parents and others with the best of intentions sometimes have goals in mind for children to pursue ( Williams et al., 2000 ; Tamis-LeMonda et al., 2008 ).

A study by Nurra and Oyserman (2018) showed that children that were guided to experience connection between their current and adult future self, worked more and attained better school grades than children guided to experience low connection. Importantly, this was moderated to the extent that children saw school as the path to one’s adult future self. It seems important that people formulate and think about their (ideal) future self and that the present and future self are connected, e.g., by means of a goal-setting intervention. Studies among students also showed the importance of goal congruence. For instance, Sheldon and Kasser (1998) found that although students with stronger social and self-regulatory skills made more progress in their goals, and goal progress predicted subjective well-being (SWB), while the increase in well-being depended on the level of goal-congruence. Similarly, Sheldon and Houser-Marko (2001) found that entering freshman students with self-concordant motivation had an upward spiral of goal-attainment, increased adjustment, self-concordance, higher ego development, and academic performance after the first year. This points to the importance of making sure people reflect on and develop self-concordant goals ( Locke and Schippers, 2018 ). If people have not formulated their own goals, there is a chance that they will lose contact with their core values and passions,” ( Seto and Schlegel, 2018 ) as was the case in the anecdote of Brian. It may even feel as if they are living someone else’s life. For several reasons, it is important that people take matters into their own hands and reflect on and formulate their own goals in important areas of life ( Williams et al., 2000 ). Indeed, people may have more influence on their own life than they think. Studies have already shown the beneficial effects of both job crafting—where employees actively reframe their work physically, cognitively, and socially (e.g., Wrzesniewski and Dutton, 2001 ; Demerouti, 2014 ; Vogt et al., 2016 ; Wessels et al., 2019 )—and leisure crafting ( Petrou and Bakker, 2016 ; Vogel et al., 2016 ; Petrou et al., 2017 ). A recent study by Demerouti et al. (2019) suggested that the beneficial implications of job crafting transcend life boundaries, which the authors state have also consequences in terms of experiencing meaning in life.

Building on the above, we suggest that the conscious process of “life crafting” could be similarly beneficial in helping people to find fulfillment and happiness (see Berg et al., 2010 ; Schippers, 2017 ). Importantly, life crafting is related to the most important areas of life, and thus allows for a more holistic approach in terms of shaping one’s life. We formally define life crafting as: a process in which people actively reflect on their present and future life, set goals for important areas of life—social, career, and leisure time—and, if required, make concrete plans and undertake actions to change these areas in a way that is more congruent with their values and wishes.

The process of life crafting fits with positive psychology and specifically the salutogenesis framework, which states that the extent to which people view their life as having positive influence on their health, explains why people in stressful situations stay well and may even be able to improve adaptive coping ( Antonovsky, 1996 ). Salutogenesis focuses on factors that can support health, well-being, and happiness, as opposed to factors that cause disease (pathogenesis). The salutogenetic model with its’ central element “sense of coherence” is concerned with relationships around health, stress, and coping ( Johnson, 2004 ). In his approach, Antonovsky views health and illness as a continuum, rather than a dichotomy ( Langeland et al., 2007 ). Importantly, the framework assumes that people have resources available (biological, material, and psychosocial) that enable them to construct coherent life experiences ( Mittelmark et al., 2017 ). The idea of salutogenesis is also closely tied to the literature on human flourishing that states that health defined as the absence of illness or disease does not do justice to what it means to be well and thriving ( Ryff and Singer, 2000 ). Broaden-and-build theory can be used to make sense of how this may work out in practice: if people imagine a better future, they will be on the lookout for resources, because they have developed a more positive and optimistic mindset ( Fredrickson, 2001 ; Meevissen et al., 2011 ). Over time, this broader mindset helps them to acquire more skills and resources and this may in turn lead to better health, happiness, and performance ( Garland et al., 2010 ). When people have a purpose in life and are more balanced, this may have positive ripple effects on the people around them ( Barsade, 2002 ; Quinn, 2005 ; Quinn and Quinn, 2009 ). Recent research suggests that health benefits of having stronger purpose in life are attributable to focused attention to and engagement in healthier behaviors ( Kang et al., 2019 ). Indeed, stronger purpose in life is associated with greater likelihood of using preventative health services and better health outcomes ( Kim et al., 2014 ). Importantly, the process through which purpose leads to health outcomes seems to be that people with a purpose in life are better able to respond positively to health messages. They showed reduced conflict-related neural activity during health decision-making relevant to longer-term lifestyle changes. Thus, having a purpose in life makes it easier for people to self-regulate ( Kang et al., 2019 ). These results are very promising, as it seems that having a purpose in life can have both mental and physical health benefits, and behavioral interventions to increase purpose in life have been shown to be very cost-effective (e.g., Wilson et al., 2019 ). Importantly, purpose in life by writing about personal goals has been associated with improved academic performance ( Morisano et al., 2010 ; Schippers et al., 2015 , 2019 ; Travers et al., 2015 ; Schippers, 2017 ; Locke and Schippers, 2018 ).

Even so, thinking about how to attain a purpose in life via a process of life crafting can raise many questions. These include: what is the best way to set personal, self-congruent goals and start the process of life crafting? How does it work? Does the type of goal matter? Does the act of writing the goals down make a difference? Does it increase resourcefulness, self-efficacy, and self-regulation?

Research suggests that reflecting on and writing down personal goals is especially important in helping people to find purpose and live a fulfilling life ( King and Pennebaker, 1996 ; King, 2001 ), and that in general writing sessions longer than 15 min have larger effects ( Frattaroli, 2006 ). Indeed, the research on writing about life goals has been noted by Edwin Locke as a very important future development of goal-setting theory ( Locke, 2019 ). Recent research shows that goals need not be specific, as long as plans are, and that writing about life goals and plans in a structured way is especially effective ( Locke and Schippers, 2018 ; for a review see Morisano et al., 2010 ; Morisano, 2013 ; Schippers et al., 2015 ; Travers et al., 2015 ). As goal-relevant actions may be encouraged by embodied cognition, and embodied cognition has been related to (dynamic) self-regulation, this may be the process through which written goals lead to action (see Balcetis and Cole, 2009 ). Specifically, through the link between cognition and behavior, it can be seen as beneficial to write down intended actions as this will lay the path to act out the intended actions. The processing of the language facilitates the actions, as it consolidates the imagined actions ( Addis et al., 2007 ; Balcetis and Cole, 2009 ; Peters et al., 2010 ; Meevissen et al., 2011 ). It has been suggested that goal-relevant actions may be encouraged by embodied cognition, through the process of self-regulation ( Balcetis and Cole, 2009 ). Writing about actions one wants to take and very detailed experience in how it would feel to reach those goals, may make it much more likely for people to subtly change their behavior and actions into goal-relevant ones (e.g., looking for opportunities to reach ones goal, thinking more clearly if one wants to spend time on certain activities or not, etc.). Also, the writing can make sure that people realize the gap between actual and desired states regarding goals, and act as a starting point for self-regulatory actions (see King and Pennebaker, 1996 ). According to Karoly (1993 , p. 25), “The processes of self-regulation are initiated when routinized activity is impeded or when goal-directedness is otherwise made salient (e.g., the appearance of a challenge, the failure of habitual action patterns, etc.). Self-regulation may be said to encompass up to five interrelated and iterative component phases of (1) goal selection, (2) goal cognition, (3) directional maintenance, (4) directional change or reprioritization, and (5) goal termination.” We believe that the process of writing about self-concordant goals makes (1) the necessity of goal-directed action salient, (2) starts a process of embodied cognition and dynamic self-regulation, and (3) starts an upward spiral of goal-congruence, goal attainment, and (academic) performance. Dynamic self-regulation is needed in the context of multiple goal pursuits where people manage competing demands on time and resources ( Iran-Nejad and Chissom, 1992 ; Neal et al., 2017 ). In short, although goals are an important part of any intervention involving life crafting, the intervention and its effects are much broader. Such an intervention may be especially beneficial for college students, as it has been shown that students have lower goal-autonomy than their parents and parents reported higher levels of positive affect, lower levels of negative affect, as well as greater life-satisfaction ( Sheldon et al., 2006 ).

In the interventions to date, which have been mainly conducted with students, individuals write about their envisioned future life and describe how they think they can achieve this life, including their plans for how to overcome obstacles and monitor their goals (i.e., goal attainment plans or GAP; e.g., Schippers et al., 2015 ). Both goal setting and goal attainment plans have been shown to help people gain a direction or a sense of purpose in life. Research in the area of positive psychology explains that people with a purpose in life live longer, have a better immune system, and perform better, even when one controls for things such as lifestyle, personality, and other factors relating to longevity (for a review see Schippers, 2017 ). At the same time, it has been suggested that relatively small interventions can have a huge impact on people’s lives ( Walton, 2014 ). Writing about values, passion, and goals is an example of such an intervention, and we claim that having a purpose in life is fundamental and has ripple effects to all areas of life, including health, longevity, self-regulation, engagement, happiness, and performance ( Schippers, 2017 ).

In order to provide a stronger theoretical foundation for this claim, we will describe the development of a comprehensive evidence-based life-crafting intervention that can help people find a purpose in life. The intervention shows very specific actions people can take to fulfill that meaning. We start by assessing existing interventions aimed at setting personal goals and will explore the theoretical and evidence-based foundation for those interventions. After that, we describe what a life-crafting intervention should ideally look like. We end with various recommendations for to how to ensure that many people can profit from this intervention (see also Schippers et al., 2015 ).

