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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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Home › Study Tips › Research Skills: What They Are and How They Benefit You

Research Skills: What They Are and How They Benefit You

• Published May 23, 2024

Research skills give you the ability to gather relevant information from different sources and analyse it critically in order to develop a comprehensive understanding of a subject. Thus, research skills are fundamental to academic success.

Developing these skills will improve your studies, helping you understand subjects better and positioning you for academic success.

That said, how can you develop important research skills? This will explore what research skills are, identify the core ones, and explain how you can develop them.

What Are Research Skills?

Research skills are a set of abilities that allow individuals to find and gather reliable information and then evaluate the information to find answers to questions.

Good research skills are important in academic settings, as finding and critically evaluating relevant information can help you gain a deeper understanding of a subject.

These skills are also important in professional and personal settings. When you graduate and are working in a professional capacity, you’ll often need to analyse sets of data to identify issues and determine how to solve them.

In personal contexts, you’ll always need to assess relevant information to make an informed decision. Whether you’re deciding on a major purchase, choosing a healthcare provider, or planning to make an investment, you’ll need to evaluate options to ensure better decision outcomes.

Different Types of Research Skills

Research skills are categorised into different sub-skills. The most common types are:

Quantitative Skills

Quantitative skills refer to the ability to work with numerical data and perform mathematical and statistical analyses to extract meaningful insights and draw conclusions. 

When you have quantitative skills, you’ll be able to apply mathematical concepts and operations in research design and data analysis. 

You’ll also be proficient in using statistical methods to analyse data and interpreting numerical data to draw meaningful conclusions. 

Analytical Skills

Analytical skills refer to the ability to gather data, evaluate it, and draw sound conclusions. When you have analytical skills, you’ll be able to systematically analyse information to reach a reasonable conclusion. 

Analytical skills are important in problem-solving. They help you to break down complex problems into more manageable components, think critically about the information at hand, analyse root causes, and develop effective solutions.

Qualitative Skills

Qualitative skills refer to the ability to collect, analyse, and interpret non-numerical data. When you have qualitative skills, you’ll be proficient in observation, interviewing, and other methods for collecting qualitative research data. 

You’ll also be able to analyse non-numerical data, such as documents and images, to identify themes, patterns, and meanings.

Research Skills Examples

The core research skills you need for success in academic, professional, and personal contexts include:

Data Collection

Data is at the centre of every research, as data is what you assess to find the answers you seek. Thus, research starts with collecting relevant data.

Depending on the research, there are two broad categories of data you can collect: primary and secondary.

Primary data is generated by the researcher, like data from interviews, observations, or experiments. Secondary data is pre-existing data obtained from different existing databases, like published literature, government reports, etc. 

Thus, data collection is more than gathering information from the Internet. Depending on the research, it can require more advanced skills for conducting experiments to generate your own data.

Source Evaluation

When doing research on any subject (especially when using the Internet), you’ll be amazed at the volume of information you’ll find. And a lot is pure garbage that can compromise your research work.

Thus, an important research skill is being able to dig through the garbage to get to the real facts. This is where source evaluation comes in!

Good research skills call for being able to identify biases, assess the authority of the author, and determine the accuracy of information before using it.

Time Management Skills

Have you ever felt that there is not enough time in a day for all that you need to do? When you already have so much to do, adding research can be overwhelming.

Good time management skills can help you find the time to do all you need to do, including relevant research work, making it an essential research skill.

Time management allows you to plan and manage your research project effectively. It includes breaking down research tasks into more manageable parts, setting priorities, and allocating time to the different stages of the research.

Communication Skills

Communication is an important aspect of every research, as it aids in data collection and sharing research findings. 

Important communication skills needed in research include active listening, active speaking, interviewing, report writing, data visualisation, and presentation, etc.

For example, when research involves collecting primary data via interviews, you must have sound speaking and listening skills. 

When you conclude the research and need to share findings, you’ll need to write a research report and present key findings in easy-to-understand formats like charts. 

Attention to Detail

Attention to detail is the ability to achieve thoroughness and accuracy when doing something. It requires focusing on every aspect of the tasks, even small ones. 

Anything you miss during your research will affect the quality of your research findings. Thus, the ability to pay close attention to details is an important research skill.

You need attention to detail at every stage of the research process. During data collection, it helps you ensure reliable data. 

During analysis, it reduces the risk of error to ensure your results are trustworthy. It also helps you express findings precisely to minimise ambiguity and facilitate understanding.

Note-Taking

Note-taking is exactly what it sounds like—writing down key information during the research process.

Remember that research involves sifting through and taking in a lot of information. It’s impossible to take in all the information and recall it from memory. This is where note-taking comes in!

Note-taking helps you capture key information, making it easier to remember and utilise for the research later. It also involves writing down where to look for important information.

Critical Thinking

Critical thinking is the ability to think rationally and synthesise information in a thoughtful way. It is an important skill needed in virtually all stages of the research process.

For example, when collecting data, you need critical thinking to assess the quality and relevance of data. It can help you identify gaps in data to formulate your research question and hypothesis. 

It can also help you to identify patterns and make reasonable connections when interpreting research findings.

Data Analysis

Data may not mean anything until you analyse it qualitatively or quantitatively (using techniques like Excel or SPSS). For this reason, data analysis analysis is an important research skill.

Researchers need to be able to build hypotheses and test these using appropriate research techniques. This helps to draw meaningful conclusions and gain a comprehensive understanding of research data.

Problem-Solving Skills

Research often involves addressing specific questions and solving problems. For this reason, problem-solving skills are important skills when conducting research. 

Problem-solving skills refer to the ability to identify, analyse, and solve problems effectively. 

With problem-solving skills, you’ll be able to assess a situation, consider various solutions, and choose the most appropriate course of action toward finding a solution.

Benefits of Research Skills

Research skills have many benefits, including:

Enhances Critical Thinking

Research skills and critical thinking are intertwined such that developing one enhances the other.

Research requires people to question assumptions, evaluate evidence, analyse information, and draw conclusions. These activities require you to think critically about the information at hand. Hence, engaging in research enhances critical thinking.

Develops Problem-Solving Skills

Research helps you acquire a set of critical skills that are directly transferable to problem-solving. 

For example, research fosters creative thinking, as it often requires synthesising data from different sources and connecting different concepts. After developing creative thinking via research, you can apply the skill to generate innovative solutions in problem-solving situations. 

Helps in Knowledge Acquisition

Engaging in research is a powerful way to acquire knowledge. Research involves exploring new ideas, and this helps you expand your breadth of knowledge.

It also involves applying research methods and methodologies. So, you’ll acquire knowledge about research methods, enhancing your ability to design and conduct studies in your higher education or professional life.

Why Are Research Skills Important?

Strong research skills offer numerous benefits, especially for students’ academic learning and development. 

When you develop good research skills, you’ll reap great academic rewards that include:

In-Depth Understanding

Conducting research allows you to delve deep into specific topics, helping you gain a thorough understanding of the subject matter beyond what is covered in standard coursework.

Critical Thinking Development

Research involves critical evaluation of information and making informed decisions. This builds your ability to think critically.

This skill will not only help you solve academic problems better, but it’s also crucial to your personal and professional growth.

Encouragement of Independent Learning

Research encourages independent learning. When you engage in research, you seek answers independently. You take the initiative to find, retrieve, and evaluate information relevant to your research.

That helps you develop self-directed study habits. You’ll be able to take ownership of your education and actively seek out information for a better understanding of the subject matter.

Intellectual Curiosity Development

Research skills encourage intellectual curiosity and a love of learning, as they’ll make you explore topics you find intriguing or important. Thus, you’ll be more motivated to explore topics beyond the scope of your coursework.

Enhanced Communication Skills

Research helps you build better interpersonal skills as well as report-writing skills.

Research helps you sharpen your communication skills when you interact with research subjects during data collection. Communicating research findings to an audience also helps sharpen your presentation skills or report writing skills.

Assistance in Career Preparation 

Many professions find people with good research skills. Whether you’ll pursue a career in academia, business, healthcare, or IT, being able to conduct research will make you a valuable asset.

So, researching skills for students prepares you for a successful career when you graduate.

Contribution to Personal Growth

Research also contributes to your personal growth. Know that research projects often come with setbacks, unexpected challenges, and moments of uncertainty. Navigating these difficulties helps you build resilience and confidence.

Acquisition of Time Management Skills

Research projects often come with deadlines. Such research projects force you to set goals, prioritise tasks, and manage your time effectively.

That helps you acquire important time management skills that you can use in other areas of academic life and your professional life when you graduate.

Ways to Improve Research Skills

The ways to improve your research skills involve a combination of learning and practice. 

You should consider enrolling in research-related programmes, learning to use data analysis tools, practising summarising and synthesising information from multiple sources, collaborating with more experienced researchers, and more. 

Looking to improve your research skills? Read our 11 ways to improve research skills article.

How Can I Learn Research Skills?

You can learn research skills using these simple three-point framework:

Clarifying the Objective

Start by articulating the purpose of your research. Identify the specific question you are trying to answer or the problem you are aiming to solve.

Then, determine the scope of your research to help you stay focused and avoid going after irrelevant information.

Cross-Referencing Sources

The next step is to search for existing research on the topic. Use academic databases, journals, books, and reputable online sources.

It’s important to compare information from multiple sources, taking note of consensus among studies and any conflicting findings. 

Also, check the credibility of each source by looking at the author’s expertise, information recency, and reputation of the publication’s outlet.

Organise the Research

Develop a note-taking system to document key findings as you search for existing research. Create a research outline, then arrange your ideas logically, ensuring that each section aligns with your research objective.

As you progress, be adaptable. Be open to refining your research plan as new understanding evolves.

Enrolling in online research programmes can also help you build strong research skills. These programmes combine subject study with academic research project development to help you hone the skills you need to succeed in higher education.

Immerse Education is a foremost provider of online research programmes.

Acquire Research Skills with Immerse Education 

Research skills are essential to academic success. They help you gain an in-depth understanding of subjects, enhance your critical thinking and problem-solving skills, improve your time management skills, and more. 

In addition to boosting you academically, they contribute to your personal growth and prepare you for a successful professional career.

Thankfully, you can learn research skills and reap these benefits. There are different ways to improve research skills, including enrolling in research-based programmes. This is why you need Immerse Education!

Immerse Education provides participants aged 13-18 with unparalleled educational experience. All our programmes are designed by tutors from top global universities and help prepare participants for future success.

Our online research programme expertly combines subject study with academic research projects to help you gain subject matter knowledge and the important research skills you need to succeed in higher education.  With one-on-one tutoring or group sessions from an expert academic from Oxford or Cambridge University and a flexible delivery mode, the programme is designed for you to succeed. Subsequently, enrolling in our accredited Online Research Programme will award students with 8 UCAS points upon completion.

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Home Market Research

What is Research: Definition, Methods, Types & Examples

The search for knowledge is closely linked to the object of study; that is, to the reconstruction of the facts that will provide an explanation to an observed event and that at first sight can be considered as a problem. It is very human to seek answers and satisfy our curiosity. Let’s talk about research.

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

Research is the careful consideration of study regarding a particular concern or research problem using scientific methods. According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”

Inductive methods analyze an observed event, while deductive methods verify the observed event. Inductive approaches are associated with qualitative research , and deductive methods are more commonly associated with quantitative analysis .

