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Writing a Research Paper Introduction | Step-by-Step Guide

Published on September 24, 2022 by Jack Caulfield . Revised on September 5, 2024.

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

• Present your topic and get the reader interested
• Provide background or summarize existing research
• Position your own approach
• Detail your specific research problem and problem statement
• Give an overview of the paper’s structure

The introduction looks slightly different depending on whether your paper presents the results of original empirical research or constructs an argument by engaging with a variety of sources.

The five steps in this article will help you put together an effective introduction for either type of research paper.

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Table of contents

Step 1: introduce your topic, step 2: describe the background, step 3: establish your research problem, step 4: specify your objective(s), step 5: map out your paper, research paper introduction examples, frequently asked questions about the research paper introduction.

The first job of the introduction is to tell the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of your topic. Think of an interesting fact or statistic, a strong statement, a question, or a brief anecdote that will get the reader wondering about your topic.

For example, the following could be an effective hook for an argumentative paper about the environmental impact of cattle farming:

A more empirical paper investigating the relationship of Instagram use with body image issues in adolescent girls might use the following hook:

Don’t feel that your hook necessarily has to be deeply impressive or creative. Clarity and relevance are still more important than catchiness. The key thing is to guide the reader into your topic and situate your ideas.

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This part of the introduction differs depending on what approach your paper is taking.

In a more argumentative paper, you’ll explore some general background here. In a more empirical paper, this is the place to review previous research and establish how yours fits in.

Argumentative paper: Background information

After you’ve caught your reader’s attention, specify a bit more, providing context and narrowing down your topic.

Provide only the most relevant background information. The introduction isn’t the place to get too in-depth; if more background is essential to your paper, it can appear in the body .

Empirical paper: Describing previous research

For a paper describing original research, you’ll instead provide an overview of the most relevant research that has already been conducted. This is a sort of miniature literature review —a sketch of the current state of research into your topic, boiled down to a few sentences.

This should be informed by genuine engagement with the literature. Your search can be less extensive than in a full literature review, but a clear sense of the relevant research is crucial to inform your own work.

Begin by establishing the kinds of research that have been done, and end with limitations or gaps in the research that you intend to respond to.

The next step is to clarify how your own research fits in and what problem it addresses.

Argumentative paper: Emphasize importance

In an argumentative research paper, you can simply state the problem you intend to discuss, and what is original or important about your argument.

Empirical paper: Relate to the literature

In an empirical research paper, try to lead into the problem on the basis of your discussion of the literature. Think in terms of these questions:

• What research gap is your work intended to fill?
• What limitations in previous work does it address?
• What contribution to knowledge does it make?

You can make the connection between your problem and the existing research using phrases like the following.

Now you’ll get into the specifics of what you intend to find out or express in your research paper.

The way you frame your research objectives varies. An argumentative paper presents a thesis statement, while an empirical paper generally poses a research question (sometimes with a hypothesis as to the answer).

Argumentative paper: Thesis statement

The thesis statement expresses the position that the rest of the paper will present evidence and arguments for. It can be presented in one or two sentences, and should state your position clearly and directly, without providing specific arguments for it at this point.

Empirical paper: Research question and hypothesis

The research question is the question you want to answer in an empirical research paper.

Present your research question clearly and directly, with a minimum of discussion at this point. The rest of the paper will be taken up with discussing and investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

• This study set out to answer the following question: What effects does daily use of Instagram have on the prevalence of body image issues among adolescent girls?
• We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls.

If your research involved testing hypotheses , these should be stated along with your research question. They are usually presented in the past tense, since the hypothesis will already have been tested by the time you are writing up your paper.

For example, the following hypothesis might respond to the research question above:

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The final part of the introduction is often dedicated to a brief overview of the rest of the paper.

In a paper structured using the standard scientific “introduction, methods, results, discussion” format, this isn’t always necessary. But if your paper is structured in a less predictable way, it’s important to describe the shape of it for the reader.

If included, the overview should be concise, direct, and written in the present tense.

• This paper will first discuss several examples of survey-based research into adolescent social media use, then will go on to …
• This paper first discusses several examples of survey-based research into adolescent social media use, then goes on to …

Scribbr’s paraphrasing tool can help you rephrase sentences to give a clear overview of your arguments.

Full examples of research paper introductions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

• Argumentative paper
• Empirical paper

Are cows responsible for climate change? A recent study (RIVM, 2019) shows that cattle farmers account for two thirds of agricultural nitrogen emissions in the Netherlands. These emissions result from nitrogen in manure, which can degrade into ammonia and enter the atmosphere. The study’s calculations show that agriculture is the main source of nitrogen pollution, accounting for 46% of the country’s total emissions. By comparison, road traffic and households are responsible for 6.1% each, the industrial sector for 1%. While efforts are being made to mitigate these emissions, policymakers are reluctant to reckon with the scale of the problem. The approach presented here is a radical one, but commensurate with the issue. This paper argues that the Dutch government must stimulate and subsidize livestock farmers, especially cattle farmers, to transition to sustainable vegetable farming. It first establishes the inadequacy of current mitigation measures, then discusses the various advantages of the results proposed, and finally addresses potential objections to the plan on economic grounds.

The rise of social media has been accompanied by a sharp increase in the prevalence of body image issues among women and girls. This correlation has received significant academic attention: Various empirical studies have been conducted into Facebook usage among adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014). These studies have consistently found that the visual and interactive aspects of the platform have the greatest influence on body image issues. Despite this, highly visual social media (HVSM) such as Instagram have yet to be robustly researched. This paper sets out to address this research gap. We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls. It was hypothesized that daily Instagram use would be associated with an increase in body image concerns and a decrease in self-esteem ratings.

The introduction of a research paper includes several key elements:

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

and your problem statement

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

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

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

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

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

Cite this Scribbr article

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Caulfield, J. (2024, September 05). Writing a Research Paper Introduction | Step-by-Step Guide. Scribbr. Retrieved September 12, 2024, from https://www.scribbr.com/research-paper/research-paper-introduction/

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How to Write a Research Paper Introduction (with Examples)

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

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

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

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

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

Break through writer’s block. Write your research paper introduction with Paperpal’s Generative AI features

Table of Contents

What is the introduction for a research paper, what are the parts of introduction in the research, 1. introduce the research topic:, 2. determine a research niche:, 3. place your research within the research niche:, how to use paperpal to write the introduction section, frequently asked questions on research paper introduction, key points to remember.

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

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

Why is the introduction important in a research paper?

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

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

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

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

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How to write a research paper introduction?

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

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

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

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

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

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

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

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

Write a Research Paper Introduction in Minutes with Paperpal

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

• Real-time writing suggestions
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• Paraphrasing to add variety, ensure academic tone, and trim text to meet journal limits

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

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

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

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

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

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

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

Craft accurate research paper introductions with Paperpal. Start writing now!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Table of Contents

Writing an introduction for a research paper is a critical element of your paper, but it can seem challenging to encapsulate enormous amount of information into a concise form. The introduction of your research paper sets the tone for your research and provides the context for your study. In this article, we will guide you through the process of writing an effective introduction that grabs the reader's attention and captures the essence of your research paper.

Understanding the Purpose of a Research Paper Introduction

The introduction acts as a road map for your research paper, guiding the reader through the main ideas and arguments. The purpose of the introduction is to present your research topic to the readers and provide a rationale for why your study is relevant. It helps the reader locate your research and its relevance in the broader field of related scientific explorations. Additionally, the introduction should inform the reader about the objectives and scope of your study, giving them an overview of what to expect in the paper. By including a comprehensive introduction, you establish your credibility as an author and convince the reader that your research is worth their time and attention.

Key Elements to Include in Your Introduction

When writing your research paper introduction, there are several key elements you should include to ensure it is comprehensive and informative.

• A hook or attention-grabbing statement to capture the reader's interest.  It can be a thought-provoking question, a surprising statistic, or a compelling anecdote that relates to your research topic.
• A brief overview of the research topic and its significance. By highlighting the gap in existing knowledge or the problem your research aims to address, you create a compelling case for the relevance of your study.
• A clear research question or problem statement. This serves as the foundation of your research and guides the reader in understanding the unique focus of your study. It should be concise, specific, and clearly articulated.
• An outline of the paper's structure and main arguments, to help the readers navigate through the paper with ease.

Preparing to Write Your Introduction

Before diving into writing your introduction, it is essential to prepare adequately. This involves 3 important steps:

• Conducting Preliminary Research: Immerse yourself in the existing literature to develop a clear research question and position your study within the academic discourse.
• Identifying Your Thesis Statement: Define a specific, focused, and debatable thesis statement, serving as a roadmap for your paper.
• Considering Broader Context: Reflect on the significance of your research within your field, understanding its potential impact and contribution.

By engaging in these preparatory steps, you can ensure that your introduction is well-informed, focused, and sets the stage for a compelling research paper.

Structuring Your Introduction

Now that you have prepared yourself to tackle the introduction, it's time to structure it effectively. A well-structured introduction will engage the reader from the beginning and provide a logical flow to your research paper.

Starting with a Hook

Begin your introduction with an attention-grabbing hook that captivates the reader's interest. This hook serves as a way to make your introduction more engaging and compelling. For example, if you are writing a research paper on the impact of climate change on biodiversity, you could start your introduction with a statistic about the number of species that have gone extinct due to climate change. This will immediately grab the reader's attention and make them realize the urgency and importance of the topic.

Introducing Your Topic

Provide a brief overview, which should give the reader a general understanding of the subject matter and its significance. Explain the importance of the topic and its relevance to the field. This will help the reader understand why your research is significant and why they should continue reading. Continuing with the example of climate change and biodiversity, you could explain how climate change is one of the greatest threats to global biodiversity, how it affects ecosystems, and the potential consequences for both wildlife and human populations. By providing this context, you are setting the stage for the rest of your research paper and helping the reader understand the importance of your study.

Presenting Your Thesis Statement

The thesis statement should directly address your research question and provide a preview of the main arguments or findings discussed in your paper. Make sure your thesis statement is clear, concise, and well-supported by the evidence you will present in your research paper. By presenting a strong and focused thesis statement, you are providing the reader with the information they could anticipate in your research paper. This will help them understand the purpose and scope of your study and will make them more inclined to continue reading.

Writing Techniques for an Effective Introduction

When crafting an introduction, it is crucial to pay attention to the finer details that can elevate your writing to the next level. By utilizing specific writing techniques, you can captivate your readers and draw them into your research journey.