Ikigai, Meaning in Life, and Life Crafting

The meaning of life used to be an elusive concept for scientists, but in the last couple of years much progress has been made in this area. According to Buettner and Skemp (2016) , ikigai—a Japanese term for purpose in life—was one of the reasons why people in certain areas of the world, known as “longevity hotspots,” had such long lives (see also Buettner, 2017 ). As our medical knowledge of longevity is increasing (e.g., Oeppen and Vaupel, 2002 ; Menec, 2003 ; Kontis et al., 2017 ), so too is our understanding of the associated psychological factors. These days, we have more knowledge of how people can live a meaningful life. Research has shown that ikigai, or purpose in life is related to increases in health and longevity across cultures, sexes, and age groups ( Sone et al., 2008 ; Boyle et al., 2009 ). This relationship has been found even when things such as lifestyle, positive relationships with others, and general affect were controlled for in the analyses ( Hill and Turiano, 2014 ). Note that, although a purpose in life sounds rather unclear or undefinable, people can derive a purpose in life from many different activities. It has been found that these activities can range from volunteering to giving social support to the elderly or even taking care of pets, and all of these have been shown to be related to an increase in happiness, better health outcomes, and greater longevity (for a review see McKnight and Kashdan, 2009 ). Indeed, in a study of 43,391 Japanese adults, it was found that, over a seven-year follow-up period, mortality was lower among those subjects who indicated that they had found a sense of ikigai or purpose in life (see also Sone et al., 2008 ; Schippers, 2017 ). Research among Japanese students has shown that enjoyable and effortful leisure pursuits can enhance student’s perception of ikigai. Ikigai was defined by the authors as “the subjective perceptions that one’s daily life is worth living and that it is full of energy and motivation” ( Kono et al., 2019 ). They also found that leisure activity participation, general satisfaction with leisure activities, and the positive evaluation of leisure experiences were related to higher perception of ikigai ( Kono, 2018 ; Kono and Walker, 2019 ). ( Martela and Steger, 2016 ) suggested that meaning in life has three components: coherence, purpose, and significance. They state that “meaning in life necessarily involves (1) people feeling that their lives matter, (2) making sense of their lives, and (3) determining a broader purpose for their lives” ( Martela and Steger, 2016 ). Also, Heintzelman et al. (2013) note that there are numerous positive physical and mental outcomes associated with self-reported meaning in life, such as health, occupational adjustment, adaptive coping, lower incidence of psychological disorders, slower age-related cognitive decline, and decreased mortality. Both the theory of ikigai and salutogenesis stress the coherence and purpose part, and other researchers have also picked up on these important elements (e.g., Urry et al., 2004 ; Martela and Steger, 2016 ). A review by Martela and Steger (2016) distinguished coherence, purpose, and significance as defining elements of meaning in life. Relatedly, theorizing around ikigai has shown that a sense of coherence develops around three distinct mechanisms, (1) valued experiences, (2) authentic relationships, and (3) directionality ( Kono, 2018 ).

Practically, the importance of happiness to cultures and nations across the world has been indicated clearly by the value placed on it by the United Nations (UN). In 2012, UN Secretary-General Ban Ki-moon commissioned the first World Happiness Report, ranking countries according to people’s level of happiness. The UN’s 2016 Sustainable Development Goals Report included the goal of ensuring sustainable social and economic progress worldwide. In the UN’s 2017 happiness report, “eudaimonia,” a sense of meaning or purpose in life similar to ikigai, is mentioned as an important factor. This is based on research showing the importance of eudaimonic well-being. Indeed a review of research on hedonic and eudaimonic well-being concluded that autonomy and the integration of goals are important predictors of vitality and health ( Ryan and Deci, 2001 ; Huppert et al., 2004 ) see also ( Ryff, 2014 ). Self-determination theory, a macro theory of human motivation and personality, proposes that only self-endorsed goals will enhance well-being ( Ryan and Deci, 2000 ). This pattern of findings is congruent with the examples we started with (i.e., the self-endorsed goals of Schwarzenegger and the heteronomous goals of Brian) and has also been supported in cross-cultural research, showing that the autonomy of goal pursuit matters in collectivistic and individualistic cultures, and for males and females ( Hayamizu, 1997 ; Vallerand et al., 1997 ; Chirkov and Ryan, 2001 ; Ryan and Deci, 2001 ). As Ryan and Deci (2001 , p. 161) conclude: “It is clear that, as individuals pursue aims they find satisfying or pleasurable, they may create conditions that make more formidable the attainment of well-being by others. An important issue, therefore, concerns the extent to which factors that foster individual well-being can be aligned or made congruent with factors that facilitate wellness at collective or global levels.”

The above shows that finding a purpose in life can have far-reaching consequences for individual happiness and performance but also for the well-being and happiness of people around them ( Ryan and Deci, 2001 ). However, finding a purpose in life often requires a lengthy search, and some people never manage to find purpose in life ( Schippers, 2017 ). The developments in terms of ensuring people find their true passion and at the same time help make the world a better place coincide with exciting developments in the area of social psychology. Positive psychology, or the scientific study of human flourishing that aims to optimize human functioning within communities and organizations, has become very influential both within and outside the scientific community ( Gable and Haidt, 2005 ; Donaldson et al., 2015 ; Al Taher, 2019 ). It should be noted, however, that this area of study has also faced some criticism, as positive psychology behaviors such as forgiveness may not be functional in all contexts and circumstances ( McNulty and Fincham, 2012 ). Nevertheless, several studies have shown that human flourishing is related to mental and physical health (e.g., Park et al., 2016 ), and reviews and meta-analyses have shown that positive psychology interventions work in terms of improving well-being and (academic) performance ( Sin and Lyubomirsky, 2009 ; Durlak et al., 2011 ; Mongrain and Anselmo-Matthews, 2012 ; Waters, 2012 ). Thus, making sure that people receive positive psychology interventions, especially those relating to purpose in life, seems a viable and inexpensive way to help millions of people to have a better and healthier life ( Menec, 2003 ; Seligman et al., 2005 ). Personal goal setting and life crafting seem the best way forward in this respect.

Values, Passion, and Personal Goal Setting

Life choices can be seen as crucial turning points in someone’s existence. Yet, most people find it difficult to make such important decisions. In particular, young adults struggle with the important life decisions they are expected to make as they move into early adulthood ( Sloan, 2018 ). Recent research has shown that people with a purpose in life are less likely to experience regulatory issues during health decision-making and find it easier to make positive health-related lifestyle decisions ( Kang et al., 2019 ), and it may be especially important to find a purpose in life for young adults ( Schippers, 2017 ). Without such a purpose in life, a lot of time and energy is often “fretted away” on social media and on “busyness,” for instance ( Bruch and Ghoshal, 2002 , 2004 ; for a review see Schippers and Hogenes, 2011 ). At the same time, many people complain of having a lack of time, and it seems that it is more and more important to make conscious decisions on what to spend time on ( Menzies, 2005 ). Life crafting using a personal goal setting intervention seems an important prerequisite in making these decisions. While in the past goal-setting theory has always stressed the importance of specific measurable goals ( Locke and Latham, 2002 ), the act of writing about personal goals seems to be effective by defining very broad goals and linking these to specific goal-attainment plans. Research on the act of writing about personal goals started with Pennebaker’s research on traumatic writing ( Pennebaker, 1997 ; Pennebaker and Chung, 2011 ). It was shown that writing about traumatic events was related to a decrease in depression and an increase in mental health ( Gortner et al., 2006 ; Pennebaker and Chung, 2011 ). King (2001) suggested that future-oriented writing about one’s “best possible self” has a similar positive effect on an individual’s well-being, without the short-lived negative effect on mood that occurred after writing about traumatic events. Indeed, it has been shown that imagining one’s best possible self increases optimism and lowers depression (for a meta-analysis see Peters et al., 2010 ; Malouff and Schutte, 2017 ). Oyserman et al. (2006) found that a brief intervention that connected the positive “academic possible selves” of low-income minority high-school students with specific goal-attainment strategies improved their grades, standardized test scores, and moods.

Viktor Frankl, an Austrian neurologist and psychiatrist who had survived the holocaust, used his experience to formulate a theory on the meaning of life. He concluded that life can have meaning even in the most impoverished circumstances ( Frankl, 1985 , 2014 ). This is interesting, since this also means that good conditions are not an absolute prerequisite for formulating a goal in life. In contrast, it seems that having a goal in life can make people more resilient in terms of surviving harsh conditions. Wong (2014) described the logotherapy developed by Frankl as consisting of five testable hypotheses, including the self-transcendence hypothesis, the ultimate meaning hypothesis, and the meaning mindset hypothesis. These predict among other things that belief in the intrinsic meaning and value of life, regardless of circumstances contributes to well-being, and that a “meaning mindset,” as compared to a “success mindset,” leads to greater eudaimonic happiness and resilience ( Wong, 2014 ). While this is important in terms of knowing what works for well-being and happiness, when people do not have a clear sense of purpose in life or know what they value in life and why, writing down their thoughts and formulating a strategy for their life is important. That does not have to be a lengthy process, but spending a few hours every couple of years might be enough (and is more than most people do).

People who keep searching for meaning without finding it, or who have conflicting goals, are often dissatisfied with themselves and their relationships ( Steger et al., 2009 ). It is quite natural that in earlier stages of their life, people are often still searching for a sense of purpose or meaning in life. However, as stated before, later in life the search for meaning is related to lower levels of well-being ( Steger et al., 2009 ). There is some evidence that having a sense of purpose is associated with organized goal structures and pursuit of goals and provides centrality in a person’s identity ( Emmons, 1999 ; McKnight and Kashdan, 2009 ). It is thus important that people start thinking about their purpose in life as early as possible and repeat this process at all stages of life when they feel they should readdress their goals, such as when going to college, starting a new job, etc.