Research is conducted with a purpose to:

• Identify potential and new customers
• Understand existing customers
• Set pragmatic goals
• Develop productive market strategies
• Address business challenges
• Put together a business expansion plan
• Identify new business opportunities
• Good research follows a systematic approach to capture accurate data. Researchers need to practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated with it.
• It creates a path for generating new questions. Existing data helps create more research opportunities.
• It is analytical and uses all the available data so that there is no ambiguity in inference.
• Accuracy is one of the most critical aspects of research. The information must be accurate and correct. For example, laboratories provide a controlled environment to collect data. Accuracy is measured in the instruments used, the calibrations of instruments or tools, and the experiment’s final result.

What is the purpose of research?

There are three main purposes:

• Exploratory: As the name suggests, researchers conduct exploratory studies to explore a group of questions. The answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to handle new problem areas that haven’t been explored before. This exploratory data analysis process lays the foundation for more conclusive data collection and analysis.

LEARN ABOUT: Descriptive Analysis

• Descriptive: It focuses on expanding knowledge on current issues through a process of data collection. Descriptive research describe the behavior of a sample population. Only one variable is required to conduct the study. The three primary purposes of descriptive studies are describing, explaining, and validating the findings. For example, a study conducted to know if top-level management leaders in the 21st century possess the moral right to receive a considerable sum of money from the company profit.

LEARN ABOUT: Best Data Collection Tools

• Explanatory: Causal research or explanatory research is conducted to understand the impact of specific changes in existing standard procedures. Running experiments is the most popular form. For example, a study that is conducted to understand the effect of rebranding on customer loyalty.

Here is a comparative analysis chart for a better understanding:

It begins by asking the right questions and choosing an appropriate method to investigate the problem. After collecting answers to your questions, you can analyze the findings or observations to draw reasonable conclusions.

When it comes to customers and market studies, the more thorough your questions, the better the analysis. You get essential insights into brand perception and product needs by thoroughly collecting customer data through surveys and questionnaires . You can use this data to make smart decisions about your marketing strategies to position your business effectively.

To make sense of your study and get insights faster, it helps to use a research repository as a single source of truth in your organization and manage your research data in one centralized data repository .

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

Qualitative research is a method that collects data using conversational methods, usually open-ended questions . The responses collected are essentially non-numerical. This method helps a researcher understand what participants think and why they think in a particular way.

Types of qualitative methods include:

• One-to-one Interview
• Focus Groups
• Ethnographic studies
• Text Analysis

Quantitative methods deal with numbers and measurable forms . It uses a systematic way of investigating events or data. It answers questions to justify relationships with measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

Remember, it is only valuable and useful when it is valid, accurate, and reliable. Incorrect results can lead to customer churn and a decrease in sales.

It is essential to ensure that your data is:

• Valid – founded, logical, rigorous, and impartial.
• Accurate – free of errors and including required details.
• Reliable – other people who investigate in the same way can produce similar results.
• Timely – current and collected within an appropriate time frame.
• Complete – includes all the data you need to support your business decisions.

Gather insights

• Identify the main trends and issues, opportunities, and problems you observe. Write a sentence describing each one.
• Keep track of the frequency with which each of the main findings appears.
• Make a list of your findings from the most common to the least common.
• Evaluate a list of the strengths, weaknesses, opportunities, and threats identified in a SWOT analysis .
• Prepare conclusions and recommendations about your study.
• Act on your strategies
• Look for gaps in the information, and consider doing additional inquiry if necessary
• Plan to review the results and consider efficient methods to analyze and interpret results.

Review your goals before making any conclusions about your study. Remember how the process you have completed and the data you have gathered help answer your questions. Ask yourself if what your analysis revealed facilitates the identification of your conclusions and recommendations.

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* 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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What Is Research and Why We Do It

• First Online: 23 June 2020

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• Carlo Ghezzi 2  

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The notions of science and scientific research are discussed and the motivations for doing research are analyzed. Research can span a broad range of approaches, from purely theoretical to practice-oriented; different approaches often coexist and fertilize each other. Research ignites human progress and societal change. In turn, society drives and supports research. The specific role of research in Informatics is discussed. Informatics is driving the current transition towards the new digital society in which we will live in the future.

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In [ 34 ], P.E. Medawar discusses what he calls the “snobismus” of pure versus applied science. In his words, this is one of the most damaging forms of snobbism, which draws a class distinction between pure and applied science.

Originality, rigor, and significance have been defined and used as the key criteria to evaluate research outputs by the UK Research Excellence Framework (REF) [ 46 ]. A research evaluation exercise has been performed periodically since 1986 on UK higher education institutions and their research outputs have been rated according to their originality, rigor, and significance.

The importance of realizing that “we don’t know” was apparently first stated by Socrates, according to Plato’s account of his thought. This is condensed in the famous paradox “I know that I don’t know.”

This view applies mainly to natural and physical sciences.

Roy Amara was President of the Institute for Future, a USA-based think tank, from 1971 until 1990.

The Turing Award is generally recognized as the Nobel prize of Informatics.

See http://uis.unesco.org/apps/visualisations/research-and-development-spending/ .

Israel is a very good example. Investments in research resulted in a proliferation of new, cutting-edge enterprises. The term start-up nation has been coined by Dan Senor and Saul Singer in their successful book [ 51 ] to characterize this phenomenon.

https://ec.europa.eu/programmes/horizon2020/en/h2020-section/societal-challenges .

https://ec.europa.eu/programmes/horizon2020/en/h2020-section/cross-cutting-activities-focus-areas .

This figure has been adapted from a presentation by A. Fuggetta, which describes the mission of Cefriel, an Italian institution with a similar role of Fraunhofer, on a smaller scale.

The ERC takes an ecumenical approach and calls the research sector “Computer Science and Informatics.”

I discuss here the effect of “big data” on research, although most sectors of society—industry, finance, health, …—are also deeply affected.

Carayannis, E., Campbell, D.: Mode 3 knowledge production in quadruple helix innovation systems. In: E. Carayannis, D. Campbell (eds.) Mode 3 Knowledge Production in Quadruple Helix Innovation Systems: 21st-Century Democracy, Innovation, and Entrepreneurship for Development. SpringerBriefs in Business, New York, NY (2012)

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Ghezzi, C. (2020). What Is Research and Why We Do It. In: Being a Researcher. Springer, Cham. https://doi.org/10.1007/978-3-030-45157-8_1

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The Research Whisperer

Just like the thesis whisperer – but with more money, what is research.

We all know what research is – it’s the thing we do when we want to find something out. It is what we are trained to do in a PhD program. It’s what comes before development.

The wonderful people at Wordnet define research as

Noun: systematic investigation to establish facts; a search for knowledge. Verb: attempt to find out in a systematically and scientific manner; inquire into.

An etymologist might tell us that it comes from the Old French word cerchier , to search , with re- expressing intensive force. I guess it is saying that before 1400 in France, research meant to search really hard.

If I was talking to a staff member at my university, though, I would say that searching hard was scholarship . The difference? Research has to have an element of discovering something new, of creating knowledge. While a literature search is one important part of a research project, it isn’t research in and of itself. It is scholarship.

Don’t take my word for it. In Australian universities, we define research this way:

Research is defined as the creation of new knowledge and/or the use of existing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings. This could include synthesis and analysis of previous research to the extent that it leads to new and creative outcomes. This definition of research is consistent with a broad notion of research and experimental development (R&D) as comprising of creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of humanity, culture and society, and the use of this stock of knowledge to devise new applications This definition of research encompasses pure and strategic basic research, applied research and experimental development. Applied research is original investigation undertaken to acquire new knowledge but directed towards a specific, practical aim or objective (including a client-driven purpose).

Drawn from the 2012 Higher Education Research Data Collection (HERDC) specifications for the collection of 2011 data .

What research sounds like

Sometimes, however, you don’t want to talk about ‘Research ‘ . If you are applying to a philanthropic foundation, for example, they may not be interested in your new knowledge so much as the impact that your work will have, your capacity to help them to solve a problem. Industry partners may also be wary of the ‘R’ word. “Don’t bank your business on someone’s PhD”, they will say (and I would wholeheartedly agree).

This creates something of a quandary, as the government gives us money based on how much research income we bring in. They audit our claims, so everything we say is research has to actually be research. So, it helps to flag it as research, even if you don’t say it explicitly.

Instead, you might talk about innovation , or about experimentation . You could describe the element of risk associated with discovery . Investigation might lead to analysis . There might be tests that you will undertake to prove your hypothesis . You could just say that this work is original and has never been done before. You could talk about what new knowledge your work will lead to.

You might describe a new method or a new data source that will lead to a breakthrough or an incremental improvement over current practice. You could make it clear that it is the precursor to development , in the sense of ‘research and development’.

It really helps if you are doing something new .

What research looks like

Sometimes, it isn’t what you say, but what you do. If your work will lead to a patent, book or book chapter, refereed journal article or conference publication, or an artwork or exhibition (in the case of creative outputs), then it almost always fulfills the definition no matter what you call it.

What research isn’t

Sometimes, you can see a thing more clearly by describing what it isn’t.

Research isn’t teaching. Don’t get me wrong – you can research teaching, just like you can research anything else. However, teaching itself is generally regarded as the synthesis and transfer of existing knowledge. Generally, the knowledge has to exist before you can teach it. Most of the time, you aren’t creating new knowledge as you teach. Some lecturers may find that their students create strange new ‘knowledge’ in their assignments, but making stuff up doesn’t count as research either.

Research isn’t scholarship. As I said at the start, a literature search is an important aspect of the research process but it isn’t research in and of itself. Scholarship (the process of being a scholar) generally describes surveying existing knowledge. You might be looking for new results that you hadn’t read before, or you might be synthesizing the information for your teaching practice. Either way, you aren’t creating new knowledge, you are reviewing what already exists.

Research isn’t encyclopaedic. Encyclopedias, by and large, seek to present a synthesis of existing knowledge. Collecting and publishing existing knowledge isn’t research, as it doesn’t create new knowledge.

Research isn’t just data-gathering. Data-gathering is a vital part of research, but it doesn’t lead to new knowledge without some analysis, some further work. Just collecting the data doesn’t count, unless you do something else with it.

Research isn’t just about methodology. Just because you are using mice, or interviewing people, or using a High Performance Liquid Chromatograph (HPLC) doesn’t mean you are doing research. You might be, if you are using a new data set or using the method in a new way or testing a new hypothesis. However, if you are using the same method, on the same data, exploring the same question, then you will almost certainly get the same results. And that is repetition, not research.

Research isn’t repetition, except in some special circumstances. If you are doing the same thing that someone else has already done, then generally that isn’t research unless you are specifically trying to prove or disprove their work. What’s the difference? Repeating an experiment from 1400 isn’t research. You know what the result will be before your start – it has already been verified many times before. Repeating an experiment reported last year probably is research because the original result can’t be relied upon until it is verified.

Is development research? Development (as in ‘research and development’) may or may not be classified as research, depending on the type of risk involved. Sometimes, the two are inextricably linked: the research leads to the development and the development refines the research. At other times, you are creating something new, but it is a new product or process, not new knowledge. It is based on new knowledge, rather than creating new knowledge. If the risk involved is a business risk, rather than intellectual risk, then the knowledge is already known.