Using Clear and Concise Language

One of the most important writing techniques to employ in your introduction is the use of clear and concise language. By choosing your words carefully, you can effectively convey your ideas to the reader. It is essential to avoid using jargon or complex terminology that may confuse or alienate your audience. Instead, focus on communicating your research in a straightforward manner to ensure that your introduction is accessible to both experts in your field and those who may be new to the topic. This approach allows you to engage a broader audience and make your research more inclusive.

Establishing the Relevance of Your Research

One way to establish the relevance of your research is by highlighting how it fills a gap in the existing literature. Explain how your study addresses a significant research question that has not been adequately explored. By doing this, you demonstrate that your research is not only unique but also contributes to the broader knowledge in your field. Furthermore, it is important to emphasize the potential impact of your research. Whether it is advancing scientific understanding, informing policy decisions, or improving practical applications, make it clear to the reader how your study can make a difference.

By employing these two writing techniques in your introduction, you can effectively engage your readers. Take your time to craft an introduction that is both informative and captivating, leaving your readers eager to delve deeper into your research.

Revising and Polishing Your Introduction

Once you have written your introduction, it is crucial to revise and polish it to ensure that it effectively sets the stage for your research paper.

Self-Editing Techniques

Review your introduction for clarity, coherence, and logical flow. Ensure each paragraph introduces a new idea or argument with smooth transitions.

Check for grammatical errors, spelling mistakes, and awkward sentence structures.

Ensure that your introduction aligns with the overall tone and style of your research paper.

Seeking Feedback for Improvement

Consider seeking feedback from peers, colleagues, or your instructor. They can provide valuable insights and suggestions for improving your introduction. Be open to constructive criticism and use it to refine your introduction and make it more compelling for the reader.

Writing an introduction for a research paper requires careful thought and planning. By understanding the purpose of the introduction, preparing adequately, structuring effectively, and employing writing techniques, you can create an engaging and informative introduction for your research. Remember to revise and polish your introduction to ensure that it accurately represents the main ideas and arguments in your research paper. With a well-crafted introduction, you will capture the reader's attention and keep them inclined to your paper.

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How to write an introduction section of a scientific article?

An article primarily includes the following sections: introduction, materials and methods, results, discussion, and conclusion. Before writing the introduction, the main steps, the heading and the familiarity level of the readers should be considered. Writing should begin when the experimental system and the equipment are available. The introduction section comprises the first portion of the manuscript, and it should be written using the simple present tense. Additionally, abbreviations and explanations are included in this section. The main goal of the introduction is to convey basic information to the readers without obligating them to investigate previous publications and to provide clues as to the results of the present study. To do this, the subject of the article should be thoroughly reviewed, and the aim of the study should be clearly stated immediately after discussing the basic references. In this review, we aim to convey the principles of writing the introduction section of a manuscript to residents and young investigators who have just begun to write a manuscript.

Introduction

When entering a gate of a magnificent city we can make a prediction about the splendor, pomposity, history, and civilization we will encounter in the city. Occasionally, gates do not give even a glimpse of the city, and it can mislead the visitors about inner sections of the city. Introduction sections of the articles are like gates of a city. It is a presentation aiming at introducing itself to the readers, and attracting their attention. Attractiveness, clarity, piquancy, and analytical capacity of the presentation will urge the reader to read the subsequent sections of the article. On the other hand as is understood from the motto of antique Greek poet Euripides “a bad beginning makes a bad ending”, ‘Introduction’ section of a scientific article is important in that it can reveal the conclusion of the article. [ 1 ]

It is useful to analyze the issues to be considered in the ‘Introduction’ section under 3 headings. Firstly, information should be provided about the general topic of the article in the light of the current literature which paves the way for the disclosure of the objective of the manuscript. Then the specific subject matter, and the issue to be focused on should be dealt with, the problem should be brought forth, and fundamental references related to the topic should be discussed. Finally, our recommendations for solution should be described, in other words our aim should be communicated. When these steps are followed in that order, the reader can track the problem, and its solution from his/her own perspective under the light of current literature. Otherwise, even a perfect study presented in a non-systematized, confused design will lose the chance of reading. Indeed inadequate information, inability to clarify the problem, and sometimes concealing the solution will keep the reader who has a desire to attain new information away from reading the manuscript. [ 1 – 3 ]

First of all, explanation of the topic in the light of the current literature should be made in clear, and precise terms as if the reader is completely ignorant of the subject. In this section, establishment of a warm rapport between the reader, and the manuscript is aimed. Since frantic plunging into the problem or the solution will push the reader into the dilemma of either screening the literature about the subject matter or refraining from reading the article. Updated, and robust information should be presented in the ‘Introduction’ section.

Then main topic of our manuscript, and the encountered problem should be analyzed in the light of the current literature following a short instance of brain exercise. At this point the problems should be reduced to one issue as far as possible. Of course, there might be more than one problem, however this new issue, and its solution should be the subject matter of another article. Problems should be expressed clearly. If targets are more numerous, and complex, solutions will be more than one, and confusing.

Finally, the last paragraphs of the ‘Introduction’ section should include the solution in which we will describe the information we generated, and related data. Our sentences which arouse curiosity in the readers should not be left unanswered. The reader who thinks to obtain the most effective information in no time while reading a scientific article should not be smothered with mysterious sentences, and word plays, and the readers should not be left alone to arrive at a conclusion by themselves. If we have contrary expectations, then we might write an article which won’t have any reader. A clearly expressed or recommended solutions to an explicitly revealed problem is also very important for the integrity of the ‘Introduction’ section. [ 1 – 5 ]

We can summarize our arguments with the following example ( Figure 1 ). The introduction section of the exemplary article is written in simple present tense which includes abbreviations, acronyms, and their explanations. Based on our statements above we can divide the introduction section into 3 parts. In the first paragraph, miniaturization, and evolvement of pediatric endourological instruments, and competitions among PNL, ESWL, and URS in the treatment of urinary system stone disease are described, in other words the background is prepared. In the second paragraph, a newly defined system which facilitates intrarenal access in PNL procedure has been described. Besides basic references related to the subject matter have been given, and their outcomes have been indicated. In other words, fundamental references concerning main subject have been discussed. In the last paragraph the aim of the researchers to investigate the outcomes, and safety of the application of this new method in the light of current information has been indicated.

An exemplary introduction section of an article

Apart from the abovementioned information about the introduction section of a scientific article we will summarize a few major issues in brief headings

Important points which one should take heed of:

• Abbreviations should be given following their explanations in the ‘Introduction’ section (their explanations in the summary does not count)
• Simple present tense should be used.
• References should be selected from updated publication with a higher impact factor, and prestigous source books.
• Avoid mysterious, and confounding expressions, construct clear sentences aiming at problematic issues, and their solutions.
• The sentences should be attractive, tempting, and comjprehensible.
• Firstly general, then subject-specific information should be given. Finally our aim should be clearly explained.

How to Write the Introduction to a Scientific Paper?

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An Introduction to a scientific paper familiarizes the reader with the background of the issue at hand. It must reflect why the issue is topical and its current importance in the vast sea of research being done globally. It lays the foundation of biomedical writing and is the first portion of an article according to the IMRAD pattern ( I ntroduction, M ethodology, R esults, a nd D iscussion) [1].

I once had a professor tell a class that he sifted through our pile of essays, glancing at the titles and introductions, looking for something that grabbed his attention. Everything else went to the bottom of the pile to be read last, when he was tired and probably grumpy from all the marking. Don’t get put at the bottom of the pile, he said. Anonymous

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The Introduction Section

Abstract and Keywords

Writing and publishing a scientific paper

1 what is the importance of an introduction.

An Introduction to a scientific paper familiarizes the reader with the background of the issue at hand. It must reflect why the issue is topical and its current importance in the vast sea of research being done globally. It lays the foundation of biomedical writing and is the first portion of an article according to the IMRAD pattern ( I ntroduction, M ethodology, R esults, a nd D iscussion) [ 1 ].

It provides the flavour of the article and many authors have used phrases to describe it for example—'like a gate of the city’ [ 2 ], ‘the beginning is half of the whole’ [ 3 ], ‘an introduction is not just wrestling with words to fit the facts, but it also strongly modulated by perception of the anticipated reactions of peer colleagues’, [ 4 ] and ‘an introduction is like the trailer to a movie’. A good introduction helps captivate the reader early.

2 What Are the Principles of Writing a Good Introduction?

A good introduction will ‘sell’ an article to a journal editor, reviewer, and finally to a reader [ 3 ]. It should contain the following information [ 5 , 6 ]:

The known—The background scientific data

The unknown—Gaps in the current knowledge

Research hypothesis or question

Methodologies used for the study

The known consist of citations from a review of the literature whereas the unknown is the new work to be undertaken. This part should address how your work is the required missing piece of the puzzle.

3 What Are the Models of Writing an Introduction?

The Problem-solving model

First described by Swales et al. in 1979, in this model the writer should identify the ‘problem’ in the research, address the ‘solution’ and also write about ‘the criteria for evaluating the problem’ [ 7 , 8 ].

The CARS model that stands for C reating A R esearch S pace [ 9 , 10 ].

The two important components of this model are:

Establishing a territory (situation)

Establishing a niche (problem)

Occupying a niche (the solution)

In this popular model, one can add a fourth point, i.e., a conclusion [ 10 ].

4 What Is Establishing a Territory?

This includes: [ 9 ]

Stating the general topic and providing some background about it.

Providing a brief and relevant review of the literature related to the topic.

Adding a paragraph on the scope of the topic including the need for your study.

5 What Is Establishing a Niche?

Establishing a niche includes:

Stating the importance of the problem.

Outlining the current situation regarding the problem citing both global and national data.

Evaluating the current situation (advantages/ disadvantages).

Identifying the gaps.

Emphasizing the importance of the proposed research and how the gaps will be addressed.

Stating the research problem/ questions.

Stating the hypotheses briefly.

Figure 17.1 depicts how the introduction needs to be written. A scientific paper should have an introduction in the form of an inverted pyramid. The writer should start with the general information about the topic and subsequently narrow it down to the specific topic-related introduction.

Flow of ideas from the general to the specific

6 What Does Occupying a Niche Mean?

This is the third portion of the introduction and defines the rationale of the research and states the research question. If this is missing the reviewers will not understand the logic for publication and is a common reason for rejection [ 11 , 12 ]. An example of this is given below:

Till date, no study has been done to see the effectiveness of a mesh alone or the effectiveness of double suturing along with a mesh in the closure of an umbilical hernia regarding the incidence of failure. So, the present study is aimed at comparing the effectiveness of a mesh alone versus the double suturing technique along with a mesh.

7 How Long Should the Introduction Be?

For a project protocol, the introduction should be about 1–2 pages long and for a thesis it should be 3–5 pages in a double-spaced typed setting. For a scientific paper it should be less than 10–15% of the total length of the manuscript [ 13 , 14 ].