Warding Off Anxiety and Having a Fulfilling Life—Two Side of the Same Coin?

Another line of research has focused on the role of purpose as a protective mechanism against various types of psychological threat, such as mortality salience, or the awareness of an individual that death is inevitable, causing existential anxiety (for a meta-analysis see Burke et al., 2010 ). These are anxiety-provoking experiences and are common for most people. Ways of coping include having a purpose in life and striving for and accomplishing goals as well as strengthening close relationships ( Pyszczynski et al., 2004 ; Hart, 2014 ). In line with this, research in the area of terror management has shown that self-esteem as well as a worldview that renders existence meaningful, coherent and permanent buffers against existential anxiety resulting from mortality salience ( Burke et al., 2010 ; Pyszczynski et al., 2015 ). Indeed, death reflection, a cognitive state in which people put their life in context and contemplate about meaning and purpose, as well as review how others will perceive them after they have passed ( Cozzolino et al., 2004 ), has been proposed as an important prerequisite for prosocial motivation sometimes influencing career decisions ( Grant and Wade-Benzoni, 2009 ). Reducing anxiety and living a fulfilling and meaningful life are two sides of the same coin, since having a purpose in life gives people the idea that their life will continue to have meaning, even after their death ( Ryan and Deci, 2004 ; McKnight and Kashdan, 2009 ).

The Science of Wise Interventions

Starting with the work of Kurt Lewin (e.g., Lewin, 1938 ), and after decades of research and testing, we now have a much better sense of what works and what does not in terms of psychological interventions. Most of these interventions aim to change behavior and improve people’s lives. In general, these work by changing people’s outlook on life: by giving them a sense of purpose. This is the basis of most interventions that also deal with coping with stressors and life transitions, for instance. Goal setting with the aim of formulating a purpose in life is one of the psychology’s most powerful interventions, and it has been shown that even a short and seemingly simple intervention can have profound effects ( Wilson, 2011 ; Walton, 2014 ). In his review, Walton (2014) describes the “new science of wise interventions”: precise interventions aimed at altering specific psychological processes that contribute to major social problems or prevent people from flourishing. These “wise” interventions are capable of producing significant benefits and do so over time ( Walton, 2014 ). These interventions are “psychologically precise, often brief, and often aim to alter self-reinforcing processes that unfold over time and, thus, to improve people’s outcomes in diverse circumstances and long into the future” ( Walton, 2014 , p. 74). Writing down personal goals in a guided writing exercise seems to constitute such an intervention.

How and Why Does It Work?

Narrative writing has been shown to help people in transition phases cope with life stressors ( Pennebaker et al., 1990 ). Students writing about their thoughts and feelings about entering college showed better health outcomes and improved their grades more significantly than students in a control condition. Also, the experimental group had less home-sickness and anxiety 2–3 months after the writing exercise.

Locke (2019) notes that “…writing about goals in an academic setting for two hours or more would connect with grade goals by implication even if the students did not mention them. The writing process would presumably have motivated them to generalize, to think about what they wanted to achieve in many aspects of their lives and encouraged commitment to purposeful action in more domains than were mentioned” (p. 3). On the same page, he also states that “The above issues could occupy interested researchers for many years.”

Broaden-and-build theory suggests that thinking about an idealized future will be associated with positive thoughts about this future, leading to increased levels of self-regulation, resilience, self-efficacy, and in turn engagement (e.g., Tugade et al., 2004 ; Tugade and Fredrickson, 2004 ; Ceja and Navarro, 2009 ; Fay and Sonnentag, 2012 ). Self-regulation is defined as “self-generated thoughts, feelings, and actions that are planned and cyclically related to the attainment of personal goals” ( Boekaerts et al., 2005 , p. 14). Many authors contend that goal setting enhances self-regulation and agree that this is the mechanism by which goals are related to action ( Latham and Locke, 1991 ; Oettingen et al., 2000 ; Hoyle and Sherrill, 2006 ).

Next to this, the intervention itself may be a form of embodied writing, an act of embodiment, entwining in words our senses with the senses of the world ( Anderson, 2001 ), stimulating what has been written down to act out in real life. However, theorizing around embodied writing and the act of writing as a form of embodied cognition is still in an embryonic stage. Especially research around the effect on writing on our daily actions is lacking in evidence. There is plenty of evidence that these small, written interventions have an effect and can even play a role in redirecting people (e.g., Wilson, 2011 ) and that these interventions can have a powerful effects in terms of behavioral change ( Yeager and Walton, 2011 ; Walton, 2014 ). At the same time, it should be noted that these psychological interventions are powerful but context-dependent tools that should not be seen as quick fixes ( Yeager and Walton, 2011 ). However, in the intervention described in the current paper, people are asked to think about their deepest feelings and motivations and write them down, and embodied cognition may very well play a role in the upward spiral resulting from such an intervention.

Goal Domain

An important discussion in the literature is whether having a self-serving purpose ( hedonistic , focused on attainment of pleasure and avoidance of pain) or one that is oriented toward helping others ( eudaimonic , focused on meaning and self-realization) is more beneficial for happiness ( Ryan and Deci, 2001 ; Keyes et al., 2002 ). Hedonistic and eudaimonic well-being seem to represent two different kinds of happiness ( Kashdan et al., 2008 ). Although recent research has confirmed that both are related to well-being ( Henderson et al., 2013 ), it is also conceivable that a purely hedonistic lifestyle may be unrelated to psychological well-being in the long run (see Huppert et al., 2004 ; Anić and Tončić, 2013 ; Baumeister et al., 2013 ). According to Schippers (2017 , p. 21), “prior research has shown that altruistic goals may be particularly helpful in terms of optimizing happiness. Studies on ‘random acts of kindness’—selfless acts to help or cheer up other people—have shown that these acts strengthen the well-being at least of the person performing that act ( Otake et al., 2006 ; Nelson et al., 2016 ).” Other research has shown that helping others is better for one’s well-being than giving oneself treats ( Nelson et al., 2016 ). A study by ( Steger et al., 2008a ) suggested that “doing good” may be an important avenue by which people create meaningful and satisfying lives. Also, it has been found that pursuing happiness through social engagement is related to higher well-being ( Ford et al., 2015 ).

Toward an Integrated Life-Crafting Intervention

The elements discussed above provide the context for developing a potentially effective life-crafting intervention. Although most agree that describing an ideal vision of the future would be a key element of such an intervention, below we identify other elements that should be included, whether the intervention is designed to improve well-being, happiness, performance, or all of these. According to McKnight and Kashdan (2009) , “the creation of goals consistent with one’s purpose may be critical to differentiating between real purpose and illusory purpose” (p. 249). Recent research also showed that it is better to have no calling than an unfulfilled calling (see Berg et al., 2010 ; Gazica and Spector, 2015 ), making it also a boundary condition that people follow through on this. The importance of following through was shown in a 15-week study aimed at finding out whether engaging in trait-typical behaviors predicted trait change ( Hudson et al., 2018 ). In this study, students provided self-report ratings of their personality and were required to complete weekly “challenges”—prewritten behavioral goals (e.g., “Before you go to bed, reflect on a positive social experience you had during the day and what you liked about it”). These challenges were aimed at aligning their thoughts, feelings, and behaviors with their desired traits (in case of the example this was extraversion). Importantly, results indicated that the mere acceptance of challenges was unrelated to trait changes. Only actually completing the challenges and performing these behaviors predicted trait change ( Hudson et al., 2018 ). This may also hold true for the intervention described below and may be an important boundary condition. Although we have not found any negative effects of the intervention so far, theoretically it is possible that students formulate an “unanswered calling” which may impact happiness, well-being, and performance negatively. So far, only one study did not find the positive effects of a goal-setting intervention on academic outcomes ( Dobronyi et al., 2019 ). This might indicate that for some groups (in this case economy students) the (brief) intervention is not effective in bringing about behavioral change and increasing academic achievement. Other studies showed a positive effect among management students ( Schippers et al., 2015 ) and self-nominated struggling students ( Morisano et al., 2010 ).

Below we provide broad outlines of one such evidence-based intervention, having first set out in brief the case for this particular intervention. Aligning itself to the UN’s sustainable development goals (SDGs), which relate to economic growth, social inclusion, and environmental protection ( Stafford-Smith et al., 2017 ), Rotterdam School of Management (RSM) changed its mission to being a force for positive change in the world ( Rood, 2019 ). As RSM is educating future leaders, in 2011, it introduced a goal-setting intervention so that first-year students could reflect on their personal goals and values. This is a three-stage intervention. In the first part, students write about their values and wishes as well as their ideal life and the life they wish to avoid, and in the second, they describe their specific goals and goal plans. The third part involves a photoshoot with a professional photographer, where students formulate a statement starting with “I WILL…,” (e.g., I WILL pursue my goal, I WILL inspire and facilitate sustainable development, I WILL create healthier businesses for a healthier world, and I WILL lead by example and inspire others to reach their goals). 1 This statement and the photo are then put on social media and displayed throughout the school.

The evidence-based goal-setting intervention has had a positive effect on study success, as has been shown by higher academic achievement and decreased dropout rates ( Locke et al., 2014 ; Locke and Schippers, 2018 ). This was particularly true for ethnic minority and male students, who had underperformed in previous years ( Schippers et al., 2015 ; for an elaborate description of the intervention see the supplementary material). In the meantime, plans have been made to make sure that the intervention is an integral part of the curriculum, so that students will develop skills for self-management and management of others and will consider what impact they can have on the world.