Help me out here – what are your favourite words that signal research?

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26 comments.

currently, im doing postgraduate education for both social science and technological science. i can’t help but to feel slightly amused by your assertion ..

“Don’t bank your business on someone’s PhD”, they will say (and I would wholeheartedly agree).

this is quite true when you’re doing phd for social science. however, if your phd is technologically inclined, the business entity who intends to commercialize it, may have to bank on your research for success.

illustrating this would not be a feat.

are you using google? well, did you know that google was actually a phd research? if they hadn’t banked on page’s and brin’s research, there wouldn’t be google today, would it? presently, it is rumoured that google and microsoft are competing for phd graduates from ivy leagues and what not.

personally, i’ve met a couple of ‘technopreneurs’ who have successfully commercialized their phd research. though they may not be as successful as google, financially speaking, their achievement should not be trivialized.

Thanks, pikir kool.

You are right, of course. I’m a big fan of businesses who provide scholarships for PhD students. It is a great way for the student to get funded, and for the business to get a bit of an edge.

‘Chercher’, the modern French word for chercier means to explore or get. Re-chercher adds the concept of re- or ‘again’ to indicate looking-again, usually on the basis of evidence or experience pointing to the object of the search being in a particular place, hence to ‘search really hard’. French-speaking individuals will ‘rechercher’ a criminal on the run, ‘rechercher’ the more probable destinations of a friend who is out shopping, and so forth. I agree Australian businesses consider PhD graduates are overpriced ‘scholars’ and ‘technicians’ trained to avoid risk, hold similar opinions, and assume as little responsibility for group/enterprise outcomes as possible. What shocks me is your suggestion graduates should misinform potential employers by suggesting they might be able to innovate, discover, and lead the business toward new markets and technologies by simply choosing hot button words. In France, universities are centres of ‘learning’ where individuals experience a rich intellectual environment that the government believes ‘develops’ curiosity, opens up new horizons, tests principles to live by, and rewards leadership. The ‘elitist’ French haut écoles are often criticised by Anglo-saxon countries, but I say the learning environment, which – by the way – focuses less on methodology, reflects human diversity (unique identity). The Australian system is based on an equal opportunity social objective and is funded to produce an intellectual resource pipeline .

Hello Gordon

Thanks for your information on ‘Chercher’.

I was not trying to suggest that anybody misinform anybody else with the use of words, hot button or otherwise, but I can understand how you read it that way.

I wrote that section, in part, as a guide to staff who are trying to satisfy two audiences – the people who are providing funding and the government auditors who are deciding what is counted as research. The easiest way to satisfy the government auditors that something is research is to call it ‘research’. However, in some funding situations, that simply isn’t appropriate. One way forward is to describe the work using words other than ‘research’ that signal to the auditors that the work satisfies the criteria for research.

I’m afraid that I’m not experienced enough with research in France to reply to your comparison of the French and Australian research training environments. I work within the Australian environment, and try to do the best job that I can.

Thank you for this post – very relevant for me right now and thought-provoking. I’m 13 months into my PhD investigating communication designers’ engagement with research and I’m astounded that there is so little consensus in academic literature (not to mention in professional practice) about what legitimate research is.

It seems that any definition or criteria for research that I find, I can also find an example of research that contradicts it. For example, in your post you note “data gathering is a vital part of research” but when I included this in my definition, a highly respected scholar in my field pointed out that research in his own field of Philosophy did not involve data gathering, yet he believed constituted research. So I’m still thinking about it : )

Your philosopher is right, of course. Some researchers are working with ideas and recombining them, reworking them, creating new ideas.

I deal with applied research, mostly, and I guess my definition reflects that.

I would love to see your definition when you are done.

Your article is rad. It shaped the whole concept of research in my mind. And I think that it exactly is a ‘re- search’, where you will be searching the facts again & again, on grass root level, following a sequence of systematic processes to reach a novel & efficient conclusion .

Thanks. Glad I could help, anonymouswailer.

Thank you for the post on ‘What is Research?’ Interesting and useful posts and comments. Since I am considering naming a blog page The Synthesist, I got off on a tangent relating to the words thesis, synthesis, etc. A couple thoughts …

I think you may be undervaluing the function of “synthesis” when it is only referred to in relation to encyclopedic summaries of existing knowledge, I think true synthesis is when 2 or more ideas combine to create a new idea. I also learned, when I served a literacy tutor, that “synthesis” is considered to be a more sophisticated learned literacy skill than “analysis,” which I thought was interesting. We live in analysis culture, creating deep silos of knowledge, with few strong horizontal threads that truly support “learning.”

Interesting comment on French value of learning as the highest human capacity. Not feeling that here in America.

Also, I was hoping to see in your answer of what research IS, a reference to the importance of questions and question formation.

Thanks– Amy

I’m prompted to comment by Amy’s:

After a long time working outside of academia I’m returning to begin a Masters in Disaster Communication and Resilience; I’m still at that early stage of being excited by ideas, and not quite ready to decide on a research topic. What I am sure of is that, in the area of disaster (post-typhoon for example) one of the biggest challenges is that the specialists don’t feel comfortable talking to each other and therefore need the generalist communicators / networkers to listen to what they are on about, develop a general understanding of what they are saying, and link them together with people in other specialist areas whose work might be strikingly different but potentially have enormous potential for synergy/ synthesis.

And I doubt that any research is being done on this.

[…] What is research? by Jonathan O’Donnell […]

This is perhaps a slightly different point of view/perspective from a reasonably long career in applied research, and I am now enrolled in a Doctorate program.

What I find really interesting is pondering where does ‘innovation’ especially in terms of various forms of professional practice or creative endeavour actually come from, if not from ‘research’ as you describe it above? (I often heard and still hear people in industry or the professional practice word using the word ‘research’ to describe an often fairly informal literature search to back up what they have already decided to do in practice – but that is probably another story.)

However, I often wonder where do the ideas for ‘innovation’ actually come from?

When they are drawn from research conclusions (or initially drove the research question) this probably makes that particular research more valuable from a funder point of view.

But it kind of begs the question as to what comes or should come first especially in terms of good applied research.

And then finally, where does creativity come in – especially when deciding what to research, and how to interpret the data and conclusions from the research?

I am off to think of some more concrete examples and to ponder the nexus between research – innovation and creativity.

BTW love this discussion so far!

The nexus between research, innovation and creativity is a great topic! If you are interested in writing it up as a blog post, let me know. We’d be happy to consider it for a guest post on the Research Whisperer.

Jonathan Let me think about it – this has provoked my thinking about the issues but not sure if I am there yet in terms of writing a post about it. I will let you know! Jane

Well, it certainly was interesting to see this comment thread come back to me after three years.

I was about to reply to this person named Amy who said she was going to start a blog called The Synthesist to tell her that I had myself started a blog called Neon Synthesist.

Then I realized it was myself. Strange mirror of time. In 2014, I discovered there was a rock band called Synthesist and named it Neon Synthesist instead, since it tends to be provocative.

There are some fun posts there like “What is an Idea?” and “Why Philosophy Isn’t Dead” and, funding researchers might like, a four-part series called “The Philanthropy Games” … but alas this page will probably go away. No subscribers that I could tell.

http://www.neonsynthesist.blogspot.com

Cheers! Amy

[…] (2012) what is research [online] available from < https://theresearchwhisperer.wordpress.com/2012/09/18/what-is-research/ > [09 march […]

[…] O’Donnell, J. (2012, September 18). What is research? [Blog post]. Retrieved from https://theresearchwhisperer.wordpress.com/2012/09/18/what-is-research/ […]

[…] For more discussion on the question “What is Research”, please see “What is Research?”, Study.com, available from https://study.com/academy/lesson/what-is-research-definition-purpose-typical-researchers.html . See also “What is Research?”, The Research Whisperer, available from https://researchwhisperer.org/2012/09/18/what-is-research/ . […]

I am enriched with the discussions. Thanks.

Thanks, Raton Kumar. I’m glad that you found it useful. Jonathan

[…] For wiser words on research than mine, CLICK HERE. […]

Research is creating new knowledge through systematic investigation and analysis of data. Research leads to development but not in all cases and Repetition of a research already done can be said valid only when we try to prove or disprove it. It sounds great!!!

Research is the effort done by an individual or group of people, to explore something new. It can be an effort to prove the same matter but applying new methods, it also can be done to prove a different findings.

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Educational resources and simple solutions for your research journey

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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Based on 21+ years of experience in academia, Researcher.Life All Access empowers researchers to put their best research forward and move closer to success. Explore our top AI Tools pack, AI Tools + Publication Services pack, or Build Your Own Plan. Find everything a researcher needs to succeed, all in one place –  Get All Access now starting at just $17 a month !    

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What is Research? – Definition, Objectives & Types of Research

Introduction: Research is a systematic and structured investigation that seeks to expand knowledge, uncover new insights, and provide evidence-based understanding in various fields. It is vital in advancing human understanding, addressing complex problems, and driving innovation. Research encompasses a wide range of methodologies, including empirical studies, experiments, surveys, and theoretical analyses, conducted by researchers across academic, scientific, and professional domains. New discoveries are made through research, theories are developed and tested, and practical solutions are generated. The impact of research is far-reaching, influencing advancements in technology, healthcare, social sciences, environmental conservation, and more. It drives progress, informs policy decisions, and shapes the future by providing a solid foundation of reliable and verified knowledge. The importance of research cannot be overstated, as it drives human knowledge forward and fosters societal development and improvement. Types of Research

What is Research?

The primary objective of the research is to contribute to the existing body of knowledge by uncovering new insights, validating existing theories, or challenging prevailing assumptions. It is driven by the pursuit of truth, accuracy, and evidence-based understanding.

Research can take various forms, depending on the discipline and the nature of the inquiry. It can be empirical, involving the collection and analysis of data through experiments, surveys, observations, or interviews. It can also be theoretical, involving the critical analysis of existing literature and concepts to develop new frameworks or models.

The research process is characterized by systematic and organized steps. It begins with identifying a research problem or topic of interest, followed by an extensive literature review to understand the existing knowledge and identify gaps. Research questions or hypotheses are formulated, and a research design is developed to guide data collection and analysis.

Data collection methods can vary widely, ranging from quantitative approaches such as surveys or experiments to qualitative approaches such as interviews or case studies. Researchers analyze the collected data using appropriate statistical or qualitative analysis techniques to draw meaningful conclusions.

One of the key aspects of research is its emphasis on objectivity and rigor. Researchers strive to minimize bias, ensure the reliability and validity of findings, and maintain ethical standards in their research practices.

The impact of research extends far beyond the academic realm. Research findings inform decision-making processes in various sectors, including healthcare, policy development, business strategies, environmental conservation, and social sciences. It drives technological advancements, fosters innovation, and provides the foundation for evidence-based practices.

Furthermore, research is an iterative process, with new studies building upon and refining existing knowledge. It is a collaborative endeavor, often involving interdisciplinary collaborations and the exchange of ideas among researchers worldwide.