8 How Many References Should an Introduction Have?

All sections in a scientific manuscript except the conclusion should contain references. It has been suggested that an introduction should have four or five or at the most one-third of the references in the whole paper [ 15 ].

9 What Are the Important Points Which Should be not Missed in an Introduction?

An introduction paves the way forward for the subsequent sections of the article. Frequently well-planned studies are rejected by journals during review because of the simple reason that the authors failed to clarify the data in this section to justify the study [ 16 , 17 ]. Thus, the existing gap in knowledge should be clearly brought out in this section (Fig. 17.2 ).

How should the abstract, introduction, and discussion look

The following points are important to consider:

The introduction should be written in simple sentences and in the present tense.

Many of the terms will be introduced in this section for the first time and these will require abbreviations to be used later.

The references in this section should be to papers published in quality journals (e.g., having a high impact factor).

The aims, problems, and hypotheses should be clearly mentioned.

Start with a generalization on the topic and go on to specific information relevant to your research.

10 Example of an Introduction

11 Conclusions

An Introduction is a brief account of what the study is about. It should be short, crisp, and complete.

It has to move from a general to a specific research topic and must include the need for the present study.

The Introduction should include data from a literature search, i.e., what is already known about this subject and progress to what we hope to add to this knowledge.

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Nundy, S., Kakar, A., Bhutta, Z.A. (2022). How to Write the Introduction to a Scientific Paper?. In: How to Practice Academic Medicine and Publish from Developing Countries?. Springer, Singapore. https://doi.org/10.1007/978-981-16-5248-6_17

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How to Write an Introduction for a Research Paper

How to write an introduction for a research paper? Eventually (and with practice) all writers will develop their own strategy for writing the perfect introduction for a research paper. Once you are comfortable with writing, you will probably find your own, but coming up with a good strategy can be tough for beginning writers.

The Purpose of an Introduction

Your opening paragraphs, phrases for introducing thesis statements, research paper introduction examples, using the introduction to map out your research paper.

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• First write your thesis.Your thesis should state the main idea in specific terms.
• After you have a working thesis, tackle the body of your paper before you write the rest of the introduction. Each paragraph in the body should explore one specific topic that proves, or summarizes your thesis. Writing is a thinking process. Once you have worked your way through that process by writing the body of the paper, you will have an intimate understanding of how you are supporting your thesis. After you have written the body paragraphs, go back and rewrite your thesis to make it more specific and to connect it to the topics you addressed in the body paragraph.
• Revise your introduction several times, saving each revision. Be sure your introduction previews the topics you are presenting in your paper. One way of doing this is to use keywords from the topic sentences in each paragraph to introduce, or preview, the topics in your introduction.This “preview” will give your reader a context for understanding how you will make your case.
• Experiment by taking different approaches to your thesis with every revision you make. Play with the language in the introduction. Strike a new tone. Go back and compare versions. Then pick the one that works most effectively with the body of your research paper.
• Do not try to pack everything you want to say into your introduction. Just as your introduction should not be too short, it should also not be too long. Your introduction should be about the same length as any other paragraph in your research paper. Let the content—what you have to say—dictate the length.

The first page of your research paper should draw the reader into the text. It is the paper’s most important page and, alas, often the worst written. There are two culprits here and effective ways to cope with both of them.

First, the writer is usually straining too hard to say something terribly BIG and IMPORTANT about the thesis topic. The goal is worthy, but the aim is unrealistically high. The result is often a muddle of vague platitudes rather than a crisp, compelling introduction to the thesis. Want a familiar example? Listen to most graduation speakers. Their goal couldn’t be loftier: to say what education means and to tell an entire football stadium how to live the rest of their lives. The results are usually an avalanche of clichés and sodden prose.

The second culprit is bad timing. The opening and concluding paragraphs are usually written late in the game, after the rest of the thesis is finished and polished. There’s nothing wrong with writing these sections last. It’s usually the right approach since you need to know exactly what you are saying in the substantive middle sections of the thesis before you can introduce them effectively or draw together your findings. But having waited to write the opening and closing sections, you need to review and edit them several times to catch up. Otherwise, you’ll putting the most jagged prose in the most tender spots. Edit and polish your opening paragraphs with extra care. They should draw readers into the paper.

After you’ve done some extra polishing, I suggest a simple test for the introductory section. As an experiment, chop off the first few paragraphs. Let the paper begin on, say, paragraph 2 or even page 2. If you don’t lose much, or actually gain in clarity and pace, then you’ve got a problem.

There are two solutions. One is to start at this new spot, further into the text. After all, that’s where you finally gain traction on your subject. That works best in some cases, and we occasionally suggest it. The alternative, of course, is to write a new opening that doesn’t flop around, saying nothing.

What makes a good opening? Actually, they come in several flavors. One is an intriguing story about your topic. Another is a brief, compelling quote. When you run across them during your reading, set them aside for later use. Don’t be deterred from using them because they “don’t seem academic enough.” They’re fine as long as the rest of the paper doesn’t sound like you did your research in People magazine. The third, and most common, way to begin is by stating your main questions, followed by a brief comment about why they matter.

Whichever opening you choose, it should engage your readers and coax them to continue. Having done that, you should give them a general overview of the project—the main issues you will cover, the material you will use, and your thesis statement (that is, your basic approach to the topic). Finally, at the end of the introductory section, give your readers a brief road map, showing how the paper will unfold. How you do that depends on your topic but here are some general suggestions for phrase choice that may help:

• This analysis will provide …
• This paper analyzes the relationship between …
• This paper presents an analysis of …
• This paper will argue that …
• This topic supports the argument that…
• Research supports the opinion that …
• This paper supports the opinion that …
• An interpretation of the facts indicates …
• The results of this experiment show …
• The results of this research show …

Comparisons/Contrasts

• A comparison will show that …
• By contrasting the results,we see that …
• This paper examines the advantages and disadvantages of …

Definitions/Classifications

• This paper will provide a guide for categorizing the following:…
• This paper provides a definition of …
• This paper explores the meaning of …
• This paper will discuss the implications of …
• A discussion of this topic reveals …
• The following discussion will focus on …

Description

• This report describes…
• This report will illustrate…
• This paper provides an illustration of …

Process/Experimentation

• This paper will identify the reasons behind…
• The results of the experiment show …
• The process revealed that …
• This paper theorizes…
• This paper presents the theory that …
• In theory, this indicates that …

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

After having written your introduction it’s time to move to the biggest part: body of a research paper.

Back to How To Write A Research Paper .

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Writing an Introduction for a Scientific Paper

Dr. michelle harris, dr. janet batzli, biocore.

This section provides guidelines on how to construct a solid introduction to a scientific paper including background information, study question , biological rationale, hypothesis , and general approach . If the Introduction is done well, there should be no question in the reader’s mind why and on what basis you have posed a specific hypothesis.

Broad Question : based on an initial observation (e.g., “I see a lot of guppies close to the shore. Do guppies like living in shallow water?”). This observation of the natural world may inspire you to investigate background literature or your observation could be based on previous research by others or your own pilot study. Broad questions are not always included in your written text, but are essential for establishing the direction of your research.

Background Information : key issues, concepts, terminology, and definitions needed to understand the biological rationale for the experiment. It often includes a summary of findings from previous, relevant studies. Remember to cite references, be concise, and only include relevant information given your audience and your experimental design. Concisely summarized background information leads to the identification of specific scientific knowledge gaps that still exist. (e.g., “No studies to date have examined whether guppies do indeed spend more time in shallow water.”)

Testable Question : these questions are much more focused than the initial broad question, are specific to the knowledge gap identified, and can be addressed with data. (e.g., “Do guppies spend different amounts of time in water <1 meter deep as compared to their time in water that is >1 meter deep?”)

Biological Rationale : describes the purpose of your experiment distilling what is known and what is not known that defines the knowledge gap that you are addressing. The “BR” provides the logic for your hypothesis and experimental approach, describing the biological mechanism and assumptions that explain why your hypothesis should be true.

The biological rationale is based on your interpretation of the scientific literature, your personal observations, and the underlying assumptions you are making about how you think the system works. If you have written your biological rationale, your reader should see your hypothesis in your introduction section and say to themselves, “Of course, this hypothesis seems very logical based on the rationale presented.”

• A thorough rationale defines your assumptions about the system that have not been revealed in scientific literature or from previous systematic observation. These assumptions drive the direction of your specific hypothesis or general predictions.
• Defining the rationale is probably the most critical task for a writer, as it tells your reader why your research is biologically meaningful. It may help to think about the rationale as an answer to the questions— how is this investigation related to what we know, what assumptions am I making about what we don’t yet know, AND how will this experiment add to our knowledge? *There may or may not be broader implications for your study; be careful not to overstate these (see note on social justifications below).
• Expect to spend time and mental effort on this. You may have to do considerable digging into the scientific literature to define how your experiment fits into what is already known and why it is relevant to pursue.
• Be open to the possibility that as you work with and think about your data, you may develop a deeper, more accurate understanding of the experimental system. You may find the original rationale needs to be revised to reflect your new, more sophisticated understanding.
• As you progress through Biocore and upper level biology courses, your rationale should become more focused and matched with the level of study e ., cellular, biochemical, or physiological mechanisms that underlie the rationale. Achieving this type of understanding takes effort, but it will lead to better communication of your science.

***Special note on avoiding social justifications: You should not overemphasize the relevance of your experiment and the possible connections to large-scale processes. Be realistic and logical —do not overgeneralize or state grand implications that are not sensible given the structure of your experimental system. Not all science is easily applied to improving the human condition. Performing an investigation just for the sake of adding to our scientific knowledge (“pure or basic science”) is just as important as applied science. In fact, basic science often provides the foundation for applied studies.

Hypothesis / Predictions : specific prediction(s) that you will test during your experiment. For manipulative experiments, the hypothesis should include the independent variable (what you manipulate), the dependent variable(s) (what you measure), the organism or system , the direction of your results, and comparison to be made.

If you are doing a systematic observation , your hypothesis presents a variable or set of variables that you predict are important for helping you characterize the system as a whole, or predict differences between components/areas of the system that help you explain how the system functions or changes over time.

Experimental Approach : Briefly gives the reader a general sense of the experiment, the type of data it will yield, and the kind of conclusions you expect to obtain from the data. Do not confuse the experimental approach with the experimental protocol . The experimental protocol consists of the detailed step-by-step procedures and techniques used during the experiment that are to be reported in the Methods and Materials section.