Elements of the Life-Crafting Intervention

Although developed for students, this intervention could also be useful for people who wish to discover a meaning in life and write down their goals. In the first part of this intervention, people discover what is important to them in all areas of life and write about what they feel passionate about. While this part is aimed at making sure they discover their values and passions, the second part is designed to enable them to put those values and passions into a number of goals and to ensure they formulate plans and back-up plans for achieving those goals ( Schippers et al., 2015 ). In terms of the intervention in this paper, the practical questions that address these issues are shown in section 3 of Table 1 .

Elements and description of a life-crafting intervention.

Discovering Values and Passion

Discovering one’s passion has two sides: Doing what you “like” is often said to be important, but it seems that discovering what you find “important” is more helpful in igniting passion, as this is more values-based and will contribute to self-concordance ( Sheldon and Houser-Marko, 2001 ; Ryff and Singer, 2008 ). Recent research (e.g., Jachimowicz et al., 2017 ) has shown that it is important that people pursue a career that is in line with what they find to be “important,” rather than engaging in activities that they “like”; it found that those who engaged in activities that they liked (feelings-oriented mindset) exhibited less passion than those who engaged in activities that they thought were important (values-oriented mindset). Thus, while it is important that people discover what they feel passionate about, ideally this passion should also be aligned with values that they hold dear, such as collaboration, equality, and honesty ( Sheldon, 2002 ).

There is, however, also a difference between harmonious and obsessive passion (for a meta-analysis, see Vallerand et al., 2003 ; Curran et al., 2015 ). People with an obsessive work passion experience more conflict between work and other areas of life, and work is more related to their self-worth ( Vallerand et al., 2003 ). Harmonious passion was shown to be related to positive outcomes such as flow and enhanced performance, whereas obsessive passion was related more to negative outcomes, such as excessive rumination and decreased vitality ( Curran et al., 2015 ). Discovering a (harmonious) passion is not always easy.

In a life-crafting intervention, questions on this area could be similar to those listed in section 1 of Table 1 , involving also life style choices. In particular, choosing a lifestyle that involves physical activity seems to be a powerful way not only to increase self-regulation and self-control (for a review see Baumeister et al., 2006 ; Oaten and Cheng, 2006 ), but also to prevent mental illness, foster positive emotions, buffer individuals against the stresses of life, and help people thrive when they have experienced adversity ( Faulkner et al., 2015 , p. 207).

Gap Between Current Versus Future State: Current and Desired Competencies and Habits

In order to achieve a match between values and passion, it is important to become aware of one’s current habits and competencies as a first step in changing/adapting (cf., Schippers et al., 2014 ). Being aware of the habits you would like to change is important in promoting positive behavioral change ( Holland et al., 2006 ; Graybiel and Smith, 2014 ). Since most of our daily behavior is habitual, and this is usually functional in that it allows us to perform many tasks with minimum cognitive effort, but this same mechanism also makes habits hard to break ( Jager, 2003 ). Being aware of our habits and reflecting on them can be a first step in breaking them ( Schippers and Hogenes, 2011 ; Schippers et al., 2014 ); implementation intentions (i.e., if-then plans: “If situation Y is encountered, then I will initiate goal-directed behavior X!”) have also been shown to help in breaking old habits and forming new ones ( Holland et al., 2006 ). Many people have habits they would like to change (relating, for example, to eating behaviors, physical health, or substance use). However, it has been shown that the effect of good intentions such as New Year’s resolutions is very minimal ( Marlatt and Kaplan, 1972 ; Pope et al., 2014 ) and that it is the extent to which people have self-concordant goals, coupled with implementation intentions, that leads to successful changes in behavior ( Mischel, 1996 ; Koestner et al., 2002 ). Self-concordant goals are personal goals that are pursued out of intrinsic interest and are also congruent with people’s identity. Research has shown that if people pursue goals because they align with their own values and interests, rather than because others urge them to pursue them, they typically exhibit greater well-being ( Sheldon and Houser-Marko, 2001 ). This was shown to be true across many cultures ( Sheldon et al., 2004 ). In a life-crafting intervention, questions on this area could be similar to those listed in section 2 of Table 1 .

Present and Future Social Life

Research shows that people with a strong social network live longer and are healthier and happier ( Demir et al., 2015 ; Haslam et al., 2016 ). This network does not necessarily have to be very big, and it seems that, as one grows older, the quality of the relationships in this network becomes more important than the quantity ( Carmichael et al., 2015 ). Recent research places more emphasis on the quality of relationships, specifically showing that quality in terms of the social and emotional dimensions of relationships is related to mental well-being ( Hyland et al., 2019 ). The quality of the network has also been shown to be helpful during a transition to college ( Pittman and Richmond, 2008 ). Although at first sight it may seem odd to think about what kind of acquaintances and friends one would like to have, it may pay off to think about this carefully. Certain kinds of relationships, so called high-maintenance relationships, require a lot of time and energy ( Schippers and Hogenes, 2011 ; Fedigan, 2017 ) and often are characterized by negative interactions that can even influence self-regulation ( Finkel et al., 2006 ). It seems important that in general people seek out interaction with others who are supportive and from which they receive energy rather than those that cost energy. In a life-crafting intervention, questions on this area could be similar to those listed in section 3 of Table 1 . Practical questions in the intervention in this respect could be: think about your current friends and acquaintances. What kind of relationships energize you? What kind of relationships require energy? Why is that? What kind of friends and acquaintances do you need? What kind of friends and acquaintances would you like to have in the future? What does your ideal family life and broader social life look like?

Future Life: Career

Work is an important part of life. For many it is important to have a job that suits them, and a job which they feel passionate about and from which they can get energy (see Werner et al., 2016 ; Downes et al., 2017 ). However, research on mental illness prevails the literature in occupational health psychology, despite a call for a shift toward more research into positive psychology as antipode for work-related health problems such as job burnout. Especially in times where employees are required to be proactive and responsible for their own professional development, and to commit to high quality performance standards, it is important to think about activities that energize people and make them feel engaged with their work ( Bakker et al., 2008 ; Schippers and Hogenes, 2011 ). Relatedly, research on job crafting shows that people can actively enhance the personal meaning of their work and make it more enjoyable by changing cognitive, task, or relational aspects to shape interactions and relationships with others at work ( Wrzesniewski and Dutton, 2001 ). Consequently, it is not always the job itself but the meaning you give to it that is important ( Demerouti et al., 2015 ). It is also important to think about when and where you do each particular task, in order to manage your daily energy ( Wessels et al., 2019 ).

It should be noted, however, that it is also important to see work in relation to other areas of life. Christensen (2010) noted that many of his contemporaries ended up working 70-h working weeks and also were often divorced and estranged from their children over time. They could not imagine that this end result was a deliberate choice, so it seems important to choose the kind of person you want to become not only in your career but also in other areas of life ( Christensen, 2010 ). This also means making strategic decisions about how to allocate your time and energy, instead of letting daily hassles make these decisions for you ( Christensen, 2017 ). In a life-crafting intervention, participants could be asked to think about what they would ideally like to do in their job, and what kinds of people they might be working with, either directly or indirectly. They could be asked to reflect on their education and their career, and to consider what they feel to be important in a job and what their ideal colleagues would be like. The questions would thus be similar in nature to those shown in section 4 of Table 1 .

Of course, some people choose a job that they do not necessarily like a lot but then make sure their leisure time is filled with meaningful activities ( Berg et al., 2010 ), and leisure crafting has been shown to make up to a certain extent for having few opportunities for job crafting. So weighing up the balance between work life and leisure activities and making conscious decisions in this respect seems very important.

Key Element: Ideal Future Versus Future If You Do Not Take Action

As people are able to think about and fantasize a future ( Oettingen et al., 2018 ), it is key that the future they envisage is one that is attractive to them. Likewise it is vital they formulate plans of how to achieve their desired future (implementation intentions) and contrast this in their minds with an undesired future ( Oettingen and Gollwitzer, 2010 ; Oettingen et al., 2013 ). In a university context, and more generally in order to stay engaged, it is important that people choose goals that are self-concordant. It has been shown that if people formulate such goals implicitly by visualizing their best possible self, this can be very powerful and has a stronger effect on well-being than exercises such as gratitude letters ( Sheldon and Lyubomirsky, 2006 ). Other research has shown that writing about the best possible self in three domains—personal, relational, and professional—leads to increased optimism ( Meevissen et al., 2011 ). A meta-analysis showed that best possible self was a particularly powerful intervention in terms of enhancing optimism ( Malouff and Schutte, 2017 ). If this optimism is also turned into concrete plans for the future, there is an increased chance that this positive envisioned future will become a reality (cf., Schippers et al., 2015 ).

Based on the theorizing above, it should be stressed that in the intervention students formulate goals that they find important, not ones that others (parents, peers, or friends) find important or that are pursued solely for reasons of status. In the instructions in the intervention, the students are advised to choose goals that they think are important and want to pursue and not to choose goals that others (parents, peers, and friends) think are important. Otherwise, they will live someone else’s life. In order to make sure that they do not choose goals that will be detrimental to themselves or others, they are also advised to not describe an ideal life that includes harming themselves or others.

Additionally, it is also important that people imagine the future they are likely to face if they do not do anything . This represents a goal-framing effect, or the finding that people are more likely to take action when they are confronted with the possible consequences of not doing so ( Tversky and Kahneman, 1981 ). It might be useful to ask participants to visualize both a desirable and an undesirable future and to get them to contrast the two (see Oettingen, 2012 ; Brodersen and Oettingen, 2017 ). This would be a form of “metacognitive self-regulatory strategy of goal pursuit” ( Duckworth et al., 2013 , p. 745; cf. Schippers et al., 2013 ; see also Schippers et al., 2015 ). Other research has shown that positive “deliberate mental time travel” (or MTT) was related to a significant increase in happiness but not when the MTT was negative or neutral. However, neutral MTT was related to a reduction in stress ( Quoidbach et al., 2009 ). In the intervention (see also Table 1 , section 5), participants are asked what their future would look like if they did not change anything. What would their life look like 5–10 years down the road?