Definitions of Research:

Research is a systematic and organized investigation conducted to expand knowledge, gain a deeper understanding, and generate new insights in a specific field. It involves rigorous and organized data collection, analysis, and interpretation to address research questions or hypotheses. The pursuit of new information drives research, the validation of existing theories, or the exploration of new perspectives. It employs various methodologies to gather and analyze data, including empirical studies, experiments, surveys, interviews, or theoretical analyses. The ultimate goal of the research is to contribute to the existing body of knowledge, advance understanding, and inform decision-making processes across academic, scientific, and professional domains.

Kasi (2009) 1 defines “Research is, therefore, a method for investigating and collecting information aimed at the discovery of new facts or interpretation of existing information, to discover or revise facts, theories, and applications.”

Research is stated by Gina Wisker 1 as “Research is about asking and beginning to answer questions, seeking knowledge and understanding of the world and its processes, and testing assumptions and beliefs.”

Redman and Mory define research as a “systematized effort to gain new knowledge.” 2

Burns (1997) defines research as “a systematic investigation to find answers to a problem.” 2

“The word research is composed of two syllables, re and search. The dictionary defines the former as a prefix meaning again, anew, or over again and the latter as a verb meaning to examine closely and carefully, to test and try, or to probe. Together, they form a noun describing a careful, systematic, patient study and investigation in some field of knowledge undertaken to establish facts or principles.” (Grinnell 1993) 2

Objectives of Research:

The research objectives can vary depending on the specific field of study, the nature of the research, and the researcher’s goals. However, some common purposes of the research include:

• Answer questions: Research aims to provide answers to specific questions or hypotheses. It seeks to investigate and uncover information, data, or insights about a particular topic or issue.
• Solve problems: Research is often conducted to address real-world issues or challenges. It aims to identify innovative solutions, strategies, or approaches that can help overcome obstacles and improve existing systems or practices.
• Generate new knowledge: Research endeavors to contribute to the existing body of knowledge by uncovering new information, theories, or perspectives. It involves exploring uncharted territory or expanding upon existing knowledge in various fields of study.
• Improve understanding: Research aims to deepen our understanding of complex phenomena, processes, or concepts. It seeks to clarify misconceptions, explore underlying mechanisms, or uncover relationships between variables, leading to a more comprehensive and accurate understanding of the subject.
• Add value: Research brings value by providing practical or theoretical benefits. It can lead to technological advancements, policies or practices, enhanced decision-making processes, or the development of new products, services, or theories.

Types of Research:

C.R. Kothari, a renowned Indian researcher and author, has proposed several types of research in his book Research Methodology: Methods and Techniques . According to Kothari, research can be categorized into the following types:

• Descriptive Research: Descriptive research is a method of investigation that provides an accurate and comprehensive description of a specific phenomenon, situation, or population. It involves collecting data through various methods, such as surveys, interviews, or observations, and analyzing the data to identify patterns, characteristics, or trends. Descriptive research does not aim to establish causal relationships or manipulate variables but instead aims to answer questions about what is happening or the current state of the research subject. This type of research is valuable in generating a foundational understanding of a topic, informing decision-making processes, and providing a basis for further research in various fields of study.
• Analytical Research: Analytical research focuses on critically examining and interpreting existing data, information, or theories to gain deeper insights and understanding. It involves analyzing and evaluating data or literature to identify patterns, relationships, or underlying causes. Analytical research aims to go beyond descriptive findings and delves into the reasons and explanations behind observed phenomena. This type of research often involves rigorous statistical analysis, comparative studies, or theoretical frameworks to draw conclusions and make inferences. Analytical research is crucial in advancing knowledge, refining theories, and providing evidence-based insights that can inform decision-making and policy development in various fields of study.
• Applied Research: Applied research is a type of research that is conducted to address practical problems or improve existing practices. It focuses on directly applying knowledge and theories to real-world situations and aims to provide actionable solutions. Applied research often involves collaborating with stakeholders, such as industry professionals or policymakers, to ensure the research outcomes have practical relevance. This type of research emphasizes implementing and evaluating interventions, strategies, or technologies to solve specific issues. The results of applied research can potentially impact society, leading to advancements in technology, policy improvements, or enhanced practices in various domains, including healthcare, education, business, and engineering.
• Fundamental Research: Fundamental research, also known as basic research or pure research, is a type of inquiry that aims to expand knowledge and understanding in a particular field. It explores theoretical concepts, principles, and fundamental laws without immediate practical application. Fundamental research is driven by curiosity and the desire to explore new frontiers of knowledge. It often involves the formulation of hypotheses, experimentation, and rigorous data analysis. The fundamental research findings may not have immediate or direct practical implications. Still, they lay the groundwork for applied research and can lead to significant breakthroughs, innovations, and advancements in various scientific disciplines. Fundamental research is essential for pushing the boundaries of knowledge and fostering a deeper understanding of the world around us.
• Qualitative Research: Qualitative research is an exploratory approach to understanding individuals’ or groups’ meaning, context, and subjective experiences. It involves collecting and analyzing non-numerical data, such as interviews, observations, or textual analysis, to gain deep insights into complex social phenomena. Qualitative research focuses on uncovering underlying motivations, beliefs, attitudes, and cultural influences that shape human behavior. It emphasizes the richness, depth, and complexity of human experiences and seeks to provide a detailed and holistic understanding of a research topic. Qualitative research methods allow for flexibility and adaptability, enabling researchers to capture nuances and explore emerging themes. This type of research is valuable in fields such as anthropology, sociology, psychology, and education, where a deep understanding of human behavior and social processes is sought.
• Quantitative Research: Quantitative research systematically gathers and analyzes numerical data to uncover patterns, trends, and relationships. It involves collecting structured data through surveys, experiments, or observations and applying statistical techniques for data analysis. Quantitative research aims to quantify variables, measure phenomena, and draw objective conclusions based on statistical evidence. This type of research focuses on obtaining precise and measurable results, often using large sample sizes to increase the generalizability of findings. Quantitative research is prevalent in social sciences, economics, psychology, and market research, where numerical data and statistical analysis provide a rigorous and quantifiable approach to understanding and explaining phenomena.

Significance of Research:

The significance of research cannot be overstated, as it serves as the cornerstone of progress and development in various fields. Whether in science, technology, social sciences, or humanities, research is vital in advancing knowledge, addressing problems, and shaping society.

One of the primary significances of research is its ability to expand our understanding and knowledge base. Through rigorous investigation, research uncovers new information, theories, and insights that contribute to the existing body of knowledge. It allows us to delve deeper into complex phenomena, explore uncharted territories, and uncover hidden connections. This expansion of knowledge forms the basis for innovation, development, and the evolution of society.

Research also serves as a powerful tool for problem-solving. It enables us to identify and address pressing issues, whether they are in healthcare, education, economics, or any other field. By systematically examining problems, collecting and analyzing relevant data, and developing evidence-based solutions, research provides the means to overcome challenges and improve existing practices. It empowers us to make informed decisions, develop effective strategies, and allocate resources wisely.

Furthermore, research plays a critical role in informing decision-making processes. Policymakers, business leaders, and organizations rely on research findings to guide their choices, shape policies, and plan for the future. Research provides reliable and credible information, allowing decision-makers to navigate complex issues more confidently and accurately. It serves as a bridge between theory and practice, translating abstract concepts into tangible outcomes that benefit society.

Innovation and improvement are other significant outcomes of research. Research drives innovation by exploring new ideas, pushing boundaries, and challenging established norms. It leads to the developing of new technologies, products, and services that improve our quality of life. Research also fosters improvements in existing practices and processes by identifying inefficiencies, gaps, and areas for enhancement. Through research, we continuously strive to find better, more efficient ways of doing things.

Research has a profound impact on society as a whole. It addresses social issues, informs public policies, and promotes positive social change. Research provides evidence-based solutions that address societal challenges, from healthcare interventions to educational reforms. It influences public opinion, shapes cultural norms, and contributes to communities’ well-being and progress.

Moreover, research plays a crucial role in validating and challenging existing knowledge. It provides empirical evidence that supports or challenges established theories and concepts. Through rigorous scrutiny and critical analysis, research ensures that knowledge constantly evolves, grows, and adapts to new information. It encourages intellectual discourse, promotes healthy skepticism, and encourages a culture of lifelong learning.

References: 

• Kasi, P. (2009). Research: What, Why and How? AuthorHouse.
• Kothari, C. R. (2004). Research Methodology: Methods and Techniques . New Age International.

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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.

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Methodology

• Types of Research Designs Compared | Guide & Examples

Types of Research Designs Compared | Guide & Examples

Published on June 20, 2019 by Shona McCombes . Revised on June 22, 2023.

When you start planning a research project, developing research questions and creating a  research design , you will have to make various decisions about the type of research you want to do.

There are many ways to categorize different types of research. The words you use to describe your research depend on your discipline and field. In general, though, the form your research design takes will be shaped by:

• The type of knowledge you aim to produce
• The type of data you will collect and analyze
• The sampling methods , timescale and location of the research

This article takes a look at some common distinctions made between different types of research and outlines the key differences between them.

Table of contents

Types of research aims, types of research data, types of sampling, timescale, and location, other interesting articles.

The first thing to consider is what kind of knowledge your research aims to contribute.

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The next thing to consider is what type of data you will collect. Each kind of data is associated with a range of specific research methods and procedures.

Finally, you have to consider three closely related questions: how will you select the subjects or participants of the research? When and how often will you collect data from your subjects? And where will the research take place?

Keep in mind that the methods that you choose bring with them different risk factors and types of research bias . Biases aren’t completely avoidable, but can heavily impact the validity and reliability of your findings if left unchecked.

Choosing between all these different research types is part of the process of creating your research design , which determines exactly how your research will be conducted. But the type of research is only the first step: next, you have to make more concrete decisions about your research methods and the details of the study.

Read more about creating a research design

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

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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What is knowledge and when should it be implemented?

Affiliation.

• 1 Knowledge Translation Research Network, Ontario Institute for Cancer Research, Toronto, ON, Canada. [email protected]
• PMID: 22994990
• DOI: 10.1111/j.1365-2753.2012.01899.x

A primary purpose of research is to generate new knowledge. Scientific advances have progressively identified optimal ways to achieve this purpose. Included in this evolution are the notions of evidence-based medicine, decision aids, shared decision making, measurement and evaluation as well as implementation. The importance of including qualitative and quantitative methods in our research is now understood. We have debated the meaning of evidence and how to implement it. However, we have yet to consider how to include in our study findings other types of information such as tacit and experiential knowledge. This key consideration needs to take place before we translate new findings or 'knowledge' into clinical practice. This article critiques assumptions regarding the nature of knowledge and suggests a framework for implementing research findings into practice.

© 2012 Blackwell Publishing Ltd.

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Knowledge, attitudes, and barriers toward research: The perspectives of undergraduate medical and dental students

Htoo htoo kyaw soe.

Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia

Nan Nitra Than

Mila nu nu nu htay, khine lynn phyu.

1 Department of Pediatrics, Melaka-Manipal Medical College, Melaka, Malaysia

Adinegara Lutfi Abas

Scientific research not only promotes health and combats diseases of an individual, but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific methods becomes a crucial component in the medical profession.

This study was conducted to assess the knowledge, attitudes, and barriers toward research among undergraduate medical and dental students.

SETTINGS AND DESIGN:

This cross-sectional study was conducted among 295 undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students from a private medical college in Malaysia.