Some Final Tips on Writing an Introduction

• As you progress through the Biocore sequence, for instance, from organismal level of Biocore 301/302 to the cellular level in Biocore 303/304, we expect the contents of your “Introduction” paragraphs to reflect the level of your coursework and previous writing experience. For example, in Biocore 304 (Cell Biology Lab) biological rationale should draw upon assumptions we are making about cellular and biochemical processes.
• Be Concise yet Specific: Remember to be concise and only include relevant information given your audience and your experimental design. As you write, keep asking, “Is this necessary information or is this irrelevant detail?” For example, if you are writing a paper claiming that a certain compound is a competitive inhibitor to the enzyme alkaline phosphatase and acts by binding to the active site, you need to explain (briefly) Michaelis-Menton kinetics and the meaning and significance of Km and Vmax. This explanation is not necessary if you are reporting the dependence of enzyme activity on pH because you do not need to measure Km and Vmax to get an estimate of enzyme activity.
• Another example: if you are writing a paper reporting an increase in Daphnia magna heart rate upon exposure to caffeine you need not describe the reproductive cycle of magna unless it is germane to your results and discussion. Be specific and concrete, especially when making introductory or summary statements.

Where Do You Discuss Pilot Studies? Many times it is important to do pilot studies to help you get familiar with your experimental system or to improve your experimental design. If your pilot study influences your biological rationale or hypothesis, you need to describe it in your Introduction. If your pilot study simply informs the logistics or techniques, but does not influence your rationale, then the description of your pilot study belongs in the Materials and Methods section.  

How will introductions be evaluated? The following is part of the rubric we will be using to evaluate your papers.

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How to write an abstract.

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Getting a paper out there is great. Getting the words on the paper can be painful. Here is an easy manual for how to write an abstract that requires minimal effort.

The purpose of an abstract is to spark the reader’s interest in the story and motivate them to continue reading the whole paper. It might be obvious, but it is worth pointing out that people only cite your work if they have read it. A compelling writing style is a first step in that direction because a well-written paper is more likely to have a large readership.

Consider an abstract a 5-part structure consisting of 1) introduction, 2) problem/objective, 3) “Here we show”, 4) main results & conclusions, and 5) implications.

1) Introduction (2 sentences):

    --> Sentence 1: Basic introduction to the field; accessible to scientists of any  discipline.

    --> Sentence 2: Background of the specific research question; comprehensible to scientists in the same or closely related fields of research.

2) Problem/objective (1 sentence):

    --> Explanation what is missing/unknown/problematic, i.e. why the current study happened. Typically, this sentence starts with “However”.

3) “Here we show” (1 sentence):

    --> The main result/key finding summarised in one sentence, which starts with “Here we show”.

4) Main results and conclusions (~ 3 – 5 sentences)

    --> Summary of the most important findings of the study that are the foundation of the main conclusions. A few key bits of data are welcome but adding too many numbers is off-putting to the reader. Keep it focussed.

    --> Unless the method is new and/or a main part of the paper, there’s no need to include any details in the abstract. If you mentioned, it should be included in a sentence along the lines of “Using xyz, we show that (…)”.

5) Implications (1 – 2 sentences)

    --> Some explanation on how your findings advance the field. Where does your work lead and what are the immediate implications? The word “immediate” is key here because being too creative or hyping the work are pitfalls that should be avoided. Rather, keep it realistic and explain which opportunities your work offer and/or what it leads to.

If you hit the five marks above in exactly this order, your abstract is likely to tell a compelling story. Of course, there are also some journal-specific formatting requirements for your abstract. For instance, for Nature Communications those are: 150 words max., no references or unnecessary abbreviations/acronyms, and the results should be presented in the present tense.

The target audience

One last piece of advice: When writing the abstract and, in fact, your whole paper, consider your ultimate audience, which are active scientists not editors. Getting published is only the first step. Eventually, your paper is supposed to attract as many readers as possible so it gets the exposure and attention it deserves.

Further writing advice and courses

Of course, there is much more to writing a compelling paper, and I might write further posts on this matter. For those who would like to boost their skills in scientific writing and better understand how to navigate the publishing system, Springer Nature offers Nature Masterclasses which include face-to-face workshops , webinars , and online training courses (free sample here and free online course “Focus on Peer Review” here ).

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• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 4. The Introduction
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
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• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
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• USC Libraries Tutorials and Other Guides
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The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure and organization of the paper.

Key Elements of the Research Proposal. Prepared under the direction of the Superintendent and by the 2010 Curriculum Design and Writing Team. Baltimore County Public Schools.

Importance of a Good Introduction

Think of the introduction as a mental road map that must answer for the reader these four questions:

• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance new knowledge or new ways of understanding?

According to Reyes, there are three overarching goals of a good introduction: 1) ensure that you summarize prior studies about the topic in a manner that lays a foundation for understanding the research problem; 2) explain how your study specifically addresses gaps in the literature, insufficient consideration of the topic, or other deficiency in the literature; and, 3) note the broader theoretical, empirical, and/or policy contributions and implications of your research.

A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraphs of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will lead your readers to think highly of your analytical skills, your writing style, and your research approach. All introductions should conclude with a brief paragraph that describes the organization of the rest of the paper.

Hirano, Eliana. “Research Article Introductions in English for Specific Purposes: A Comparison between Brazilian, Portuguese, and English.” English for Specific Purposes 28 (October 2009): 240-250; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide. Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Reyes, Victoria. Demystifying the Journal Article. Inside Higher Education.

Structure and Writing Style

I.  Structure and Approach

The introduction is the broad beginning of the paper that answers three important questions for the reader:

• What is this?
• Why should I read it?
• What do you want me to think about / consider doing / react to?

Think of the structure of the introduction as an inverted triangle of information that lays a foundation for understanding the research problem. Organize the information so as to present the more general aspects of the topic early in the introduction, then narrow your analysis to more specific topical information that provides context, finally arriving at your research problem and the rationale for studying it [often written as a series of key questions to be addressed or framed as a hypothesis or set of assumptions to be tested] and, whenever possible, a description of the potential outcomes your study can reveal.

These are general phases associated with writing an introduction: 1.  Establish an area to research by:

• Highlighting the importance of the topic, and/or
• Making general statements about the topic, and/or
• Presenting an overview on current research on the subject.

2.  Identify a research niche by:

• Opposing an existing assumption, and/or
• Revealing a gap in existing research, and/or
• Formulating a research question or problem, and/or
• Continuing a disciplinary tradition.

3.  Place your research within the research niche by:

• Stating the intent of your study,
• Outlining the key characteristics of your study,
• Describing important results, and
• Giving a brief overview of the structure of the paper.

NOTE:   It is often useful to review the introduction late in the writing process. This is appropriate because outcomes are unknown until you've completed the study. After you complete writing the body of the paper, go back and review introductory descriptions of the structure of the paper, the method of data gathering, the reporting and analysis of results, and the conclusion. Reviewing and, if necessary, rewriting the introduction ensures that it correctly matches the overall structure of your final paper.

II.  Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the conceptual boundaries of your research . This is determined by the conscious exclusionary and inclusionary decisions you make about how to investigate the research problem. In other words, not only should you tell the reader what it is you are studying and why, but you must also acknowledge why you rejected alternative approaches that could have been used to examine the topic.

Obviously, the first limiting step was the choice of research problem itself. However, implicit are other, related problems that could have been chosen but were rejected. These should be noted in the conclusion of your introduction. For example, a delimitating statement could read, "Although many factors can be understood to impact the likelihood young people will vote, this study will focus on socioeconomic factors related to the need to work full-time while in school." The point is not to document every possible delimiting factor, but to highlight why previously researched issues related to the topic were not addressed.

Examples of delimitating choices would be:

• The key aims and objectives of your study,
• The research questions that you address,
• The variables of interest [i.e., the various factors and features of the phenomenon being studied],
• The method(s) of investigation,
• The time period your study covers, and
• Any relevant alternative theoretical frameworks that could have been adopted.

Review each of these decisions. Not only do you clearly establish what you intend to accomplish in your research, but you should also include a declaration of what the study does not intend to cover. In the latter case, your exclusionary decisions should be based upon criteria understood as, "not interesting"; "not directly relevant"; “too problematic because..."; "not feasible," and the like. Make this reasoning explicit!

NOTE:   Delimitations refer to the initial choices made about the broader, overall design of your study and should not be confused with documenting the limitations of your study discovered after the research has been completed.

ANOTHER NOTE: Do not view delimitating statements as admitting to an inherent failing or shortcoming in your research. They are an accepted element of academic writing intended to keep the reader focused on the research problem by explicitly defining the conceptual boundaries and scope of your study. It addresses any critical questions in the reader's mind of, "Why the hell didn't the author examine this?"

III.  The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction :

• Your introduction should clearly identify the subject area of interest . A simple strategy to follow is to use key words from your title in the first few sentences of the introduction. This will help focus the introduction on the topic at the appropriate level and ensures that you get to the subject matter quickly without losing focus, or discussing information that is too general.
• Establish context by providing a brief and balanced review of the pertinent published literature that is available on the subject. The key is to summarize for the reader what is known about the specific research problem before you did your analysis. This part of your introduction should not represent a comprehensive literature review--that comes next. It consists of a general review of the important, foundational research literature [with citations] that establishes a foundation for understanding key elements of the research problem. See the drop-down menu under this tab for " Background Information " regarding types of contexts.
• Clearly state the hypothesis that you investigated . When you are first learning to write in this format it is okay, and actually preferable, to use a past statement like, "The purpose of this study was to...." or "We investigated three possible mechanisms to explain the...."
• Why did you choose this kind of research study or design? Provide a clear statement of the rationale for your approach to the problem studied. This will usually follow your statement of purpose in the last paragraph of the introduction.

IV.  Engaging the Reader

A research problem in the social sciences can come across as dry and uninteresting to anyone unfamiliar with the topic . Therefore, one of the goals of your introduction is to make readers want to read your paper. Here are several strategies you can use to grab the reader's attention:

• Open with a compelling story . Almost all research problems in the social sciences, no matter how obscure or esoteric , are really about the lives of people. Telling a story that humanizes an issue can help illuminate the significance of the problem and help the reader empathize with those affected by the condition being studied.
• Include a strong quotation or a vivid, perhaps unexpected, anecdote . During your review of the literature, make note of any quotes or anecdotes that grab your attention because they can used in your introduction to highlight the research problem in a captivating way.
• Pose a provocative or thought-provoking question . Your research problem should be framed by a set of questions to be addressed or hypotheses to be tested. However, a provocative question can be presented in the beginning of your introduction that challenges an existing assumption or compels the reader to consider an alternative viewpoint that helps establish the significance of your study. 
• Describe a puzzling scenario or incongruity . This involves highlighting an interesting quandary concerning the research problem or describing contradictory findings from prior studies about a topic. Posing what is essentially an unresolved intellectual riddle about the problem can engage the reader's interest in the study.
• Cite a stirring example or case study that illustrates why the research problem is important . Draw upon the findings of others to demonstrate the significance of the problem and to describe how your study builds upon or offers alternatives ways of investigating this prior research.