Goal Attainment Plans

After finishing the elements as described above, it is important for intervention participants to formulate concrete goals and plans. In the meta-analysis undertaken by Koestner et al. (2002) , it was concluded that it is important for personal goal setting to be combined with if-then plans. Self-concordance—the feeling that people pursue goals because they fit with their own values and interests—and goal attainment plans are important for goal progress ( Locke and Schippers, 2018 ). Since the rewards that come from achieving a significant life goal are often attained in the future, it is important to formulate concrete goals and also to identify the small steps toward them (see Trope and Liberman, 2003 ). While the first part of the student intervention is aimed at discovering their passions and ideas about their ideal life, the second part is much more concrete and follows the steps set out in research on goal setting, SMART goals, and if-then plans ( Oettingen et al., 2013 , 2018 ). The idea is that by making concrete plans and identifying obstacles (if-then plans), people are better able to visualize their desired future and will be less tempted to engage in activities that distract them from their goal ( Mischel, 1996 ; Mischel and Ayduk, 2004 ).

In this part of the intervention, ideally any obstacles to the plans will also be identified. In addition to the research on mental contrasting, which generally indicates that one should visualize both the goal and the obstacles to it (e.g., Sevincer et al., 2017 ), it is important that one should also visualize a way of overcoming those obstacles. This may be a vital element, as research has shown that mental contrasting works best for people who are very confident about succeeding ( Sevincer et al., 2017 ). The elements are outlined in Table 1 , section 6. The idea is that, based on what participants write when describing their ideal future, they then identify a number of goals (usually about six to eight), which could be personal, career, and/or social goals (e.g., Morisano et al., 2010 ; Schippers et al., 2015 ; Locke and Schippers, 2018 ). As detailed implementation plans have been shown to aid progress toward goals ( Gollwitzer, 1996 ), it is vital for participants to set down a detailed strategy for how they will achieve their goals. This part of the intervention asks participants about their motivations for their goals and gets them to consider the personal and social impact of those goals. They should also be asked to identify potential obstacles and how to overcome them and monitor progress toward the goals they have set. Participants should be instructed to be specific and concrete—for instance, to write down things that they will do weekly or daily to further their goals ( Morisano et al., 2010 ; Schippers et al., 2015 ). It may also be useful to get participants to make a concrete plan of action for the upcoming week and to make them specify for each day the hours they will spend working on the goal they have in mind.

Public Commitment

In this part of the intervention, participants can either write down a number of goals and make them public (read them out to others) or have a photo taken to accompany a public (“I WILL…”) statement, as was the case in the RSM intervention (see the examples mentioned earlier). Prior research has found that public commitment can enhance goal attainment ( Hollenbeck et al., 1989 ). This part seems to be related to enhanced commitment to goals as a result of self-presentation ( Schienker et al., 1994 ). Shaun Tomson, a former surfing champion and inspirational speaker, invites audiences to come up with goals and 12 lines, all starting with: “I will…” These lines are spoken aloud in a group as a form of public commitment ( Tomson and Moser, 2013 ). This makes it more likely that people will be more self-regulating toward goal-attainment and will put more effort into reaching their goals, especially if they are highly committed to reaching this goal ( McCaul et al., 1987 ).

Formulating clear goals has been shown to contribute to student well-being and academic success ( Morisano et al., 2010 ; Schippers et al., 2015 , 2019 ; Locke and Schippers, 2018 ). However, this has been often neglected in education and work settings resulting in a lack of evidence based tools. The effects of goal setting on the well-being of students have hardly been tested. Recently, calls have been made for positive psychology interventions to be made part of the educational curriculum in order to teach students life skills and to combat the rising number of mental health problems such as depression (e.g., Clonan et al., 2004 ; Seligman et al., 2009 ; Schippers, 2017 ).

Informed by the theoretical frameworks of salutogenesis, embodied cognition, dynamic self-regulation, and goal-setting theory, in this paper, we outlined a life-crafting intervention in which participants complete a series of online writing exercises using expressive writing to shape their ideal future. Important elements of such an intervention that were covered are: (1) discovering values and passion, (2) reflecting on current and desired competencies and habits, (3) reflecting on present and future social life and (4) future career, (5) writing about the ideal future, (6) goal attainment plans, and finally (7) public commitment to goals.

The idea is to use the fantasized ideal future to deduce goals and formulate a strategy to reach these goals. Finally, participants commit to their intentions by having a photo taken to accompany their goal statement, which is then made public. We described the key elements of this intervention and outlined the theoretical rationale for each of these elements. As previous research has shown that developing life skills, such as being able to set goals and make plans to achieve them (i.e., goal setting), increases the resilience, well-being, and study success of students ( Schippers et al., 2015 , 2019 ; Locke and Schippers, 2018 ), it may be important to make this intervention available to a wider population.

Future Research and Developments

As research shows that students in higher education are increasingly experiencing psychological problems, such as depression, anxiety, and burn-out ( Gilchrist, 2003 ; Snyder et al., 2016 ), an add-on to the goal-setting program as described above is recommended. Rapid developments in the field of artificial intelligence (AI), especially areas such as emotion recognition, natural language processing, and machine learning have great potential to aid students experiencing study-related mental health problems ( Kavakli et al., 2012 ; Oh et al., 2017 ). For example, a goal-setting exercise could be enhanced by incorporating a digital coach in the form of a goal-setting chatbot. With this type of intervention, students are given immediate, personalized feedback after their writing assignments. After two longer writing assignments, which are part of the curriculum, the chatbot can help students to by asking questions on specific topics ( Fulmer et al., 2018 ). For instance, through personalized questions and feedback the chatbot could stimulate students to regularly reflect on their progress toward reaching a certain goal (“Did I invest enough time into my goals? What could I do to improve this? Which smaller sub-goals could help me to achieve my objective? What obstacles do I face? What ways do I see to overcome them?”). Depending on the answers the chatbot could also provide the students with different strategies. In addition, the chatbot can remind students of their goals and objectives during the year.

The expectation is that this addition to the intervention will allow students to reflect better on their own goals, so that a positive effect on student well-being can be expected and more serious problems can be prevented. What is also innovative is that the chatbot can ask additional questions about the students’ well-being. This gives the chatbot an important role in identifying possible problems. For students who have no problems or whose problems are minor, setting goals and receiving online feedback and coaching will be sufficient. In cases of more severe problems, the chatbot can offer more intensive coaching, or can refer them to the university’s psychological support or other professional services if necessary. In summary, the chatbot could provide a better connection between goal setting and the needs of the individual student and could help to integrate the life-crafting intervention into early stages of students’ academic career and can also deliver mental health care for students. Moreover, it could help integrate the life-crafting intervention with interactional forms of mental health care provided by the chatbot, thereby possibly increasing its effectiveness. In addition, goal diaries might form a way to provide insights into whether students are able to achieve important goals. Such diaries could also be used to assess their level of happiness and well-being and might be easily integrated into the interaction with the chatbot.

Next to examining how promising the intervention is in terms of its effects on students, future research could look at the effects of the life-crafting intervention in organizations. Prior research has shown that the effects from positive psychology interventions in organizations are promising ( Meyers et al., 2012 ). The relationship between different areas of life and decision making with regard to how to spend one’s time seems to be key ( Menzies, 2005 ; Schippers and Hogenes, 2011 ). Researchers could also examine what role life crafting might play at the team level.

Despite the obvious upside of experiencing meaning in life and having life goals as described in this paper, many people have difficulty choosing between the seemingly endless number of possibilities. The good news is that it is in principle never too late to find a purpose in life, although recent research suggests that it may be most beneficial to find a direction in life earlier rather than later (see Steger et al., 2009 ; Bundick, 2011 ; Hill and Turiano, 2014 ). It seems that interventions of the kind we have described above may be particularly helpful when one is entering into a new phase of life, such as when starting one’s study or just before entering the job market (see Kashdan and Steger, 2007 ).

The problem so far has been that most interventions are not easily taken to scale (for an exception see Schippers et al., 2015 ). Given the relatively low amount of costs and administrative work that the implementation of the outlined life crafting intervention entails, especially when compared to the potential benefits, we recommend its inclusion in student’s curriculums. Getting many (young) people to take part in an online life crafting intervention may be an important step in achieving not only higher academic performance, but also better well-being, happiness, health, and greater longevity (see Schippers et al., 2015 ). Using technology to assist with life crafting via a goal-setting intervention seems to be a particularly promising avenue as this is an approach that can be easily scaled up. Ideally then, these scalable and affordable interventions should not be regarded as an extra-curricular activity; it would be advisable to make them a formal part of the curriculum for all students. In a work context, employees could also benefit as this type of activity might be something that companies could easily offer. In short, life-crafting is about (1) finding out what you stand for (i.e., values and passions), (2) finding out how to make it happen (i.e., goal-attainment plans), and (3) telling someone about your plans (i.e., public commitment). Concluding, it seems that life crafting is about taking control of one’s life and finding purpose. Based on recent findings, it would be well-advised for many of us to carve out time to do an evidence-based life-crafting intervention.

Author Contributions

MS has written the draft of the manuscript. NZ provided important intellectual input at all stages and helped to develop, review, and revise the manuscript.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

The authors would like to thank the members of the Erasmus Centre for Study and Career Success ( https://www.erim.eur.nl/erasmus-centre-for-study-and-career-success/ ) and Christina Wessels for their useful comments on an earlier version of this paper.