MATERIALS AND METHODS:

We purposively selected 360 students attending the 3 rd , 4 th , and 5 th year in MBBS course and BDS course in September 2015. A total of 295 students who were willing to provide written informed consent were included in this study. We collected data using a validated, self-administered, structured questionnaire which included 20 questions about knowledge toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward conducting medical research, and 5 questions of confidence to conduct the medical research.

STATISTICAL ANALYSIS USED:

Data were analyzed using descriptive statistics, independent t-test, ANOVA, and multiple linear regression.

Among the students, 56.9% had moderate knowledge while the majority (83.3%) had moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%), lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of rewards (55.8%). There was a significant association between age, academic year, and knowledge of research as the older age group, and 4 th - and 5 th -year students had higher knowledge score. The students of higher attitude score had better-perceived barriers score toward research with regression coefficient 0.095 (95% confidence interval 0.032–0.159).

CONCLUSIONS:

Even though the students had the positive attitudes toward scientific research, a supportive and positive environment is needed to improve skills and knowledge of research and to overcome the barriers toward the conduct of scientific research.

Introduction

Research is important to the scientific progress,[ 1 ] and it is also crucial to the understanding of problems which affects the health of individuals, communities, and health systems.[ 2 ] Research involves systematic investigation or experimentation to discover the new knowledge[ 2 ] and revision of current knowledge.[ 3 ] In 2007, developed countries had 3655.8 researchers per million inhabitants when only 580.3 researchers in the developing world.[ 4 ] A total number of scientific publications were 315,742 in the developing countries when it was doubled in developed. In Malaysia, the gross domestic expenditure on research and development per GDP ratio had increased from 0.49% in 2000 to 0.64% in 2006.[ 4 ] As a result, publications output has risen rapidly in the past decade from 805 scientific publications in the year 2000 to 2712 publications in the year 2008, in which 300 publications of medical research and 535 publications of clinical medicine.[ 4 ]

Research is vital to developmental activities and it had been carried out in all academic and developmental institutions.[ 5 ] In medical education, health research training is an essential component to help developing physician's research skills,[ 6 ] including literature search, critical appraisal, independent learning, and writing research papers.[ 7 ] Training for research skills and experience of research in an early time in the medical profession is associated with continued professional academic work and may also help resident's career decisions.[ 7 ] While many undergraduate programs include research methodology course,[ 8 ] medical training in many developing countries does not emphasize its importance in medical practice and this course is not included in the medical curriculum.[ 7 ] Compulsory research course along with a mandatory research project has a positive impact on student's knowledge and attitudes toward research.[ 9 , 10 ] Moreover, it provides necessary skills to the future research in their career[ 3 ] and strengthens lifelong learning.[ 11 ] Moreover, research by a student can significantly affect the published output of the institution, and to a further extent, also of the country.[ 7 , 12 ]

Several studies have been carried out in many countries to evaluate knowledge and attitudes toward scientific research among health professionals and medical students.[ 9 , 10 , 13 , 14 , 15 , 16 ] Evidence also showed that existence of barriers brings the gap between theory of scientific research and practice of conducting it.[ 17 ] Furthermore, lack of skills training, infrastructure and facilities, mentorship, and lack of time and motivation were cited as the major hurdles.[ 6 , 9 , 13 , 14 , 18 , 19 ] In Malaysia, knowledge, attitudes, and barriers toward conduct of medical research and evidence-based medicine were investigated among health professionals such as doctors, specialists, pharmacists, nurses, and physiotherapists;[ 20 , 21 , 22 , 23 , 24 ] however, there is limited information on this topic among undergraduate medical and dental students.

Research is mandatory and it is one part of the core curriculum in the Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) course in our private medical college. The aim of the course is to introduce principles of scientific research and biostatistics using various problem-solving exercises and to provide the skills that can effectively contribute in various institutional research projects. In the final year, students require performing research projects which is mentored by the faculty members. While conducting research projects, students learn to identify the research question, generate research hypotheses, critically appraise literature, design the study, collect and analyze the data, and write a detailed project report. Although it is not compulsory, students are also encouraged to publish their researches in medical journals and do presentations in conferences. This study aims to assess the knowledge and attitudes toward scientific research and to identify the barriers to participation in scientific research among undergraduate medical and dental students, expect promoting research skills and increasing published outputs of the college.

Materials and Methods

We conducted a cross-sectional study among undergraduate medical and dental students in September 2015 in the private medical college in Malaysia. Approximately 800 students were attending in the MBBS and BDS program. The sample size was calculated using the formula for single population proportion with the margin of error 5%, the assumption of 95% confidence level,[ 25 ] and 80.2% of moderate knowledge.[ 6 ] The minimum sample size required was 245; however, we purposively selected 360 students attending the 3 rd , 4 th and 5 th year in MBBS course and BDS course. The students who were willing to provide written informed consent were included in this study.

We collected data using a self-administered, structured questionnaire within a span of 4 months. The questionnaire was adapted from the previous studies.[ 9 , 14 , 26 ] The questionnaire consisted of sociodemographic, previous experience of scientific research, knowledge and attitudes toward research, and perceived barrier conducting research. In this study, 20 questions including single best answer type of multiple-choice questions and true/false questions were used for assessing knowledge. Five-point Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree) was used to assess the attitudes toward research. Attitudes part consisted of 21 items including 11 positive and 10 negative statements. Ten items of perceived barriers with three-point Likert scale (agree, disagree, and undecided) were also included. After modification of the questionnaire, we carried out a pilot study with 30 students to check for validity, reliability, clarity, and understanding of the questionnaire. Content validity was checked with experts and face validity was checked for clarity and understanding of the questionnaire. The Cronbach's alpha coefficient of knowledge questions was 0.648, of attitude questions was 0.824, and of barriers questions was 0.683.

After checking and coding the questionnaire, we used Microsoft Excel for data entry and SPSS version 12 (SPSS Inc, Chicago, IL) for data analysis. Regarding knowledge, the correct answer was scored one and wrong/not sure answer was scored zero (higher score indicates better knowledge). For attitudes, for positive items, strongly agree was scored five and strongly disagree was scored one, while for negative items, strongly agree was scored one and strongly disagree was scored five (higher score indicates better attitude). Regarding perceived barrier, disagree was scored three, score one for agree, and score two for undecided (higher score indicates lesser perceived barrier). The total score was computed by taking the sum for all of these. We categorized knowledge and attitudes into three levels such as good (>80% of the maximum possible total score), moderate (60%–80% of the maximum possible total score), and poor (<60% of the maximum possible total score).

For quantitative variables, mean and standard deviation (SD) were calculated and for qualitative variables, frequency and percentage were described. We used independent sample t -test and one-way ANOVA to determine the knowledge, attitudes, and perceived barriers toward research between different age groups, gender, ethnicity, and academic years. We also performed multiple linear regression to find the relationship between knowledge, attitudes, and perceived barriers after adjusting other covariates. All the statistical tests were two-sided and the level of significance was set at 0.05.

Before data collection, the purpose of the study was explained to the respondents. Participation was strictly voluntary and autonomy of the respondents was respected. Written informed consent was taken from each participant. Confidentiality was maintained and anonymity of respondents was ensured. In addition, data were kept secured and available only to the statistician. Approval for this study was taken from Research Committee of our college.

A total of 295 students participated in this study and response rate was 81.94%. Among them, 62.4% were from MBBS program and 37.6% were BDS students while 59.3% of the participants were from 3 rd year, 33.9% from 4 th year, and 6.8% from 5 th year. The mean age of the participants was 22.99 years (SD 1.05) and the majority (97.3%) of them was Malaysian nationality. 59.5% of them were female students [ Table 1 ].

Demographic characteristics among medical and dental students ( n =295)

In this study, only 4% of the students had good knowledge while 56.9% had moderate knowledge. The majority (83.3%) had moderate attitude and 11.3% of the students had good attitude. The mean of perceived barriers was 17.84 out of 30 (higher score indicates lesser perceived barrier). Nearly 13.4% of the students had performed presentations in conference and 5.8% published research articles [ Table 2 ]. Percentage of answers on attitude questions among undergraduates is shown in Table 3 .

Knowledge, attitudes, perceived barriers toward research and previous research experience among medical and dental students

Percentage of answers on attitude questions among medical and dental students

In regard to barriers, majority of the students had stated lack of time (79.9%), lack of knowledge/skills (72.1%), and lack of funding (72%). Other barriers revealed lack of facilities (63.6%), lack of rewards (55.8%), inaccessible to relevant medical and other electronic databases (44.0%), lack of interest (37.5%), inefficient faculty staff to deliver necessary knowledge and skills (26.6%), lack of proper mentoring (20.5%), and opportunity to conduct (20.2%) [ Table 4 ].

Perceived barriers to participation in research among medical and dental students

Most of the students had limited or somewhat confidence in creating a clinical question (37.6% limited and 47.4% somewhat), search for literature (34.8% limited and 45.5% somewhat), critical appraisal (38.1% limited and 44.3% somewhat), access clinical expertise from instructor (41% limited and 40.7% somewhat), and using evidence-based processes (38.3% limited and 40.3% somewhat) [ Table 5 ].

Confidence of doing research activities among undergraduate students

Table 6 shows that there was a significant association between age, academic year, and knowledge. Age >23 years had higher mean knowledge score than age 22–23 years and <20 years. As regards the academic year, 4 th -year and 5 th -year students had higher knowledge score than 3 rd -year students. There was also a significant relationship between ethnicity and attitudes toward research as Indian had higher attitude score than Chinese and Malay. Moreover, age was significantly associated with perceived barriers and age >23 years had the highest mean barriers score among all age groups. There were no significant relationship between gender, ethnicity, and knowledge; no significant association between age, gender, academic year, and attitudes; and no significant relationship between gender, ethnicity, academic year, and perceived barriers toward research [ Table 6 ].

The relationship between demographic characteristics and knowledge, attitudes, and perceived barriers toward research

We performed multiple linear regression to determine the relationship between knowledge, attitudes, and perceived barriers toward research after adjusting the other covariates such as age, gender, ethnicity, and the academic year. We assessed model fit and found that there were linearity, independence of residuals, homoscedasticity, and no evidence of multicollinearity, and the assumption of normality was met. The multiple linear regression model was statistically significant with F (10,240) = 3.337, P 0.001, and adjusted R 2 = 0.078. There was no significant relationship between knowledge and barriers toward research. However, there was a significant positive relationship between attitudes and barriers with regression coefficient of 0.095 (95% confidence interval 0.032–0.159), P = 0.003 [ Table 7 ].