NOTE:   It is important that you choose only one of the suggested strategies for engaging your readers. This avoids giving an impression that your paper is more flash than substance and does not distract from the substance of your study.

Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. University College Writing Centre. University of Toronto; Introduction. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Introductions. The Writing Center. University of North Carolina; Introductions. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Introductions, Body Paragraphs, and Conclusions for an Argument Paper. The Writing Lab and The OWL. Purdue University; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Resources for Writers: Introduction Strategies. Program in Writing and Humanistic Studies. Massachusetts Institute of Technology; Sharpling, Gerald. Writing an Introduction. Centre for Applied Linguistics, University of Warwick; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Swales, John and Christine B. Feak. Academic Writing for Graduate Students: Essential Skills and Tasks . 2nd edition. Ann Arbor, MI: University of Michigan Press, 2004 ; Writing Your Introduction. Department of English Writing Guide. George Mason University.

Writing Tip

Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may appear appropriate because it is important to define specific terminology that readers may be unfamiliar with. However, anyone can look a word up in the dictionary and a general dictionary is not a particularly authoritative source because it doesn't take into account the context of your topic and doesn't offer particularly detailed information. Also, placed in the context of a particular discipline, a term or concept may have a different meaning than what is found in a general dictionary. If you feel that you must seek out an authoritative definition, use a subject specific dictionary or encyclopedia [e.g., if you are a sociology student, search for dictionaries of sociology]. A good database for obtaining definitive definitions of concepts or terms is Credo Reference .

Saba, Robert. The College Research Paper. Florida International University; Introductions. The Writing Center. University of North Carolina.

Another Writing Tip

When Do I Begin?

A common question asked at the start of any paper is, "Where should I begin?" An equally important question to ask yourself is, "When do I begin?" Research problems in the social sciences rarely rest in isolation from history. Therefore, it is important to lay a foundation for understanding the historical context underpinning the research problem. However, this information should be brief and succinct and begin at a point in time that illustrates the study's overall importance. For example, a study that investigates coffee cultivation and export in West Africa as a key stimulus for local economic growth needs to describe the beginning of exporting coffee in the region and establishing why economic growth is important. You do not need to give a long historical explanation about coffee exports in Africa. If a research problem requires a substantial exploration of the historical context, do this in the literature review section. In your introduction, make note of this as part of the "roadmap" [see below] that you use to describe the organization of your paper.

Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70.

Yet Another Writing Tip

Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main arguments and conclusions and provide a brief description of the rest of the paper [the "roadmap"] that let's the reader know where you are going and what to expect. A roadmap is important because it helps the reader place the research problem within the context of their own perspectives about the topic. In addition, concluding your introduction with an explicit roadmap tells the reader that you have a clear understanding of the structural purpose of your paper. In this way, the roadmap acts as a type of promise to yourself and to your readers that you will follow a consistent and coherent approach to addressing the topic of inquiry. Refer to it often to help keep your writing focused and organized.

Cassuto, Leonard. “On the Dissertation: How to Write the Introduction.” The Chronicle of Higher Education , May 28, 2018; Radich, Michael. A Student's Guide to Writing in East Asian Studies . (Cambridge, MA: Harvard University Writing n. d.), pp. 35-37.

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How to Craft the Perfect Introduction for Your Scientific Paper: A Step-by-Step Guide

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The introduction section is one of the most important parts of a scientific paper . It sets the stage for the entire paper and gives readers their first impression of your work. A well-written introduction quickly engages readers, establishes your credibility as a researcher, and convinces them that your study is worth reading about.

In this comprehensive guide, we provide science writers, researchers, and academics with a detailed walkthrough and template to follow how to write a compelling introduction that will wow journal editors and readers. 

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Why the Introduction Matters in Scientific Writing

The introduction is the first thing editors, reviewers, and readers will see when assessing your scientific paper. It acts as a gateway into the rest of your work.

Here are four key reasons why nailing your introduction is critical:

1. Creates a First Impression

The introduction is your chance to make a strong first impression. A vague, disorganized, or dull introduction sets off alarm bells and makes readers unsure about the quality of your research.

Crafting a crisp, engaging opening section shows editors and readers that you can communicate science effectively. It quickly convinces them your study is well-designed and your findings are significant.

2. Establishes Your Credibility

How you write your introduction establishes your scientific credibility and qualifications. It demonstrates your ability to synthesize large amounts of complex information and hone in on the most salient points.

When you showcase knowledge of the field and properly cite authoritative sources, you come across as an expert. This earns you the trust of editors, reviewers, and readers right from the start.

3. Contextualizes Your Research

A good introduction doesn't just describe your study; it contextualizes it. By summarizing current understanding and identifying knowledge gaps, you frame your research within the larger scientific field.

This context convinces readers that your work is relevant timely, and advances the field meaningfully. It helps establish the significance of your study.

4. Acts as a Roadmap

Finally, the introduction acts as a roadmap for the paper itself. A well-structured overview not only tells readers what to expect but helps guide them smoothly through the entirety of your work.

With a solid introduction as their guide, readers are primed to understand the key arguments and takeaways of your research.

Structure of an Effective Introduction

Introductions answer two questions: what is the gap of knowledge needed for this study, and how does this study fill that gap? The paper is a story that starts in the intro and ends in the discussion. In that way, the introduction is the. To phrase it differently, it needs to identify a knowledge gap, explain why this gap needs filling, and show how this study fills that gap. 

According to a study analyzing all papers in the jacc cardiology journal in 2013. Here is the breakdown of the length of each part of the paper according to their findings. Introductions are very compact and generally only 11% of the paper, or 1 page (ideally), maximum 400 words over 1-4 paragraphs (ideally 3) - some journals restrict this to 350 words (E.g., ABC); 5-10 references (Araújo, 2014) . 

Scientific introductions generally follow a standard structure consisting of four key elements. Let's look at each in detail:

Starts with a broad opening statement on the research field

Sets the overall scene and scope

Review previous work and current understanding of the topic

Summarizes relevant foundational/seminal research

Provides context for readers

Identifies limitations, contradictions, and gaps in existing research

States why certain key problems remain unsolved or underexplored

Highlight explicitly what your study aims to address

Study Overview

Outline the purpose, focus, and nature of your investigation

States research questions, hypotheses, and objectives

Briefly explain the methodology and approach

This basic framework allows you to establish relevance, orient readers, carve a niche for your work, and map out the ensuing paper. Let's see how to execute each section successfully.

Opening Section

The opening paragraph is crucial for grabbing the reader's attention right away. Avoid vague, general statements here. Be as specific as possible when introducing the broad research field.

For example:

Weak opening: "Cancer research is very important today."

Strong opening: "Lung cancer remains the leading cause of cancer deaths worldwide, responsible for over 1.7 million fatalities annually."

When drafting your opening:

Hook readers with an interesting fact/stat or thought-provoking question

Briefly explain why this field is significant, timely, or relevant

Keep it focused and specific to set the scope of the paper

Cite a reputable source if presenting a statistic or claim

This section should be concise - 1-2 paragraphs at most. It sets the stage for the background review.

Background Section

The background review summarizes existing work on your research topic to contextualize your study. It demonstrates your command of the field.

When conducting the literature review:

Include 5-8 of the most important papers or findings

Cover seminal/foundational research as well as recent studies

Organize chronologically or thematically as fits your narrative

Analyze; don't just summarize each paper separately

Synthesize; identify overarching trends/themes across papers

This section comprises the bulk of the introduction. Take 2-3 paragraphs to cover early work, then 3-4 paragraphs to discuss recent developments and the current state of the field.

Identifying the Gap

With the background established, the next task is identifying critical knowledge gaps. You need to convince readers that there is a compelling problem that your study addresses.

Common approaches include:

Pinpointing gaps in the literature

Revealing limitations of previous work

Identifying contradictions among existing findings

Explaining how certain research questions remain unanswered

Describing how practical problems remain unsolved

Phrase this section carefully. Avoid overly criticizing other researchers. Frame the gap as an opportunity for advancement rather than a flaw in current work.

This part is generally 1 paragraph explicitly setting up the need for and timeliness of your investigation.

Overview of Your Study

With the need established, clearly define the purpose and nature of your research.

Research aims, objectives, and questions

Specific hypotheses being tested, if applicable

Brief description of study methodology and design

Scope and limitations of your investigation

Avoid going into excessive detail or discussing actual findings here. The goal is to provide a broad preview and framing of your study, not give away results.

Keep this section to 1-2 concise paragraphs. You will expand on methods/results in subsequent sections.

Let's look at a sample introduction integrating these elements:

Common Pitfalls to Avoid

While introductions seem straightforward, many writers make mistakes that weaken their impact and credibility. Here are key pitfalls to avoid:

Don't Open with Broad, Vague Statements

Intro sentences like "Cancer is a major problem worldwide" are dull, offer no specific context and don't engage readers. Open with a compelling fact or statistic instead.

Don't Make Sweeping Claims

Avoid overstating the novelty or impact of your work. Stick to measured statements supported by citations. Let the study speak for itself.

Don't Go into Excessive Detail

Don't devote paragraphs to minor tangents or literature that isn't directly relevant. Stick to seminal and recent studies that set up your research.

Don't Just Summarize Previous Papers

The background shouldn't just be a series of summary paragraphs of past papers. Synthesize across papers to identify overarching themes/trends.

Don't Be Vague About the Gap

Explicitly state the specific gaps, limitations, contradictions, or unanswered questions you aim to address. Avoid vague statements about the need for more research.

Don't Use Overly Critical Language

Critiquing previous work is an important part of identifying gaps. However, avoid language that comes across as overly disparaging to other researchers.

Helpful Tips for Writing a Strong Introduction

Follow these tips to craft an introduction that hooks readers, establishes context, and clearly sets up the rationale for your study:

Spend time organizing your literature into a logical narrative flow before drafting.

Focus on landmark studies and recent developments; cite 5-8 key papers.

Synthesize; don't just summarize one paper at a time.

Be explicit in identifying gaps; say "however..." or "in contrast..."

Phrase the gap as an opportunity to advance understanding.

Keep background concise; aim for 400 words over 3-4 paragraphs.

Avoid technical terms/jargon unless absolutely necessary.

Be clear and specific when stating research aims and questions.

Ask a colleague to review your draft and provide feedback.

 Introduction template and guide 

Problem - What is Known?

Start with a broad opening sentence that sets the stage for the research area.

Briefly summarize the current state of knowledge in your field.