1 see https://www.rsm.nl/iwilleveryone/ .

A student, participating in the intervention, described its effect on him as follows (see also Singeling, 2017 ).

“I studied, or at least I attempted to study, a lot of different things before I came here. But usually I stopped halfway through. And then I ended up here and I liked the courses well enough, but once again it was completely unplanned. I came here because, well, it was expected of me to finish some kind of university course.

When I got here, and all the “I WILL” stuff [life crafting/goal setting] happened, I thought it was a complete and utter joke. I thought: who needs this kind of stuff? Between the second and the third [trimester], so towards the end of the second really, I started to realize that: you know those silly goals I put down? I’m actually close to completing some of those. That got me inspired to apply for the position of mentor for the BA business skills course. And in the third year, for my minor, I took a teaching class. A few of my students who started off basically slacking through everything, they are taking their assignments more seriously. Instead of doing everything the evening beforehand, they are dedicating a week beforehand. It’s tiny steps, but they are tiny steps that would not have happened without the goal setting.

Quite simply, I’m proud of the things that I have been doing, such as teaching, and I’m proud that it came through goal setting. It’s why in the end I have changed my I WILL statement: “I will help the next generation to be better.”

From this extract, it can be seen that the intervention seemed to inspire the student to be clearer about his goals, to dedicate time to them, and also to use them to help other students. Furthermore, it serves to illustrate the concept of an upward spiral ( Sheldon and Houser-Marko, 2001 ; Sekerka et al., 2012 ), where trough tiny steps (starting to study for an exam earlier) goals are attained.

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What is the Research Lifecycle?

Within the context of this guide, we will be referring to the research lifecycle as the steps taken to fund, plan, design, deliver, and disseminate a research project from start to finish. For reference, you can also consult the Harvard Biomedical Data Management page to see this process of research data management.   Another useful resource is the SAGE Research Methods Project Planner tool , which walks you through the research process, step-by-step.

This guide compiles library-created online learning objects designed to address a particular stage of the research process. By grouping them here, we hope to provide easy access to faculty and students looking for asynchronous instruction on literature reviews, synthesis tools (e.g., Covidence), data management, finding a publisher, and where to store your research for reuse. 

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• C. Kenneth and Dianne Wright Center for Clinical and Translational Research: Consultation Services "Our team of research professionals help with planning, implementing, conducting, and disseminating research. Our services including identifying and accessing resources, matching researchers with collaborators and providing research training."
• Human Research Protection Program/Institutional Review Board "The OVPRI Human Research Protection Program provides guidance and resources for researchers and IRB members at Virginia Commonwealth University. We review all research involving human participants to facilitate the conduct of ethical research and ensure compliance with federal, state and institutional regulations."
• Office of the Vice President for Research and Innovation (OVPRI): Research Development Resources OVPRI provides "a comprehensive range of proposal development and grantsmanship services..."
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How to Write a Research Proposal: A Complete Guide

A research proposal is a piece of writing that basically serves as your plan for a research project. It spells out what you’ll study, how you’ll go about it, and why it matters. Think of it as your pitch to show professors or funding bodies that your project is worth their attention and support.

This task is standard for grad students, especially those in research-intensive fields. It’s your chance to showcase your ability to think critically, design a solid study, and articulate why your research could make a difference.

In this article, we'll talk about how to craft a good research proposal, covering everything from the standard format of a research proposal to the specific details you'll need to include. 

Feeling overwhelmed by the idea of putting one together? That’s where DoMyEssay comes in handy.  Whether you need a little push or more extensive guidance, we’ll help you nail your proposal and move your project forward. 

Research Proposal Format

When you're putting together a research proposal, think of it as setting up a roadmap for your project. You want it to be clear and easy to follow so everyone knows what you’re planning to do, how you’re going to do it, and why it matters. 

Whether you’re following APA or Chicago style, the key is to keep your formatting clean so that it’s easy for committees or funding bodies to read through and understand.

Here’s a breakdown of each section, with a special focus on formatting a research proposal:

• Title Page : This is your first impression. Make sure it includes the title of your research proposal, your name, and your affiliations. Your title should grab attention and make it clear what your research is about.
• Abstract : This is your elevator pitch. In about 250 words, you need to sum up what you plan to research, how you plan to do it, and what impact you think it will have.
• Introduction : Here’s where you draw them in. Lay out your research question or problem, highlight its importance, and clearly outline what you aim to achieve with your study.
• Literature Review : Show that you’ve done your homework. In this section, demonstrate that you know the field and how your research fits into it. It’s your chance to connect your ideas to what’s already out there and show off a bit about what makes your approach unique or necessary.
• Methodology : Dive into the details of how you’ll get your research done. Explain your methods for gathering data and how you’ll analyze it. This is where you reassure them that your project is doable and you’ve thought through all the steps.
• Timeline : Keep it realistic. Provide an estimated schedule for your research, breaking down the process into manageable stages and assigning a timeline for each phase.
• Budget : If you need funding, lay out a budget that spells out what you need money for. Be clear and precise so there’s no guesswork involved about what you’re asking for.
• References/Bibliography : List out all the works you cited in your proposal. Stick to one citation style to keep things consistent.

Get Your Research Proposal Right 

Let our experts guide you through crafting a research proposal that stands out. From idea to submission, we've got you covered.

Research Proposal Structure

When you're writing a research proposal, you're laying out your questions and explaining the path you're planning to take to tackle them. Here’s how to structure your proposal so that it speaks to why your research matters and should get some attention.

Introduction

An introduction is where you grab attention and make everyone see why what you're doing matters. Here, you’ll pose the big question of your research proposal topic and show off the potential of your research right from the get-go:

• Grab attention : Start with something that makes the reader sit up — maybe a surprising fact, a challenging question, or a brief anecdote that highlights the urgency of your topic.
• Set the scene : What’s the broader context of your work? Give a snapshot of the landscape and zoom in on where your research fits. This helps readers see the big picture and the niche you’re filling.
• Lay out your plan : Briefly mention the main goals or questions of your research. If you have a hypothesis, state it clearly here.
• Make it matter : Show why your research needs to happen now. What gaps are you filling? What changes could your findings inspire? Make sure the reader understands the impact and significance of your work.

Literature Review

In your research proposal, the literature review does more than just recap what’s already out there. It's where you get to show off how your research connects with the big ideas and ongoing debates in your field. Here’s how to make this section work hard for you:

• Connect the dots : First up, highlight how your study fits into the current landscape by listing what others have done and positioning your research within it. You want to make it clear that you’re not just following the crowd but actually engaging with and contributing to real conversations. 
• Critique what’s out there : Explore what others have done well and where they’ve fallen short. Pointing out the gaps or where others might have missed the mark helps set up why your research is needed and how it offers something different.
• Build on what’s known : Explain how your research will use, challenge, or advance the existing knowledge. Are you closing a key gap? Applying old ideas in new ways? Make it clear how your work is going to add something new or push existing boundaries.

Aims and Objectives

Let's talk about the aims and objectives of your research. This is where you set out what you want to achieve and how you plan to get there:

• Main Goal : Start by stating your primary aim. What big question are you trying to answer, or what hypothesis are you testing? This is your research's main driving force.
• Detailed Objectives : Now, break down your main goal into smaller, actionable objectives. These should be clear and specific steps that will help you reach your overall aim. Think of these as the building blocks of your research, each one designed to contribute to the larger goal.

Research Design and Method

This part of your proposal outlines the practical steps you’ll take to answer your research questions:

• Type of Research : First off, what kind of research are you conducting? Will it be qualitative or quantitative research , or perhaps a mix of both? Clearly define whether you'll be gathering numerical data for statistical analysis or exploring patterns and theories in depth.
• Research Approach : Specify whether your approach is experimental, correlational, or descriptive. Each of these frameworks has its own way of uncovering insights, so choose the one that best fits the questions you’re trying to answer.
• Data Collection : Discuss the specifics of your data. If you’re in the social sciences, for instance, describe who or what you’ll be studying. How will you select your subjects or sources? What criteria will you use, and how will you gather your data? Be clear about the methods you’ll use, whether that’s surveys, interviews, observations, or experiments.
• Tools and Techniques : Detail the tools and techniques you'll use to collect your data. Explain why these tools are the best fit for your research goals.
• Timeline and Budget : Sketch out a timeline for your research activities. How long will each phase take? This helps everyone see that your project is organized and feasible.
• Potential Challenges : What might go wrong? Think about potential obstacles and how you plan to handle them. This shows you’re thinking ahead and preparing for all possibilities.

Ethical Considerations

When you're conducting research, especially involving people, you've got to think about ethics. This is all about ensuring everyone's rights are respected throughout your study. Here’s a quick rundown:

• Participant Rights : You need to protect your participants' rights to privacy, autonomy, and confidentiality. This means they should know what the study involves and agree to participate willingly—this is what we call informed consent.
• Informed Consent : You've got to be clear with participants about what they’re signing up for, what you’ll do with the data, and how you'll keep it confidential. Plus, they need the freedom to drop out any time they want.
• Ethical Approval : Before you even start collecting data, your research plan needs a green light from an ethics committee. This group checks that you’re set up to keep your participants safe and treated fairly.

You need to carefully calculate the costs for every aspect of your project. Make sure to include a bit extra for those just-in-case scenarios like unexpected delays or price hikes. Every dollar should have a clear purpose, so justify each part of your budget to ensure it’s all above board. This approach keeps your project on track financially and avoids any surprises down the line.

The appendices in your research proposal are where you stash all the extra documents that back up your main points. Depending on your project, this could include things like consent forms, questionnaires, measurement tools, or even a simple explanation of your study for participants. 