Multiple linear regression analysis of relationship between knowledge, attitudes, and perceived barriers toward research

We conducted the cross-sectional study to assess the knowledge, attitudes, and the barriers toward the conduct of scientific research among undergraduate medical and dental students in our private medical college. Understanding of scientific methods becomes a crucial component of the medical profession. Although every health professional is not inspired to perform research to acquire new knowledge, he or she should be able to know principles of scientific research.[ 3 , 14 ] In this study, we found that 56.9% of the students had moderate and 39.1% had poor level of knowledge, with a mean score 12.14 of maximum 20. Previous studies done among undergraduate students showed poor-to-moderate level of knowledge toward health research.[ 9 , 10 , 14 , 19 ] Similarly, the study done among postgraduate trainees revealed poor level of knowledge toward research as 80.2% of them was in the first two quartiles of knowledge score.[ 6 ] Moreover, attitude toward health research is one of the important predictors of evidence-based practice and health care research utilization.[ 27 , 28 , 29 , 30 ] Systematic review of attitudes to science in medicine revealed that 49.5% of the students had positive attitudes,[ 31 ] and observational studies done among health professionals and medical students also demonstrated moderate and positive attitudes toward research.[ 6 , 10 , 14 , 19 , 27 ] In this study, the response rate was 81.94% which reflects the positive attitudes of students toward scientific research as 83.3% of the students had moderate attitude and 11.3% had good attitude. The students also demonstrated positive attitudes toward science and scientific methodology in medicine. Similar to other studies,[ 6 , 9 , 10 ] many of our participants showed somewhat to extensive confidence in conducting research activities such as creating clinical questions and searching and appraising literature, but many of them expressed limited confidence in accessing clinical expertise from the instructor and utilizing evidence-based processes. If the health professionals had perceived ability to perform research activities, they are more likely to involve in medical research.[ 27 ] In our college, research methodology course is compulsory in the medical curriculum and it is given in the 3 rd year in MBBS and 4 th year in BDS program. A previous study done by Bonner and Sando had also shown that if the health professionals had not taken research training or course, they felt lack of skills to perform research.[ 13 ]

The relationship between individual characteristics such as age, gender, year of education, and knowledge of and attitudes toward health research had been studied.[ 9 , 10 , 13 , 14 , 15 ] It was shown that knowledge was negatively correlated with age of the students,[ 9 ] and the number of years spent in medical college was significantly associated with knowledge of research after adjusting for age.[ 10 ] In our study, the mean score of both knowledge and attitude was highest in oldest age group and we found that age was significantly related to knowledge but not with attitudes. The academic year of the student was also significantly associated only with knowledge toward research. Apart from compulsory research methodology course, final-year students are also needed to perform the research projects, which are mentored by the faculty members. While conducting these projects, students learn to identify a research question, generate research hypotheses, critically appraise literature, design the study, collect and analyze the data, and write a detailed project report. Similar to the study conducted among the licensed nurses by Bonner and Sando,[ 13 ] we found that senior year students had a better understanding, higher mean score of knowledge, and a positive attitude. Intensive training of research principles and mandatory participation in research activities can lead to the significant improvement in content knowledge and positive impact on attitudes toward future research.[ 9 , 10 , 15 ] Though the results of the relationship between gender and knowledge were not consistent with previous studies,[ 9 , 10 , 16 ] in this study, we found that female students had higher knowledge score and males had higher attitude score, but it was not significant. There was no significant association between ethnicity and knowledge, but it was significantly associated with attitudes toward research. The mean score of both knowledge and attitude scale was highest in Indian followed by others, Chinese and Malay. Our findings were different from the previous study done among Malaysians showed Malay had the highest level of interest in science-, technology-, and innovation-related issues and more positive attitudes toward scientific research than Chinese and Indian.[ 32 ]

Although the emphasis is given to promote scientific research, the presence of barriers bring the gap between theory and practice.[ 17 ] The barriers to participate in scientific research can be classified as extrinsic[ 33 ] such as lack of training in research methodology, lack of time due to overburdened with educational activities, lack of rewards and incentives, lack of infrastructure and facilities, inadequate support by organization/institute, access to library and publications, and inadequate supervision and mentorship,[ 5 , 6 , 9 , 13 , 14 , 17 , 18 , 19 , 20 ] and intrinsic[ 33 ] including lack of motivation and lack of appropriate knowledge and skills in scientific methods and statistics.[ 9 , 17 , 14 , 19 , 20 , 21 ] In this study, the most common obstacles stated by the students were lack of time, lack of knowledge/skills, lack of funding and facilities, and lack of rewards. Moreover, the students mentioned limited access to the relevant medical and other electronic databases made them difficult to discover knowledge gap and initiate their research activities. We also found that the students who had higher attitude score had better-perceived barriers score toward research. Previous studies showed that attitudes toward research involvement and utilization are essential in evidence-based medicine[ 27 ] and adoption of negative attitudes could make difficulty in implementation of scientific research.[ 17 ] It has been accepted that supportive positive environment can bring successful researcher and have an impact on research output including publications.[ 3 ] We found that 13.4% of the students had ever done oral and poster presentations and some of them received awards in national student conferences. However, only 5.8% of the students had ever published research papers in indexed journals which were lower than previous studies.[ 6 , 7 , 31 ]

There are some limitations in this study. The response rate of the final year students was lowest (6.8%) because they were given study break at the time of data collection. This study was conducted in one private medical institution; therefore, the findings cannot be applicable to other institutions with the different environment. This was a cross-sectional study; therefore, we could neither observe the changes over time nor inference of causality. In this study, we did not include other barriers such as organizational, strategic, and policy barriers, communication barriers, and cultural and language barriers; therefore, further study should explore on these aspects. A qualitative approach will also offer a better understanding of obstacles toward research participation of undergraduate students. As the faculty members are the most important resources, the perception of faculty members toward scientific research and toward student's research should also be studied.

Conclusions

The undergraduate medical and dental students had the moderate level of knowledge and positive attitudes toward the conduct of medical research. Lack of time, skills, funding, and facilities and limited access to relevant medical journals and databases were the major barriers. These barriers need to be addressed by providing proper supervision, good mentorship, research funding and awards, and providing access to electronic databases to encourage the undergraduate students participating in research activities. It is recommended to organize research workshops, frequent research presentations, and journal clubs to provide knowledge and skills needed for the medical students to implement the scientific research in the future.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Acknowledgment

We would like to acknowledge to all students who participated in this study and the volunteer students who helped for data collection. We would like to thank Professor Dr. Soe Moe for her valuable suggestion in concept and design of this study. We also would like to thank the management of Melaka-Manipal Medical College (MMMC) and Research Ethics Committee (MMMC) to grant the approval of this study.

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5 educational learning theories and how to apply them

This article was updated on April 22, 2024.  

Written by Michael Feder

Reviewed by Pamela M. Roggeman , EdD, Dean, College of Education

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In this article

• What are learning theories in education?
• 5 types of learning theories in education
• Other learning theories in education
• How educational theories influence learning
• How to apply learning theories in education
• Expand your educational knowledge at University of Phoenix

What are learning theories in education?  

Learning theories are conceptual frameworks that describe how people absorb, process and retain information.

Theories in education didn’t begin in earnest until the early 20th century, but curiosity about how humans learn dates back to the ancient Greek philosophers Socrates, Plato and Aristotle. They explored whether knowledge and truth could be found within oneself ( rationalism ) or through external observation ( empiricism ).

By the 19th century, psychologists began to answer this question with scientific studies. The goal was to understand objectively how people learn and then develop teaching approaches accordingly.

In the 20th century, the debate among educational theorists centered on behaviorist theory versus cognitive psychology. In other words, do people learn by responding to external stimuli or by using their brains to construct knowledge from external data?

Why are learning theories important in education?

Learning theories help teachers and others who work in education better understand how people acquire knowledge. The theories can help curriculum designers develop more effective educational materials, and they can help teachers apply those materials more successfully in the classroom. After all, when those in charge of learning have this information in hand, they can help their students learn more effectively.

That applies to more than classroom lessons too. Applying educational theories can help engage learners as they collaborate with one another, and it can promote lifelong learning as people understand how they best learn.

That’s why educator preparation programs spend so much time having teacher candidates study human development and multiple learning theories. Foundational knowledge of how humans learn — specifically how a child learns and develops cognitively — is essential for educators who want to become effective instructors in the classroom.

Pamela Roggeman EdD, Dean of University of Phoenix’s College of Education

Pamela Roggeman, EdD, dean of University of Phoenix’s  College of Education , explains her take on the role learning theory plays in preparing teachers: “Just as no two people are the same, no two students learn in the exact same way or at the same rate. Effective educators need to be able to pivot and craft instruction that meets the needs of the individual student to address the needs of the whole child.

“Sound knowledge of multiple learning theories is a first step toward this and another reason why great teachers work their entire careers to master both the art and the science of teaching.”

Although most teaching roles don’t require adhering to a particular learning theory, educators likely already follow one or another theory, even if they aren’t consciously aware of it. Following learning theories can help teachers guide their students to success because they allow educators to offer alternative effective teaching strategies.

So, whether you’re an aspiring or experienced teacher, a student or a student's parent or guardian, knowing more about each theory can make you more effective in fostering learning.

5 types of learning theories in education 

Educators typically familiarize themselves with five primary learning theories. Each prioritizes different concepts. These learning theories are:

Behaviorism

Cognitivism, constructivism, connectivism.

Behaviorism has roots in the work of John Watson, who is often regarded as the father of behavioral psychology.

Explanation: Behaviorism is concerned only with  observable stimulus-response behaviors , as they can be studied in a systematic and observable manner.

Application: Learning is based on a system of routines that “drill” information into a student’s memory bank and elicit positive feedback from teachers and the educational institution itself. (Students who do an excellent job receive positive reinforcement and are signaled out for recognition.)

Most teachers who use behaviorist principles focus on delivering prompt feedback to encourage student learning. They also implement reward systems that reinforce good behavior. Finally, many teachers establish consistency by starting their classes with routine activities, like problems on the board.

Cognitive learning theory — or cognitivism — stems from the work of Jean Piaget (the founder of cognitive psychology) and focuses on the internal processes surrounding information and memory. It involves schema, the basic unit of knowledge, and schemata that build up over time.

Explanation: Learning relies on external factors (like information or data) and the internal thought process.

Application: Developed in the 1950s, this theory moves away from behaviorism to focus on the mind’s role in learning.

Teachers who engage in cognitive learning might ask students about their experiences with the lesson and emphasize connections between past ideas and new ones. Incorporating student experiences, perspectives and knowledge can foster engagement with the material and help students feel respected.

Constructivism promotes active, internal learning processes that use new information to build upon a foundation of previously acquired knowledge.

Explanation: The learner builds upon their previous experience and understanding to “construct” a new understanding.

Application: In constructivism, Roggeman says, students take an active approach to learning. Rather than being “filled up” with knowledge, they construct meaning by interacting with the world around them, as with experiments or studies.

Some of the best ways teachers can use constructivism in the classroom include promoting student autonomy by encouraging students to be active in their learning. Hands-on experimentation with interactive materials can also empower them to learn better, especially in science classes, because it can promote engagement and connectiveness in student learning. Open-ended questions are another tool for constructivist learning, since they can help foster classroom conversation and dialogue, which encourages students to think critically and form questions and solutions in real time.

Humanism emphasizes the importance of personal growth, self-actualization and whole-person development. Humanist learning theory emphasizes the unique needs and capabilities of each student and underscores the efficacy of a personalized education.

Explanation: This approach focuses on the unique capabilities of each learner rather than the method or materials.

Application: With the understanding that people are inherently good, humanism focuses on creating an environment conducive to self-actualization. In doing so, learners’ needs are met and learners themselves are then free to determine their own goals while the teacher assists them in meeting those learning goals.