Use this section to introduce the general topic and its significance.

Example: "The field of [Your Research Area] has significantly expanded in the last decade, with notable advancements in [Specific Aspects]. Despite these developments, several critical areas remain unexplored."

Contextualization

Connect the identified problem to its broader implications.

Explain why this problem is important to your field or the wider world.

Address how this problem impacts relevant stakeholders or society.

Example: "Understanding [Specific Aspect] is crucial for [Reason], affecting [Stakeholders/Society] by [Implications]. This underscores the need for further research in this area."

Knowledge Gap - What is Not Known?

Identify and articulate the gaps in the existing literature or knowledge.

Highlight what is missing from the current understanding.

Use this to bridge what your research specifically addresses.

Example: "However, existing research lacks comprehensive insights into [Specific Aspect], particularly in the context of [Specific Context]. This gap in knowledge hinders our understanding of [Implications of the Gap]."

Definition and Purpose of the Study

Clearly state the purpose of your study.

Define the scope and objectives of your research.

Introduce your research question or hypothesis.

Example: "This study aims to address this gap by [Your Study's Aim]. Through [Methods/Approach], the research will explore [Specific Elements], thereby contributing to [Field/Understanding]."

Note:  This introduction should ideally be contained within 1 page, not exceeding 400 words, ideally structured into three paragraphs, and supported by 5-10 references.

Concluding thoughts 

The introduction serves a vital purpose in scientific writing. Crafting a compelling opening section requires brevity, organization, and clarity. Following the standard structure, along with the best practices discussed above, will help you write introductions that impress editors, engage readers, and enhance the impact of your published papers. Remember to start broad, review previous literature, highlight gaps, and clearly frame your study. Let us know in the comments if this guide helps you improve your scientific introductions moving forward!

References  

Araújo C. G. (2014). Detailing the writing of scientific manuscripts: 25-30 paragraphs.  Arquivos brasileiros de cardiologia ,  102 (2), e21–e23. https://doi.org/10.5935/abc.20140019

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How to Write an Effective Introduction

Affiliations.

• 1 Sydney Kimmel Medical College.
• 2 Rothman Institute, Philadelphia, PA.
• PMID: 30234565
• DOI: 10.1097/BSD.0000000000000714

Ideally, the Introduction is an essential attention grabbing section of a research paper. If written correctly, the Introduction peaks the reader's interest as well as serves as a roadmap for the rest of the paper. An effective Introduction builds off related empirical research and demonstrates a gap in which the current study fills. Finally, the Introduction proposes the research question(s) which will be answered in subsequent sections of the paper. A strong Introduction also requires the use of a simple and well-organized format as well as the avoidance of common pitfalls.

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Speaker 1: After the title page and abstract, the reader's first true interaction with your research paper is the introduction. Your introduction will establish the foundation upon which your readers approach your work, and if you use the tips we discuss in this video, these readers should be able to logically apply the rules set in your introduction to all parts of your paper, all the way through the conclusion. What exactly is the purpose of the introduction? Think about your paper as a chronological story. It will begin at point A, the introduction, and move in time towards point B, the discussion and conclusion. Since your introduction includes content about the gaps in knowledge that your study aims to fill, the results you elaborate on in your discussion section should therefore be somewhat familiar to the reader, as you have already touched upon them in the introduction section. The introduction must answer two main questions. Why was this particular study needed to fill the gaps in knowledge? And why does this particular gap need filling? Imagine our entire plane of knowledge as an incomplete puzzle. The pieces snapped together are what is established, or what is known. The missing piece is the gap in knowledge, or what is currently unknown. This is what your study will be helping to explain. So the context you provide in the introduction must first identify that there is a knowledge gap in what it is, it must explain why it needs to be filled, and then briefly summarize how this study intends to fill that gap and why. The introduction is one of the most compact parts of the research paper, since it is not very long but needs to essentially give a complete overview of the context in which your study is taking place, and your specific reasons for doing the study. Most tend to be around 10% of the total length of your paper. The introduction consists of background information about a topic being studied, the rationale for undertaking the study, or for filling the gap with this particular information, key references to preliminary work or closely related papers appearing elsewhere, a clarification of important terms, definitions, or abbreviations to be used in the paper, and a review of related studies in which you give a brief but incisive analysis of work that heavily concerns your study. It could be a very similar study or one that supports the findings of your new study. So how should you structure your introduction? As you can see in this figure, your introduction should start broadly and then narrow until it reaches your hypothesis. The first thing you want to do is state your area of research and then immediately show what is already known. This is also known as background information. Then move on to what is unknown, the problem or gap you want to resolve. Finally, you should discuss how you will resolve this problem using a clear hypothesis. In step one, you will show what is already known. Start with a strong statement that reflects your research subject area and ask questions or post statements to frame the problems your study explores. You can ask general questions here to guide your readers to the problem and show them what we already know. For instance, what do we know about breathing capability of bottlenose dolphins? Use keywords from your title, the exact language of your study that is, to zero in on the problem at hand and show the relevance of your work. Avoid stating background information that is too broad in nature. You don't need to state too many obvious facts that your readers would know. If you are writing about bottlenose dolphins, for instance, you probably don't need to explain to them that mammals breathe oxygen. At the beginning of the introduction, you should also be sure to cite all of the sources that you use for background information and support. Only provide the necessary background information. Don't focus extensively on background, but use it to set up the context for doing this study. You should also review only relevant, up-to-date primary literature that supports your explanation of our current base of knowledge. In the second part of your introduction, you should answer the question, what is the knowledge gap? Here you will highlight areas where too little information is available. Explain how and why we should fill in that gap. What does this missing information do to impede our understanding of a process or system? And you should identify what logical next steps can be developed based on existing research. By showing you have examined current data and devised a method to find new applications and make new inferences, you're showing your peers that you are aware of the direction your research is moving in, and you're showing confidence in your decision to pursue this paper study. In the last part of your introduction, you will show how your study fills in the knowledge gap. This is where you state your purpose and give a clear hypothesis or objective of the study. The hypothesis is a very short 1-2 sentence supposition or explanation of what will happen in your study. This is quite often written as an if-then format. If X and Y are present, then Z will occur. Here you should also try to answer the question, if we fill this gap, what useful information will the readers gain? Many researchers have difficulty when it comes to deciding when to write their introduction. It is important to consider the order you draft your research paper, for as you recall, everything else in the research paper must flow from the introduction. Therefore, because it is one of the most difficult sections to nail down, consider writing the introduction second to last, after the materials and methods, results, and discussion section, and just before the conclusion. This will ensure you effectively lay a groundwork for the rest of your paper, and you can use the research you have already compiled to ensure that everything in your introduction is pertinent and accurate. In addition to content and organization, writers of research papers should also be aware of grammar and style issues that directly affect the readability and strength of their printed work. Here are some guidelines for writing the introduction section. Try and write in the active voice when possible. This will shorten your sentences and enhance the impact of your information. Always strive for concise sentences. This will allow you to get in all of the necessary information in this compact introduction section. Use stronger verbs when possible. This also impacts sentence length and strength of writing. Be careful not to overuse first-person pronouns such as I and we, and always organize your thoughts from the broad to the specific, as we have seen in our model. A strong introduction will encourage readers to read your entire research paper and help get your work published in scientific journals. For more information and tips on manuscript writing and journal submissions, visit the resources page at wordvice.com.

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• Published: 09 September 2024

Navigating post-pandemic challenges through institutional research networks and talent management

• Muhammad Zada   ORCID: orcid.org/0000-0003-0466-4229 1 , 2 ,
• Imran Saeed 3 ,
• Jawad Khan   ORCID: orcid.org/0000-0002-6673-7617 4 &
• Shagufta Zada 5 , 6  

Humanities and Social Sciences Communications volume  11 , Article number:  1164 ( 2024 ) Cite this article

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Institutions actively seek global talent to foster innovation in the contemporary landscape of scientific research, education, and technological progress. The COVID-19 pandemic underscored the importance of international collaboration as researchers and academicians faced limitations in accessing labs and conducting research experiments. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. Using a time-lagged study design, data were collected from 363 participants in academic and research institutions. The results show a positive relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance using a research collaboration system. Moreover, top management support positively moderates the study’s hypothesized relationships. The study’s findings contribute significantly to existing knowledge in this field, with implications for academia, researchers, and government focused on technology transmission, talent management, research creative collaboration, supporting innovation, scientific research, technological progress, and preparing for future challenges.

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Introduction.

Global talent management and the talent hunt within research and educational institutions have become extensively discussed topics in international human resource management (HRM) (Al et al., 2022 ). Global talent management is intricately connected to the notion of finding, managing, and facilitating the fetch of research, skills, techniques, and knowledge among team members and progress in education and technology (Kwok, 2022 ; Sommer et al., 2017 ). This topic assumes a greater position when it is looked at through the lens of research, academicians, and educational institutions serving as a means of achieving scientific and technological advancement and performance (Kaliannan et al., 2023 ; Patnaik et al., 2022 ). Effective knowledge management and transfer occur between teams engaged in cross-border research collaborations (Davenport et al., 2002 ; Fasi, 2022 ). Effective team management, global talent recruitment, and the exchange of scientific knowledge across national boundaries face different challenges due to the swift growth of economic and political fanaticism. This is particularly evident in advanced economies that rely heavily on knowledge-based industries (Vaiman et al., 2018 ). Research and educational sectors are encountering significant challenges in effectively hunting and managing international talent, particularly in the aftermath of the COVID-19 pandemic, during which approximately half of the global workforce faced the possibility of job loss (Almeida et al., 2020 ; Radhamani et al., 2021 ). Due to the implementation of lockdown measures by governments, many research intuitions are facing significant issues, and the pandemic has changed the situation; work was stuck, and scientists around the globe are thinking to be prepared for this kind of situation, which is possible through the use scientific research collaboration platforms. These platforms serve as a means to exchange research and knowledge, which is crucial in the talent hunt and management (Haak-Saheem, 2020 ). In the situation above, wherein limitations exist regarding the exchange of research and knowledge within the institutions, it becomes imperative for the top management of institutions to incentivize employees to engage the team in knowledge sharing actively and achieve team-level scientific and technological advancement. It can be achieved by implementing a research collaboration system that facilitates knowledge exchange and contributes to effective talent hunt and management (Haider et al., 2022 ; Xu et al., 2024 ).