Just like any academic paper, your research proposal needs to include citations for all the sources you’ve referenced. Whether you call it a references list or a bibliography, the idea is the same — crediting the work that has informed your research. Make sure every source you’ve cited is listed properly, keeping everything consistent and easy to follow.

Research Proposal Got You Stuck? 

Get expert help with your literature review, ensuring your research is grounded in solid scholarship. 

How to Write a Research Proposal?

Whether you're new to this process or looking to refine your skills, here are some practical tips to help you create a strong and compelling proposal. 

Research Proposal Template

Here’s a simple and handy research proposal example in PDF format to help you get started and keep your work organized:

Writing a research proposal can be straightforward if you break it down into manageable steps:

• Pick a strong research proposal topic that interests you and has enough material to explore.
• Craft an engaging introduction that clearly states your research question and objectives.
• Do a thorough literature review to see how your work fits into the existing research landscape.
• Plan out your research design and method , deciding whether you’ll use qualitative or quantitative research.
• Consider the ethical aspects to ensure your research is conducted responsibly.
• Set up a budget and gather any necessary appendices to support your proposal.
• Make sure all your sources are cited properly to add credibility to your work.

If you need some extra support, DoMyEssay is ready to help with any type of paper, including crafting a strong research proposal. 

What Is a Research Proposal?

How long should a research proposal be, how do you start writing a research proposal.

Examples of Research proposals | York St John University. (n.d.). York St John University. https://www.yorksj.ac.uk/study/postgraduate/research-degrees/apply/examples-of-research-proposals/

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We found passion and purpose in new pollinator studies, pollinators are in danger, and national parks want to help. two early-career scientists piloted research projects to find out how they could..

By Grace Kowalski and Nina Crawford

Image credits: NPS / Grace Kowalski (left); NPS / Nina Crawford (right)

What are over 100 national parks buzzing about? Pollinator research! In recent years, pollinators like bees and butterflies have drastically declined in number. This is a problem because most flowering plants rely on pollinators to reproduce. People eat many pollinator-dependent plants, and national parks need them to sustain diverse landscapes and wildlife. Yet parks often don’t know much about their pollinators or how to protect them. In 2023 alone, 42 parks approached the National Park Service’s Inventory and Monitoring Division seeking help with pollinator research projects. Now, 19 parks are working with the division to start pollinator inventories. The division hired us as Scientists in Parks interns to test methods for two of those projects in the summer of 2023. Our work illustrates the importance of inventories—and of the Scientists in Parks program—in shaping the future of park pollinator research.

Closing the Gap

Human health is directly linked to the health of pollinators , because pollinators’ support of food crops makes it possible for people to consume nutritional diets that help them resist disease. Pollinators are also essential to the health and stability of ecosystems everywhere, including public lands. One recent study estimates that 90 percent of all flowering plant species on Earth depend on pollinators for reproduction. Many of these plants provide food, habitat, and other resources for people, livestock, and wildlife. When pollinators are abundant and diverse, their networks—the connections between them and the plants they pollinate— thrive .

We helped examine the effects of actions like mowing and grazing on pollinator networks.

Scientists attribute a 57 percent decrease in pollinators from 1998 to 2020 to pesticides , pathogens , climate change , and shifts in land use . But knowledge gaps remain in understanding how these broad threats combine with other, localized disturbances to affect pollinators. We helped examine the effects of actions like mowing and grazing on pollinator networks at Minute Man National Historical Park and Dinosaur National Monument to aid those parks in closing the gap.

Image credit: NPS / Grace Kowalski

Finding Our Passion

Along with partner organizations, the National Park Service operates the Scientists in Parks internship program to give college students, recent graduates, or early-career professionals the chance to participate in scientific research. It fosters opportunities for emerging scientists to enhance their skills in tasks like data collection, science communication, and field surveys. This unique internship program also exposes young professionals to scientific career opportunities in national parks.

In spring 2023, we were finishing our undergraduate degrees and looking for jobs. I (Kowalski) was seeking an opportunity to develop new research skills after working on ecosystem management and native seed collection as an undergraduate. My previous work fueled my determination to learn more about how land management practices can support the diversity and health of ecological communities. When I came across the job posting for a Scientists in Parks internship to study pollinators, I was excited. I thought it would provide me with the opportunity to draw on knowledge I had already developed and to learn new skills.

I felt inspired by the potential of being a part of pollinator research in national parks and being surrounded by other women in this field of study.

I (Crawford) was searching for pollinator ecology graduate programs after finding my passion for bees as an undergrad. But I struggled to find a laboratory that was a good fit. While exploring one lab website, I found a job posting for a Scientists in Parks internship related to pollinators that prioritized diversity in ecology. I felt inspired by the potential of being a part of pollinator research in national parks and being surrounded by other women in this field of study.

Laying the Groundwork

One long-term goal in inventorying pollinators at Minute Man National Historical Park in Massachusetts is to understand which mowing practices may promote the health and abundance of these animals. The specific effects of mowing depend on which pollinators are present, because different pollinators can have different nesting behavior, habitat , or breeding times . Understanding the types of pollinators that live in the park is thus crucial to determining when to mow or what mowing methods would be most beneficial. The summer 2023 field season was a pilot year for this work, in which I (Kowalski) helped establish a survey protocol, tested survey sites, and got familiar with the park’s most common pollinators. The project continues in 2024 and 2025, using the data park staff and I collected to help determine the best mowing regime.

Uncertainty about drivers of pollinator abundance exists in western parks too. There isn’t any consensus in the scientific community on whether domestic grazing is harmful to pollinator communities. But by examining the relationship between pollinators and permitted livestock grazing at Dinosaur National Monument, on the Colorado-Utah border, my (Crawford’s) research helped provide some of these much-needed data. Work in the monument is especially critical because we know species of concern, like the western bumblebee and the monarch butterfly , have existed there historically. “There has never been such a widespread inventory at the monument,” said Emily Spencer, the monument’s natural resource specialist. “The park hosts areas of high priority pollinator habitat, and it is important to have an understanding of what pollinators are present when considering planning actions and management decisions.”

Expanding Experience at Minute Man

In summer 2023, I (Kowalski) surveyed four sites throughout Minute Man weekly. During each survey, I captured live native and non-native pollinators, took photos of specimens for accurate species identification, and recorded their plant hosts. I discovered, for example, a total of nine golden northern bumble bees in two sites at Minute Man. This species has declined by as much as 50 percent since the 1950s. If this continues, researchers think it will be extinct in 70 to 80 years.

My work is helping researchers determine if the non-lethal sampling protocol is an effective way to accurately identify species like these.

Monitoring the golden northern bumble bee population at Minute Man assists scientists in tracking these trends and developing strategies—like limiting habitat disturbance—to help the population recover. My work is helping researchers determine if the non-lethal sampling protocol is an effective way to accurately identify species like these.

I also developed pollinator field guides using the photos I took, which will help park staff train other employees on species identification. And I assisted natural resources staff with habitat restoration projects like monitoring and removing invasive plants, surveying amphibians and reptiles, and measuring water quality. These activities expanded the breadth of my work experience and my understanding of ecology. By working closely with female scientists, I got to learn about their careers and how they got involved in the positions they hold today. This gave me insight and inspiration into what my future career could look like.

Growing in Science at Dinosaur

The inventory at Dinosaur National Monument aligned closely with my (Crawford's) interest in the ecological impacts of disturbance. I was excited to develop a project that would benefit pollinators and allow me to grow as a data collector and science communicator. Throughout summer 2023, I tested survey protocols, identified potential study sites, and recorded pollinators for field guides and to establish baseline data. I also conducted a comprehensive internal review of current research on the effects of domestic grazing on pollinator communities.

I learned how to balance the needs of multiple stakeholders like ranchers with the need for scientific understanding.

In writing a proposal for this project, I learned how to balance the needs of multiple stakeholders like ranchers with the need for scientific understanding. That skill will serve me well when I work on interdisciplinary projects. Learning more advanced ecological concepts related to pollination and disturbance further fueled my passion for doing research in these subject areas.

As the summer started to come to an end, I switched gears and assisted the Southwest Monarch Study , a large-scale citizen science project, in and around Dinosaur National Monument. Our goal was to understand the dynamics of the monarch population west of the Rocky Mountains, in the Uinta Basin. Understanding monarch butterflies’ migration routes can provide insight into what challenges they face during their journeys and how scientists can alleviate those challenges. For example, land managers could plant monarch food plants along the migration route to heighten the butterflies’ chances of survival.

Image credit: NPS / Nina Crawford

Our data collection focused on locations with abundant and diverse flowers, water, and trees. We used nets to capture butterflies and recorded their location, condition, sex, and behavior. We then carefully applied adhesive tags with unique identification numbers to their wings. We also swabbed their thorax—the midsection between the head and abdomen—to detect the Ophryocystis elektroscirrha parasite , which can greatly weaken a butterfly and impair its ability to reproduce. Finally, we released them, hoping they would be recaptured by other scientists or citizen science volunteers. When people report tagged butterflies to the study, scientists can draw a migration path for them , which is crucial for understanding their overwintering sites.

Making a Difference

I (Kowalski) learned about pollinator research for the first time through this experience, and it inspired me to continue working on research projects that address environmental challenges and promote conservation. In summer 2024, I’ll be working for Colorado State University on a project focused on monitoring and assessing the health and use of riparian and wetland resources on public lands throughout Colorado and Wyoming. I’m excited to continue my focus on researching and maintaining the health and stability of natural resources.