In the classroom, a humanistic approach might look like a teacher providing students with choices about what to study in order to promote autonomy and intrinsic motivation. It also emphasizes positive teacher-student relationships, making it important for teachers to form connections with each student. Humanistic educators might use discussions, group work and self-evaluation to encourage critical thinking and this sort of connection.

Connectivism is a newer learning theory. It posits that knowledge and learning reside in diverse sources and experiences. That includes understanding how to navigate and source further information via digital means.

Explanation: Informed by the digital age, connectivism departs from constructivism by identifying and remediating gaps in knowledge.

Application: Strongly influenced by technology, connectivism focuses on a learner’s ability to source and update accurate information frequently. Knowing how and where to find the best information is as important as the information itself.

In the classroom, students are likely to learn good digital literacy habits to help navigate online resources to answer their questions. They may also use digital tools to collaborate.

Other types of learning theories in education 

Like students themselves, learning theories in education are diverse. Although the five learning theories we have described are some of the most prominent, there are others to discover, such as:

• Transformative learning theory: One of the most prominent adult learning theories , transformative learning theory posits that new information can essentially change our worldviews when our life experience and knowledge are paired with critical reflection.
• Social learning theory: This theory incorporates some of the tacit tenets of peer pressure. Specifically, students observe other students and model their behavior accordingly. Sometimes it’s to emulate peers; other times it’s to distinguish themselves from peers. Harnessing the power of social learning theory involves getting students’ attention, focusing on how students can retain information, identifying when it’s appropriate to reproduce a previous behavior, and determining students’ motivation.
• Experiential learning theory: There are plenty of clichés and parables about teaching someone something by doing it, although it wasn’t until the early 1980s that it became an official learning theory . This approach emphasizes learning about and experiencing something so that students can apply knowledge in real-world situations.

How educational theories influence learning 

Educational theories influence learning in a variety of ways. Learning theory examples can affect teachers' approach to instruction and classroom management. Finding the right approach (even if combining two or more learning theories) can make the difference between an effective and inspiring classroom experience and an ineffective one.

Applied learning theories directly influence a classroom experience in a variety of ways, such as:

• Providing students with structure and a comfortable, steady environment
• Helping educators, administrators, students and parents align on goals and outcomes
• Empowering teachers to determine their educational approach based on the needs of their students
• Influencing how and what a person learns
• Helping outsiders (colleges, testing organizations, etc.) determine what kind of education a student has had or is receiving
• Allowing students to have a voice in determining how the class will be managed
• Deciding if instruction will be primarily teacher-led or student-led
• Determining how much collaboration will happen in a classroom

How to apply learning theories in education 

So, how do learning theories apply in the real world? Education is an  evolving field with a complicated future . And according to Roggeman, the effects of applied educational theory can be long-lasting. “The learning theories we experienced as a student influence the type of work environment we prefer as adults,” she explains. “For example, if one experienced classrooms based heavily on social learning during the K-12 years, that person, as an adult, may be very comfortable in a highly collaborative work environment. Reflection on one’s educational history might serve as an insightful tool as to one’s own fulfillment in the workplace.”

Educational theories have come a long way since the days of Socrates and even the pioneers of behaviorism and cognitivism. While learning theories will no doubt continue to evolve, teachers and students alike can reap the benefits of this evolution as we continue to develop our understanding of how humans most effectively learn.

Expand your educational knowledge at University of Phoenix 

University of Phoenix offers a variety of degree programs and certificates to help educators and aspiring educators optimize their classroom experience. Discover the following:

• Online bachelor’s degrees in education: Students can lay the foundation for a career in early childhood education or elementary education with one of these two degree programs and prepare for teacher licensure.
• Online master’s degrees in education: Refine your career goals with an advanced degree in education. Options include focusing on adult education, curriculum and instruction, and special education, among others.
• Online Doctor of Education : Ready to solve complex problems in education? This terminal degree program takes a deep dive into how to improve performance using critical and innovative thinking.

ABOUT THE AUTHOR

A graduate of Johns Hopkins University and its Writing Seminars program and winner of the Stephen A. Dixon Literary Prize, Michael Feder brings an eye for detail and a passion for research to every article he writes. His academic and professional background includes experience in marketing, content development, script writing and SEO. Today, he works as a multimedia specialist at University of Phoenix where he covers a variety of topics ranging from healthcare to IT.

ABOUT THE REVIEWER

As dean of the University of Phoenix College of Education, Pamela Roggeman has spent over a decade in higher education teacher preparation in both the public and private sector. Her experience has included national partnerships that help to advance thought leadership in the field of education. Dr. Roggeman also serves as the President of the Arizona Educational Foundation’s Board of Directors.

This article has been vetted by University of Phoenix's editorial advisory committee.  Read more about our editorial process.

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This University of Idaho research could change how we manage our forests

Just as the microorganisms in the human gut play a crucial role to our well-being, microorganisms in forests are essential to forest stability.

Researchers at the University of Idaho are working to understand exactly how those microorganisms respond when faced with stressors, such as drought and wildfires, and what their role could be in helping trees survive. Their research could influence forest management practices and resilience in the face of climate change, principal investigator Tara Hudiburg told the Sun.

Hudiburg, who is leading the project, is a professor in the university’s forest, rangeland and fire science department. This year she and her research team received a six-year, $15 million grant from the National Science Foundation to study how microorganisms in Idaho forests respond to stress and how they rely on each other to survive.

The microbiome, or the community of microorganisms such as fungi, bacteria and viruses, exists in any given place. They’re in the soil. They’re in the leaves. They’re in the water, and just about everywhere else.

The project – coined EMBER, or the Embedding Molecular Biology in Ecosystem Research – can help scientists and forest managers better understand which of those microorganisms can help tree species endure harsh conditions under a warming climate.

What does the research look like?

What’s unique about this project is its focus on coniferous forests. In Idaho, common conifers include ponderosa pines, Western red cedars and Douglas firs.

Previous agricultural studies show how microorganisms can help plants deal with toxicity in the soil or on leaves, Hudiburg said, but there are no studies showing how microorganisms help coniferous trees adapt to drought and wildfire – all of which are common in the West, she said.

Hudiburg said the research also addresses some of the failed tree planting projects conducted by nonprofits and environmental organizations across the world.

“With less snowpack, you get less melting time when trees need water – especially the seedlings because they don’t have those deep roots yet, and so they’re failing,” Hudiburg said. “You can’t just plant them and leave.”

The research is also unique because it incorporates scientists from different backgrounds.

The EMBER research team includes professors, undergraduate and graduate students in the biology, chemistry, forest science and soil science departments. They will manipulate drought and wildfire conditions on coniferous trees near Moscow.

The EMBER researchers began the project in May by building structures around the trees to shield the soil from water, mimicking drought conditions. Throughout the drought simulation, they will collect samples of different tree parts, including leaves, roots, and wood, as well as the soil beneath the trees, to identify which microorganisms remain present in the harsh conditions. In three years, they will conduct a controlled burn of the trees, with assistance from wildland fire professionals and collect additional samples to see which microorganisms survive the wildfire simulation. In six years, the team will apply for another grant to continue the research.

By eventually understanding and matching microorganisms that help trees resist drought and wildfires, Hudiburg said forest managers could maintain healthier forests, which are natural mitigators of climate change. That’s because trees store more carbon dioxide than grass, their dark colors absorb more heat than other surfaces, and they provide humidity to an area, Hudiburg said.

“You could start actually manipulating a little bit, just like we do with agriculture,” she said. “You could plant tree seedlings with their bacterial symbionts, maybe spray (bacteria) on their leaves. Everything we do should be pushing us in a direction towards where we can at least help managers, landowners and restoration efforts be more successful.”

As global temperatures continue to rise, Peter Goebel, a Ph.D. student in environmental science involved in the project, told the Sun that this research will help guide forest managers on what to prioritize to maintain forest health.

“If we really want to … get a grip on climate change, we have to put in the money, resources and the time to understand how they’re affecting ecosystems and find and pinpoint the exact areas where management will do the most,” Goebel said. “Does that mean we need to focus on the trees? Does that mean we need to focus on microbes? I feel like that’s what this project really gets to.”

Lead researchers discuss ‘new opportunities’ from climate change

The professors leading the EMBER project believe its results could bridge the gap between those concerned about climate change and skeptics.

Laurel Lynch, the coprincipal investigator of the project and an assistant professor at University of Idaho’s Department of Soil and Water Systems, grew up in Alaska in the 1990s and understands the impact extractive industries have on local economies. She told the Sun that while she has sympathy for those industries, she believes climate change provides opportunities for innovation and economic growth.

“Climate change is not ideal,” Lynch said. “No one wants to be here, but there are so many new opportunities that this challenge is presenting too. New trades will develop. For me, part of this is focusing on opportunities rather than kind of the doomsday spiral.”

“If you work in an extractive industry, that’s your livelihood, so there’s a huge vested human interest in pretending this isn’t happening,” Lynch said. “We can’t think about or conceptualize climate change or think about adapting or mitigating climate change without considering how we’re impacting the microbiome,” she said.

Klas Udekwu, an assistant professor of microbiology at the University of Idaho, said the project will bridge the political divide by providing more knowledge.

“The more knowledge we can infuse into the discussion, and the more trans disciplinary that discussion becomes, the better the chances that even those who don’t believe in climate change might start to see the connections and implications,” he said.

Blending modern science with Indigenous knowledge

In addition to research, part of the project will incorporate community outreach. EMBER will partner with youth in the Coeur d’Alene Tribe and the Bonneville Environmental Foundation to include Indigenous forest management practices.

“It’s a really great opportunity because it coincides with us trying to grapple with the same issues that EMBER is meant to address, like higher intensity fires that you know could do a lot more damage to trees than lower historic fires. And how can we manage all of that?” Laura Laumatia, the environmental programs manager at the Coeur d’Alene Tribe, said in a phone interview.

Laumatia said the Coeur d’Alene Tribe has thousands of years of cultural burning experience, and the study is an opportunity to blend traditional Indigenous knowledge with modern science.

“The forest of the Coeur d’Alene Tribe has plenty of the focal species involved in the study that there’s an opportunity to involve tribal youth especially in citizen-science type work and gathering data,” she said.

Third time’s a charm for National Science Foundation grant

This year was Hudiburg and her colleagues’ third time applying for the National Science Foundation’s Biology Integration Institute grant. The grant is for research that spans multiple disciplines within and beyond biology, according to its website.

After submitting three different versions of a study, she and her team finally received the grant.

“We really didn’t have that engaged molecular and microbiology team before,” Hudiburg said about her previous submissions. “I would say two-thirds of the research is now at a much smaller scale, with a lab, genetics and evolution focus versus the ecosystem scale.”

To receive a grant from the Biology Integration Institute is extremely rare, Lynch said. The EMBER project is one of 31 groups who has received a grant since the program launched in late 2019.

“We had to go pretty far outside of our comfort zone and start talking to people we’ve never interacted with before scientifically,” Lynch said in a press release.

However, Lynch told the Sun she is excited to see how other scientists will interpret their data, a highlight of the integrative approach to this research.

“We could be looking at the exact same data set and pull out or find different parts of it that could be interesting,” she said.

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Education, Business, & Law

New books from Wharton faculty

The latest installments of the wharton school’s faculty research podcast, ‘ripple effect,’ showcases recent books on leadership, customer service, immigration, and the power of data..