A research collaboration network is a tool for scientific and technological advancement and talent management encompassing various processes and practices to facilitate the sharing, integration, translation, and transformation of scientific knowledge (Biondi & Russo, 2022 ). During and after the COVID-19 era characterized by travel restrictions, research networking platforms serve as valuable tools for students and researchers located in variance regions to engage in the exchange of research knowledge and achieve team-level scientific and technological advancement (Yang et al., 2024 ). Enhancing intellectual capital (IC) within the organizations is imperative within this framework (Pellegrini et al., 2022 ; Vătămănescu et al., 2023 ). Intellectual capital (IC) is the intangible assets owned by an organization that has the potential to generate value (Stewart, 1991 ). An organization’s intellectual capital (IC) includes human and structural capital (Marinelli et al., 2022 ). According to Vătămănescu et al. ( 2023 ), the organization can effectively manage the skills and abilities of its team members across different countries by properly utilizing both human and structural capital and establishing a strong research collaboration system with the help of top management support. This capability remains intact even during and after the COVID-19 pandemic. This study emphasizes the importance of talent hunt and management within research and educational institutions in the post-COVID-19 pandemic because of every country’s following implementation of lockdown measures. Our study focuses on the implication of facilitating the exchange of research, knowledge, and techniques among team members during and after this period. The effective way to share research expertise and techniques in such a scenario is through a research collaboration network (O’Dwyer et al., 2023 ).

While previous research has extensively explored talent management in various industries (Al Ariss, Cascio, & Paauwe, 2014 ; Susanto, Sawitri, Ali, & Rony, 2023 ), a noticeable gap exists in the body of knowledge regarding the discussion of global talent acquisition and management within research and academic institutions, particularly within volatile environments and about scientific and technological advancements (Harsch & Festing, 2020 ). The objective of this research is to fill this research gap.1) To investigate the strategies of how research and educational institutions hunt and manage gobble talent. 2)To analyze the impact of human and structural capital and team scientific and technological performance using a research collaboration system. 3) To examine the moderating effect of top management support on the IC to use the research collation network among institution research teams and scientific and technological performance.

In addition, current research contributes significantly to the literature by elucidating the pivotal role of organizational intellectual capital in strengthening scientific and technological performance through research collaborative networks. This study advances our grip on how internal resources drive innovation and research outcomes by empirically demonstrating the positive association between human and structural capital and team-level scientific and technological performance. Furthermore, the current study highlights the moderating effect of top management support, suggesting that management commitment can amplify the benefits of intellectual capital (human and structural capital). These results show a subtle perspective on how organizations can influence their intellectual assets to foster higher levels of productivity and innovation. The study’s theoretical contributions lie in integrating resource-based views and organizational theory with performance metrics, while its practical implications provide actionable insights for institutions aiming to optimize their intellectual resources and management practices. This research also sets the stage for future inquiries into the dynamics of intellectual capital and management support in various collaborative contexts.

Research theories, literature review, and hypotheses development

Research theories.

The focus of the current study pertains to the challenges surrounding talent management within institutions during and after the COVID-19 pandemic(Fernandes et al., 2023 ). Global talent management is intently linked to the objective of enhancing the intellectual capital of the organization (Zada et al., 2023 ). Considering the COVID-19 pandemic, which raised much more attention toward scientific and technological advancement, the academic sector has noticed an observable shift towards utilizing research collaboration platforms to share scientific knowledge effectively and achieve scientific and technological performance. Intellectual capital encompasses five distinct resource categories, as identified by Roos and Roos ( 1997 ), comprising three immaterial and two touchable resources. Intangible resources such as human capital, structural capital, and customer capital are complemented by tangible resources, encompassing monetary and physical assets. Global talent management encompasses human and structural capital management (Felin & Hesterly, 2007 ). The enhancement of talent management capabilities within the institution can be achieved by cultivating institution-specific competencies in both human and structural capital (Al Ariss et al., 2014 ). This concept lines up with the theoretical background of the resource-based view (RBV) theory presented by Barney ( 1991 ). According to this theory, organizations should prioritize examining their core resources to recognize valuable assets, competencies, and capabilities that can contribute to attaining a sustainable competitive advantage (Barney, 1991 ).

During and after the COVID-19 scenario, virtual platforms are utilized by institutions to engage students and staff abroad in research and knowledge exchange, which is part of global talent management. Staff possessing adequate knowledge repositories will likely participate in knowledge exchange activities. Therefore, organizations must improve their internal resources to enhance talent management, as per the fundamental principle of the RBV theory (Barney, 1991 ). Enhancing internal resources entails strengthening an organization’s human capital, which refers to its staff’s scientific research and technical skills and knowledge and structural capital. Strengthening these two resources can facilitate the institution in effectively sharing knowledge through a research collaboration platform, consequently enhancing their global talent management endeavors and contributing to the team’s scientific and technological performance.

In this research, we also utilize institutional theory (Oliver, 1997 ) and Scott ( 2008 ) as a framework to examine the utilization of research collaboration social platforms by faculty of institutions. Our focus is on exchanging research and technical knowledge within the climate of global talent management during and after the COVID-19 epidemic. According to Scott ( 2008 ), “Institutional theory is a widely recognized theoretical framework emphasizing rational myths, isomorphism, and legitimacy (p. 78)”. For electronic data interchange, the theory has been utilized in technology adoption research (Damsgaard, Lyytinen ( 2001 )) and educational institutes (J. et al., 2007 ). In the pandemic situation, institutional theory provides researchers with a framework to analyze the motivations of employees within institutions to engage in teams to achieve team-level scientific and technological performance through a research collaboration system. According to institutional theory, organizations should utilize a research collaboration network to ensure that their staff do not need to compromise their established norms, values, and expectations. During the COVID-19 pandemic, numerous countries implemented limitations on international movement as a preventive measure. Consequently, there has been a growing identification of the potential importance of utilizing an institutional research collaboration platform for facilitating the online exchange of knowledge, skills, research techniques, and global talent management among employees of institutions operating across various countries. The active support of staff by the top management of an institution can play a key role in expediting the implementation of social networks for research collaboration within the institution (Zada et al., 2023 ).

Literature review

An institution’s scientific and technological advancement is contingent upon optimal resource utilization (Muñoz et al., 2022 ). Global talent hunt and management encompasses utilizing information and communication technologies (ICT) to provide a way for the exchange of research knowledge and techniques, thereby enabling the implementation of knowledge-based strategies (Muñoz et al., 2022 ). In a high research-level turbulent environment, it becomes imperative to effectively manage human capital (HUC) to facilitate the appropriate exchange of research knowledge and techniques (Salamzadeh, Tajpour, Hosseini, & Brahmi, 2023 ). Research shows that transferring research knowledge and techniques across national boundaries, exchanging best practices, and cultivating faculty skills are crucial factors in maintaining competitiveness (Farahian, Parhamnia, & Maleki, 2022 ; Shao & Ariss, 2020 ).

It is widely acknowledged in scholarly literature that there is a prevailing belief among individuals that talent possesses movability and that research knowledge and techniques can be readily transferred (Bakhsh et al., 2022 ; Council, 2012 ). However, it is essential to note that the matter is more complex than it may initially appear (Biondi & Russo, 2022 ). The proliferation of political and economic nationalism in developed knowledge-based economies poses a significant risk to exchanging research knowledge and techniques among faculty members in research and educational institutions worldwide (Arocena & Sutz, 2021 ). During and after COVID-19, knowledge transfer can be effectively facilitated by utilizing a research collaboration network platform (Duan & Li, 2023 ; Sulaiman et al., 2022 ). This circumstance is noticeable within the domain of international research and development, wherein academic professionals have the opportunity to utilize research collaboration platforms as a means of disseminating valuable research knowledge and techniques to their counterparts in various nations (Jain et al., 2022 ).

The scientific and technological advancement of institutions linked by intuition research and development level and research and development depend on the intuition’s quality of research, knowledge, and management (Anshari & Hamdan, 2022 ). However, there is a need to enhance the research team’s capacity to learn and transfer research knowledge and techniques effectively. Research suggests that institutional human capital (HUC) is critical in managing existing resources and hunting international talent, particularly after the COVID-19 pandemic (Sigala, Ren, Li, & Dioko, 2023 ). Human capital refers to the combined implicit and crystal clear knowledge of employees within an institution and their techniques and capabilities to effectively apply this knowledge to achieve scientific and technological advancements (Al-Tit et al., 2022 ). According to Baron and Armstrong ( 2007 ) Human capital refers to the abilities, knowledge, techniques, skills, and expertise of individuals, particularly research team members, that are relevant to the current task.

Furthermore, HUC encompasses the scope of individuals who can contribute to this reservoir of research knowledge, techniques, and expertise through individual learning. As the literature shows, the concept of IC encompasses the inclusion of structural capital (STC), which requires fortification through the implementation of a proper global talent acquisition and management system (Pak et al., 2023 ; Phan et al., 2020 ). STC encompasses various mechanisms to enhance an institution’s performance and productivity (Barpanda, 2021 ). STC is extensively acknowledged as an expedited framework for HUC, as discussed by Bontis ( 1998 ) and further explored by Gogan, Duran, and Draghici ( 2015 ). During and after the COVID-19 epidemic, a practical approach to global talent management involves leveraging research collaboration network platforms to facilitate knowledge exchange among research teams (Arslan et al., 2021 ). However, the crucial involvement of top management support is imperative to effectively manage talent by utilizing research collaboration network platforms for knowledge transfer (Zada et al., 2023 ). Nevertheless, the existing body of knowledge needs to adequately explore the topic of talent management about knowledge transfer on research collaboration platforms, particularly in the context of institution-active management support (Tan & Md. Noor, 2013 ).

Conceptual model and research hypothesis

By analyzing pertinent literature and theoretical frameworks, we have identified the factors influencing staff intention in research and academic institutions to utilize research collaboration networks after the COVID-19 pandemic and achieve scientific and technical performance. This study aims to explain the determinants. Additionally, this study has considered the potential influence of top management support as a moderator on the associations between education and research institution staff intention on IC to utilize research collaboration platforms in the post-COVID-19 era and predictors. Through this discourse, we shall generate several hypotheses to serve as the basis for constructing a conceptual model (see Fig. 1 ).

Relationships between study variables: human capital, structural capital, top management support, and team scientific and technological performance. Source: authors’ development.