The time I (Crawford) spent as a Scientist in Parks intern and assisting the Southwest Monarch Study inspired me to continue working on pollinator inventory projects in a PhD program at the University of Wyoming. Starting this summer, I’ll be working on park pollinator data requests in the Northern Great Plains Network that examine the impact of disturbance. My experience in the Scientists in Parks program not only connected me with this project, it gave me the confidence to pursue a graduate degree. It fueled my passion for pollinator research and confirmed that I’m capable of making a difference in this field of study.

As women in science, it was inspiring to enter the National Park Service and be surrounded by other accomplished women. Being mentored by women who held positions of importance allowed us to feel represented in the scientific field and visualize ourselves in similar careers. Through connecting with park visitors and citizen scientists, we were able to pay it forward, mentoring young women ourselves to bolster a scientific community where women have a seat at the table.

This rewarding experience gave us a valuable, career-advancing opportunity to help preserve the intricate plant-pollinator networks.

Pollinators directly contribute to plant reproduction and help maintain the diversity and abundance of plant communities. But without knowing more about their pollinators, parks can do little to preserve them. That’s why inventories are so important. Our work through the Scientists in Parks program helped Dinosaur National Monument and Minute Man National Historical Park determine which methods to use in their 2024 pollinator inventories. This rewarding experience gave us a valuable, career-advancing opportunity to help preserve the intricate plant-pollinator networks on which these beloved park landscapes depend.

You Might Also Like

• dinosaur national monument
• minute man national historical park
• butterflies
• monarch butterflies
• inventories
• scientists in parks
• grace kowalski
• nina crawford
• pollinators
• young scientist
• perspectives
• park science magazine
• park science journal

Dinosaur National Monument , Minute Man National Historical Park

Last updated: August 30, 2024

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APOE Genetics as a Major Determinant of Alzheimer’s Disease Pathobiology

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Purpose and Background

Registration, contact information.

Alzheimer's Disease and Related Dementia (AD/ADRD) physicians and biologists, and scientists interested in brain aging, neurodegenerative diseases, genetics, whole genome sequencing, global and local genetic ancestry analyses, single-cell genomic analyses, neurons-astrocytes-microglia interactions, and genetically driven therapeutic targets.

September 5, 2024 | 8:00 a.m. – 5:00 p.m. ET September 6, 2024 | 8:00 a.m. – 3:00 p.m. ET

This is a hybrid workshop. Participants can attend virtually via Zoom, or In Person on NIH Main Campus:

John Edwards Porter Neuroscience Research Center, Building 35 9000 Rockville Pike, Bethesda, MD 20892

This workshop will bring together investigators who have intensely investigated the effects of APOE on the brain, and the mechanism of disease to engage with the audience on new technologies centered on APOE for the successful identification of genetically driven therapeutic approaches. The expertise of investigators ranging from genetics, molecular biology, functional genomics, and AI/ML fields will also present the latest findings across diverse populations both in terms of global and local genetic ancestries. Discussion of supported research will for example examine why APOE4 risk differs dramatically among populations and how these differences can be leveraged to better understand AD pathobiology. During the two-day meeting participants will explore the best next steps to develop study approaches that will pinpoint the molecular, genetic, and epigenetic factors associated with APOE risk for AD. Information provided at this workshop is expected to generate new mechanistic insights into APOE impact in the brain and its multivariate cell types. 

Pease register in advance for this webinar.

Register for this workshop

All times are in Eastern Daylight Time.

Day 1 | Thursday, September 5

8:00 a.m. Welcome

8:10 a.m. NIA Opening Remarks, Eliezer Masliah, M.D., National Institute on Aging (NIA)

8:30 a.m. Keynote Lecture, APOE4 as a toxic gain of function molecule, David M. Holtzman, M.D., Washington University 

9:00 a.m. Session 1 | APOE genetics (Part 1) Session Moderator: Jeffery (Jeff) Vance, M.D., Ph.D., University of Miami 

• The APOE4 Story: From Discovery to Diversity, Peggy Pericak-Vance, Ph.D., University of Miami
• Local versus global ancestry in APOE: African and African American, Hispanic, and Asian populations, Farid Rajabli, Ph.D., University of Miami
• Differential APOE effects on gene expression in different human brain cell types, Anthony (Tony) Griswold, Ph.D., University of Miami  

10:20 a.m.   Break

10:35 a.m. Session 1 | APOE genetics (Part 1 Continued)

• Dissecting APOE biology by CRISPR-based functional genomics, Martin Kampmann, Ph.D., University of California, San Francisco
• South Asians in India (LASI-DAD): Impact of APOE4 with Social Determinants of Health (SDOH), Sharon Kardia, Ph.D., University of Michigan
• A Genetic Modifier of ε4/AD Association and APOE Expression, Lindsay Farrer, Ph.D., Boston University 

11:35 a.m. Session 2 | APOE genetics (Part 2) Moderator: Jeffery (Jeff) Vance, M.D., Ph.D., University of Miami 

• PSG haplotype is protective for APOE4, Jeffery (Jeff) Vance, M.D., Ph.D., University of Miami
• Fibronectin 1 and APOE- ε4, Richard Mayeux, M.D., Columbia University 
• Interaction of Haptoglobin and APOE in Alzheimer Disease, Jonathan Haines, Ph.D., Case Western Reserve University 

12:30 p.m. Lunch

1:15p.m. Session 2 | APOE genetics (Part 2 Continued)

• APOE ε2 Allele and Protective Variants in APOE ε4/ε4 Carriers on Alzheimer’s Disease Risk, Gyungah Jun, Ph.D., Boston University
• Rare Protective APOE Variants, Michael Greicius, M.D., MPH., Stanford University

1:55 p.m. Session 3 | Mechanisms of Disease-APOE Moderator: Takahisa Kanekiyo, M.D., Ph.D., Mayo Clinic, Jacksonville, FL 

• APOE-Genotype Dependent Single-Cell Transcriptomics of Alzheimer's Disease, Li Hui Tsai, Ph.D., Massachusetts Institute of Technology 
• The role of APOE genotype in microglial behavior and gene expression, Alison Goate, D.Phil., Mount Sinai 
• The role of APOE genetics in glial lipid metabolism and inflammation, Julia TCW, Ph.D., Boston University 
• The role of genetic variants and their influence on the immune response in myeloid cells/microglia, Christopher (Chris) Glass, M.D., Ph.D., University of California, San Diego 

3:15 p.m. Break

3:30 p.m. Session 3 | Mechanisms of Disease-APOE (Continued)

• An allelic series of lipidated ApoE drives CNS lipofuscinosis , Gilbert (Gil) Di Paolo, Ph.D., Denali Therapeutics 
• APOE4/4 is linked to damaging lipid droplets in Alzheimer's disease microglia, Michael Haney, Ph.D., University of Pennsylvania
• Biology of APOE Protective Variants, Yadong Huang, M.D., Ph.D., Gladstone Institute/ University of California, San Francisco 
• Biological effects of APOE3ch on amyloid-induced tau seeding/spreading, Yun Chen, Washington University 

4:50 p.m. Wrap Up

5:00 p.m. Adjourn

Day 2 | Friday, September 6

8:00 a.m. Session 4 | New technologies and moving towards therapeutics of APOE4 Moderator:  Julia TCW, Ph.D., Boston University  

• (Machine) Learning Features of the Alzheimer’s Disease Landscape, Olivier Lichtarge, M.D., Ph.D., Baylor College of Medicine
• Leveraging deep molecular profiling to understand APOE dependent and independent pathology, Carlos Cruchage, Ph.D., Washington University in St. Louis
• APOE4 impact on vasculature, Sally Temple, Ph.D., Neural Stem Cell Institute
• ApoeE2 and its role in plaque deposition, neuroinflammation, and neurodegeneration, Bradley (Brad) Hyman, M.D., Ph.D., Massachusetts General Hospital
• Clinical trial of APOE2 gene therapy, Ronald Crystal, M.D., Weill Cornell Medical College

9:50 a.m. Break

10:10 a.m. Session 4 | New technologies and moving towards therapeutics of APOE4 (Continued)

• Potential therapeutic role for peripheral APOE, Guojun Bu, Ph.D., Hong Kong University of Science and Technology  
• Antisense oligonucleotides for Alzheimer’s disease – a focus on APOE, Hien Zhao, Ph.D., Ionis Pharmaceuticals
• RNAi Modulation of ApoE: Delicate Balance between Plague Clearance and Glia Activation, Anastasia Khvorova, Ph.D., University of Massachusetts
• Combination therapy in NACC and ADNI Alzheimer’s participants: Impact of APOE genotype and Sex, Francesca Vitali, Ph.D., University of Arizona 
• Using biomarkers in persons with different APOE variants to inform the study, treatment and prevention of AD, Eric Reiman, M.D., Banner Health
• Therapeutic Correction of ApoE4-Mediated Endolysosomal Dysfunction in Alzheimer's Disease, Joachim Herz, M.D., University of Texas Southwestern Medical Center 

12:00 p.m. Lunch

1:00 p.m. Session 5 | Brainstorm Moderator: David M. Holtzman, M.D., Washington University and Jeffery (Jeff) Vance, M.D., Ph.D., University of Miami 

• What are the therapeutic implications of lowering or raising APOE variants?
• What more do we need to understand from a mechanistic standpoint?
• What else needs to be understood about APOE variants and the effect in different ancestries?
• How does APOE variant impact Aβ immunotherapy and other diseases?

2:45 p.m. Wrap Up: Discussion Summary and Meeting Outcomes

3:00 p.m. Adjourn

Please contact Marilyn Miller at [email protected] , Michael Bennani at [email protected] , and Tiffany Rolle at  [email protected] for questions you may have about the workshop.

Reasonable Accommodations: If you need reasonable accommodation to participate in this event, please contact the meeting organizer listed under Contact information. Please make your request no later than 1 week before the event.

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