Wharton’s faculty podcast, “ Ripple Effect ,” introduces its “Meet the Author” series, highlighting recent books published by experts at the Wharton School . The June series examines leadership, customer service, immigration, and the power of data.

Alberto I. Duran President’s Distinguished Professor Cait Lamberton talks about her new book, “Marketplace Dignity,” which explains why customers want firms to treat them with respect and dignity above anything else.

“We asked consumers to rank the importance of different things that they can experience in their interactions with a firm. Dignity always comes in second. It comes in second to the objective value that you get from your interaction with a firm,” says Lamberton. “But what falls way down the list are the things that we talk about all the time, like whether the firm is sustainable, whether the firm aligns with my political values. What’s second is whether I’m treated with respect. That comes up in the data over and over and over again.”

With political instability rising around the world, now is the time for business leaders to develop a comprehensive strategy to mitigate risk. Vice Dean and Faculty Director of the Environmental, Social and Governance Initiative Witold Henisz explains how in his new book, “Geostrategy by Design.”

“There’s a risk of a greater resurgence of something like the Cold War, where we can’t be sourcing certain products. We’re concerned about the ownership of who owns what company, whether it be TikTok or whether it be semiconductors,” says Henisz. “National identity really matters, and that’s got to be part of the equation. It’s not a new system, but it’s a new set of questions that are going to affect the system in every aspect of global companies’ operations.”

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“We have a lot of research showing that where immigrants go, firms make investment. And these effects last for generations. Where there’s a lot of, say, Germans, historically, a lot of German investment will follow. It’s true for Mexican firms. It’s true for Korean firms. It’s true for every nationality,” says Hernandez. “This is what I call the investment-immigration-jobs triangle. Immigrants arrive, they foster investment from their home countries, those investments create jobs.”

Rather than mining data for insights, companies need to think more strategically about the decisions they need to make, and use data to help them get there. Co-director of AI at Wharton and the Sebastian S. Kresge Professor of Marketing Stefano Puntoni says that’s the focus of “Decision-driven Analytics,” his new book co-authored with Bart De Langhe.

“Nobody argues that using data to make decisions is a bad idea. We need data to make good decisions. What we argue in the book is that the emphasis is wrong,” says Puntoni. “And that the complexity and investments required to get the data systems in place, and all that complex, technical work that has to be done has attracted a lot of attention. At some point, people end up in a situation where we are looking at data and trying to find a purpose for it, rather than looking at the questions that they need to answer and find data for that purpose.”

For a full list of podcast episodes, visit the “ Ripple Effect ” website.

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Microsoft Research Blog

Unified database: laying the foundation for large language model vertical applications.

Published July 10, 2024

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Large language models (LLMs) have become a valuable technology in areas such as content creation, language comprehension, and intelligent dialogue, or interactions between people and computer systems. However, these models generate responses based on patterns and rules observed in fixed training data, which can potentially lead them to produce erroneous and even fictitious information. The models can also struggle with real-time knowledge updates. One technique known as retrieval augmented generation (RAG) can organically combine fresh external information with LLMs, putting relevant and precise knowledge into context to help guide the answer generation process, enhancing their performance and reliability.   One of the core components of RAG, the vector database, significantly differs from traditional relational databases in its storage and query mechanisms. This presents a challenge to the unified management of increasingly diverse and multimodal knowledge bases. Researchers from the Systems and Networking Group at Microsoft Research Asia believe that a unified database capable of managing rich attributes and modalities of external knowledge will support widespread application and improved reliability of LLMs.   “As the capabilities of large models continue to improve, various types of data, such as text, images, and videos, can be encoded into high-dimensional vectors using machine learning technology. Detailed attributes of knowledge, such as the type of images, user preferences, etc., can be converted into different data features. It becomes difficult to achieve efficient and accurate query results among these mixed types of information. Therefore, a unified database is needed to effectively manage the data, providing a more solid knowledge foundation for LLMs,” said Qi Chen, a principal researcher at the Microsoft Research Asia lab in Vancouver, Canada.

VBase query system: Providing a unified foundation for vector index and scalar index scanning

Vector databases and scalar databases have different index scan patterns. Therefore, the lack of a unified foundation is the first problem to be solved in building a unified database.   Scalar indexes are based on numerical order, and the scanning of these indexes follows a strictly increasing or decreasing order. This is the primary reason why relational databases can efficiently execute queries. For example, when searching for clothes priced between 100 and 200 Canadian dollars on a shopping platform, the system starts scanning from the price of C$100, and the query stops once the price exceeds C$200. Clearly, this monotonicity-based scalar query is highly efficient.   In contrast, vector indexes are built on proximity in high-dimensional space, and index traversal cannot follow a strict order, so they lack monotonicity. Vector indexes only provide approximate spatial navigation for queries, to estimate the nearest subspace. To achieve early termination, the vector index scanning process relies on the TopK algorithm to provide the temporary order. Although the order can be used to terminate the execution in advance, this method is inefficient.

For example, suppose a person has a picture of a garment and wants to find similar items on a shopping platform that are priced below C$200. The traditional method is to first conduct a similarity query to get a large number of candidates, and then filter based on price. For instance, to find the top 10 most similar and appropriately priced results, one can first set the search range to 1,000 candidates, and then filter one by one according to the price condition until 10 results appear that meet the requirements. If the results are insufficient, the search range can be expanded to 2,000 or 3,000 until the requirements are met. 

This method is designed to convert the retrieval results of vector data into a temporary scalar index that follows strict monotonicity and then perform scalar queries. 

The problem with this method is that it cannot guarantee that the K results returned will meet the final filtering query requirements. Therefore, to ensure that the filtering results meet the requirements, either TopK needs to perform a wider similarity query, returning more Ks; or when K is insufficient, TopK queries are repeated. But both methods will lead to suboptimal query performance.

By analyzing a large number of vector indices, researchers have found that vector index queries do not require strict monotonicity for early termination. The traversal of vector indices exhibits a kind of relaxed monotonicity . The traversal of scalar indices is a special case of this relaxed monotonicity.

Based on this discovery, researchers have developed the VBase unified database system. This system provides a unified foundation for efficient scanning of vector indices and scalar indices, making the scanning of various indices follow the same interface and early termination conditions. This innovation not only improves the performance of vector databases in executing complex queries by 10 to 1,000 times, but also improves the accuracy of queries.

VBase makes it possible to build a unified database capable of executing various complex relational vector and scalar mixed queries. Currently, based on the VBase (opens in new tab) system, an open-source database platform has successfully built its own multimodal vector database.

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SPFresh: First vector index that supports real-time in-place incremental update 

The RAG technology based on vector database retrieval significantly improves the accuracy of the generation results of LLMs. However, this improvement requires real-time updates to the data in the vector database. For vectors with hundreds to thousands of dimensions, updating is not easy – it can take days to reconstruct the vector index. 

Scalar databases typically use a B-tree or B+ tree index, which can complete updates by directly inserting information after finding the specified location through binary search. However, updating a vector database is much more complicated. 

Take the currently popular fine-grained graph-based vector index and coarse-grained cluster-based vector index as examples. When inserting or deleting vectors in the fine-grained graph vector index, it is necessary to perform large-scale graph scanning to find the appropriate neighbors for update, which requires a lot of computational resources.

Meanwhile, an insufficient update can weaken performance and accuracy. In the update of the coarse-grained cluster index, although the insertion or deletion of vectors only involves the modification of the nearest partition, the cost is lower. But as partition updates accumulate, the data distribution can become unbalanced, which could affect query latency and accuracy, leading to a decline in index quality.

Existing vector index update methods rely on periodic global rebuilding, which is slow and resource intensive. Although performance and accuracy are immediately improved after rebuilding, they gradually decline between rebuilds. In addition, the cost of global rebuilding is very high, requiring more than 10 times the resources of traditional indexing, possibly exceeding the cost of index search services. 

To solve these problems, researchers from Microsoft and their collaborators have proposed SPFresh , which is the first vector index that supports real-time, in-place, incremental updating of unified databases. The core of SPFresh is LIRE – a lightweight incremental rebalancing protocol used to dynamically split or merge vector partitions and reallocate vectors in partitions to adapt to changes in data distribution. LIRE achieves low-resource vector updates by reallocating vectors only at nearby partitions. 

Compared to existing periodic index rebuilding methods, SPFresh can greatly reduce the resources required for index rebuilding, and can always maintain a stable high recall rate, low latency, and high query throughput, effectively adapting to dynamic changes in data distribution in a timely manner.

OneSparse: A unified system for sparse and dense multi-index vector search

Vector databases are widely used in fields such as natural language processing, information retrieval, and recommendation systems, providing efficient solutions for handling unstructured data. However, various encoding methods for vector data exist, with sparse and dense vectors each having their own advantages for different types of tasks. For example, sparse vectors are suitable for keyword matching tasks, while dense vectors are better for extracting semantic information. Therefore, in practical applications, multi-index mixed queries are widely used, especially in mixed data sets, where the method of finding similar items by combining sparse and dense feature collaborative filtering has been proven to improve the accuracy of query results.

However, due to the special traversal manner of vector indexes, the intersection between multiple vector indexes cannot be directly pushed down, making it difficult to combine search results from multiple indexes.

To overcome this challenge, researchers from Microsoft and their collaborators have introduced OneSparse , a unified index system catering to both sparse and dense vectors. OneSparse enables the execution of multi-index mixed queries and dynamically generates the optimal merge plan, facilitating rapid intersection and union operations within a single index during index traversal.

OneSparse unifies sparse indexes and dense indexes into a single inverted index and rearranges all posting lists according to the document ID, ensuring efficient execution, even when performing complex queries for both semantic and keyword matching. The technology has been successfully applied in Microsoft Bing’s web search and sponsored search. 

Unified databases accelerate the development of LLMs and hardware innovation 

As early as 2018, Microsoft Research Asia began in-depth research on vector data systems. “At that time, we realized that vectorization would become the cornerstone of deep learning applications,” Qi Chen said. “Therefore, we developed SPTAG (opens in new tab) and SPANN (opens in new tab) technologies one after another, successfully solving the generalization and scalability problems of vector indexing, and applied it to Microsoft Bing search, achieving the world’s largest vector semantic search system.”   Researchers at Microsoft Research Asia continue to explore vector database technology. Based on the relaxed monotonicity and the lightweight update method of the LIRE protocol, they have built a unified database system MSVBASE (opens in new tab) , which has been open-sourced on GitHub. The MSVBASE system can be used for semantic analysis of multimodal data, providing developers with powerful tools for researching and utilizing the RAG mechanism and designing more complex RAG retrieval queries. RAG technology will not only be able to perform TopK-based vector queries but also make use of more high-dimensional vector data and attributes for retrieval, achieving more accurate query results. 

In the current age of extensive knowledge expansion, unified databases offer better knowledge transfer between multimodal data types. They provide substantial corpus support for large models and are poised to drive innovation in underlying hardware, laying the foundation for data-enhanced AI in the future.

Related publications

Onesparse: a unified system for multi-index vector search, spann: highly-efficient billion-scale approximate nearest neighbor search, vbase: unifying online vector similarity search and relational queries via relaxed monotonicity, spfresh: incremental in-place update for billion-scale vector search, continue reading.

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