Human capital and team scientific and technological performance

According to Dess and Picken ( 2000 ), HUC encompasses individuals’ capabilities, knowledge, skills, research techniques, and experience, including staff and supervisors, relevant to the specific task. Human capital also refers to the ability to pay to this reservoir of knowledge, techniques, and expertize through individual learning (Dess & Picken, 2000 ). HUC refers to the combinations of characteristics staff possess, including but not limited to research proficiency, technical aptitude, business acumen, process comprehension, and other similar competencies (Kallmuenzer et al., 2021 ). The HUC is considered an institutional repository of knowledge, as Bontis and Fitz‐enz ( 2002 ) indicated, with its employees serving as representatives. The concept of HUC refers to the combined abilities, research proficiency, and competencies that individuals possess to address and resolve operational challenges within an institutional setting (Barpanda, 2021 ; Yang & Xiangming, 2024 ). The human capital possessed by institutions includes crucial attributes that allow organizations to acquire significant internal resources that are valuable, difficult to replicate, scarce, and cannot be substituted. It aligns with the theoretical framework of the RBV theory, as suggested by Barney ( 1991 ). IC is extensively recognized as a main factor in revitalizing organizational strategy and promoting creativity and innovation. It is crucial to enable organizations to acquire and effectively disseminate knowledge among their employees, contribute to talent management endeavors, and achieve scientific and technological performance (Alrowwad et al., 2020 ; He et al., 2023 ). Human capital is linked to intrinsic aptitude, cognitive capabilities, creative problem-solving, exceptional talent, and the capacity for originality (Bontis & Fitz‐enz, 2002 ). In talent management, there is a focus on enhancing scientific and technological performance and development. According to Shao and Ariss ( 2020 ), HUC is expected to strengthen employee motivation to utilize research collaboration networks for scientific knowledge-sharing endeavors. Based on these arguments, we proposed that.

Hypothesis 1 Human capital (HUC) positively impacts team scientific and technological performance using a research collaboration system.

Structural capital and team scientific and technological Performance

According to Mehralian, Nazari, and Ghasemzadeh ( 2018 ) structural capital (STC) encompasses an organization’s formalized knowledge assets. It consists of the structures and mechanisms employed by the institution to enhance its talent management endeavors. The concept of STC is integrated within the framework of institutions’ programs, laboratory settings, and databases (Cavicchi & Vagnoni, 2017 ). The significance of an organization’s structural capital as an internal tangible asset that bolsters its human capital has been recognized by scholars such as Secundo, Massaro, Dumay, and Bagnoli ( 2018 ), and This concept also lines up with the RBV theory (J. Barney, 1991 ). The strategic assets of an organization encompass its capabilities, organizational culture, patents, and trademarks (Gogan et al., 2015 ).

Furthermore, Birasnav, Mittal, and Dalpati ( 2019 ) Suggested that these strategic assets promote high-level organizational performance, commonly called STC. Literature shows that STC encompasses an organization’s collective expertise and essential knowledge that remains intact even when employees depart (Alrowwad et al., 2020 ; Mehralian et al., 2018 ; Sarwar & Mustafa, 2023 ). The institution’s socialization, training, and development process facilitates the transfer of scientific research knowledge, skills, and expertise to its team (Arocena & Sutz, 2021 ; Marchiori et al., 2022 ). The STC is broadly recognized as having important potential and is a highly productive resource for generating great value. STC motivates its team member to share expertise with their counterparts at subordinate organizations by utilizing an institution’s research collaboration network and achieving team-level scientific and technological performance. This method remains effective even in challenging environments where traditional means of data collection, face-to-face meetings, and travel are not feasible (Secundo et al., 2016 ). In light of the above literature and theory, we propose the following hypothesis.

Hypothesis 2: Structural capital (STC) positively impacts team scientific and technological performance using a research collaboration system.

Top management support as a moderator

If the relationship between two constructs is not constant, the existence of a third construct can potentially affect this relationship by enhancing or diminishing its strength. In certain cases, the impact of a third construct can adjust the trajectory of the relationship between two variables. The variable in question is commonly called the “moderating variable.” According to Zada et al. ( 2023 ), top management support to leaders efficiently encourages team members within institutions to share research scientific knowledge with their counterparts in different countries through international research collaboration systems. Similarly, another study shows that the active endorsement of the top management significantly affects the development of direct associations, thereby influencing the team and organization’s overall performance (Biondi & Russo, 2022 ; Phuong et al., 2024 ). Different studies have confirmed that top management support is crucial in fostering a conducive knowledge-sharing environment by offering necessary resources (Ali et al., 2021 ; Lee et al., 2016 ; Zada et al., 2023 ). During and after the COVID-19 epidemic, numerous nations implemented nonessential travel restrictions and lockdown measures. In the given context, utilizing a research collaboration system would effectively facilitate the exchange of research, skills, and knowledge among staff belonging to various subsidiaries of an institution (Rådberg & Löfsten, 2024 ; Rasheed et al., 2024 ). However, it is common for researchers to exhibit resistance to adopting a novel research technique, often citing various justifications for their reluctance. To address the initial hesitance of employees at subsidiary institutes towards utilizing research collaborative networking within the institute, top management must employ strategies that foster motivation, encouragement, and incentives. These measures help create an atmosphere where team members feel empowered to engage with the new system freely. Institutional theory asserts that top management support is crucial for aligning talent management with institutional norms. Human and structural capital, pivotal within the institutional framework, contributes to an institution’s capacity to attract and retain talent, enhancing legitimacy. Adaptation to scientific and technological advancements is imperative for international institutional competitiveness, as institutional theory dictates (Oliver, 1997 ). Grounded on the above discussion, we have hypothesized.

Hypothesis 3a : Top management support moderates the relationship between human capital (HUC) and team scientific and technological performance. Specifically, this relationship will be stronger for those with higher top management support and weaker for those with lower top management support.

Hypothesis 3b : Top management support moderates the relationship between structural capital (STC) and team scientific and technological performance through the use of research collaboration network platforms. Specifically, this relationship will be stronger for those with higher top management support and weaker for those with lower top management support.

Methods data and sample

Sample and procedures.

To test the proposed model, we collected data from respondents in China’s research and academic sector in three phases to mitigate standard method variance (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003 ). In the first phase (T1-phase), respondents rated human capital, structural capital, and demographic information. After one month, respondents rated the team’s scientific and technological performance in the second phase (T2-phase). Following another one-month interval, respondents were asked to rate top management support in the third phase (T3-phase). In the first phase, after contacting 450 respondents, we received 417 usable questionnaires (92.66%). In the second phase, we received 403 usable questionnaires. In the third phase, we received 363 usable questionnaires (90.07%), constituting our final sample for interpreting the results. The sample comprises 63.4% male and 36.6% female respondents. The age distribution of the final sample was as follows: 25–30 years old (6.6%), 31–35 years old (57%), 36–40 years old (19.8%), and above 40 years old (16.5%). Regarding respondents’ experience, 45.7% had 1–5 years, 39.4% had 6–10 years, 11.3% had 11–15 years, and 3.6% had over 16 years. According to the respondents’ levels of education, 4.1% had completed bachelor’s degrees, 11.6% had earned master’s degrees, 78.8% were doctorate (PhD) scholars, and 5.5% were postdoctoral and above.

Measurement

To measure the variables, the current study adopted a questionnaire from previous literature, and age, gender, education, and experience were used as control variables. A five-point Likert scale was used (1 = strongly disagree to 5 = strongly agree). Human capital (HUC) was measured through an eight-item scale adopted by Kim, Atwater, Patel, and Smither ( 2016 ). The sample item is “The extent to which human capital of research and development department is competitive regarding team performance”. The self-reported scale developed by Nezam, Ataffar, Isfahani, and Shahin ( 2013 ) was adopted to measure structural capital. The scale consists of seven items. The sample scale item is “My organization emphasizes IT investment.” In order to measure top management support, a six-item scale was developed by Singh, Gupta, Busso, and Kamboj ( 2021 ), was adopted, and sample item includes “Sufficient incentives were provided by top management (TM) for achieving scientific and technological performance.” Finlay, the self-reported scale developed by Gonzalez-Mulé, Courtright, DeGeest, Seong, and Hong ( 2016 ) was adopted to gauge team scientific and technological performance and scales items are four. The sample item is “This team achieves its goals.”

Assessment of measurement model

In the process of employing AMOS for analysis, the initial step encompasses an assessment of the model to determine the strength and validity of the study variables. The evaluation of variable reliability conventionally revolves around two key aspects, which are indicator scale reliability and internal reliability. More precisely, indicator reliability is deemed to be recognized when factor loadings exceed the threshold of 0.60. In parallel, internal consistency reliability is substantiated by the attainment of values exceeding 0.70 for both Cronbach’s alpha and composite reliability, aligning with well-established and recognized guidelines (Ringle et al., 2020 ).

To gauge the reliability of construct indicators, we utilized two key metrics which are composite reliability (CR) and average variance extracted (AVE). The CR values for all variables were notably high, exceeding 0.70 and falling within the range of 0.882 to 0.955. This signifies a robust level of reliability for the indicators within each construct. Furthermore, the AVE values, which indicate convergent validity, exceeded the minimum threshold of 0.50, with each construct value varying from 0.608 to 0.653, thus affirming the presence of adequate convergent validity.

In addition to assessing convergent validity, we also examined discriminant validity by scrutinizing the cross-loadings of indicators on the corresponding variables and the squared correlations between constructs and AVE values. Our findings indicated that all measures exhibited notably stronger loadings on their intended constructs, thereby underscoring the measurement model’s discriminant validity.

Discriminant validity was recognized by observing average variance extracted (AVE) values that exceeded the squared correlations between constructs, as indicated in Table 1 . In conjunction with the Composite Reliability (CR) and AVE values, an additional discriminant validity assessment was conducted through a Heterotrait-Monotrait Ratio (HTMT) analysis. This analysis entailed a comparison of inter-construct correlations against a predefined upper threshold of 0.85. The results demonstrated that all HTMT values remained significantly below this threshold, affirming satisfactory discriminant validity for each variable (Henseler et al., 2015 ). Every HTMT value recorded was situated beneath the specified threshold, thereby supplying supplementary confirmation regarding the constructs’ discriminant validity. In summary, the results of the outer model assessment indicate that the variables showcased commendable levels of reliability and validity, with the discriminant validity being suitably and convincingly established.

Moreover, correlation Table 2 shows that human capital is significantly and positively correlated with structural capital ( r  = 0.594**), TMS ( r  = 0.456 **), and STP ( r  = 0.517**). Structural capital is also significantly and positively correlated with TMS ( r  = 0.893**) and STP ( r  = 0.853**). Furthermore, TMS is significantly and positively correlated with STP (0.859**).

Confirmatory factor analysis (CFA)

A comprehensive confirmatory factor analysis was estimated by employing the software AMOS version 24 to validate the distinctiveness of the variables. CFA shows the fitness of the hypothesized four factors model, including human capital, structural capital, top management support, and team scientific and technological performance, as delineated in Table 3 ; the results show that the hypothesized four-factor model shows fit and excellent alternative models. Consequently, The study variables demonstrate validity and reliability, which makes the dimension model appropriate for conducting a structural path analysis, as advocated by Hair, Page, and Brunsveld ( 2019 ).

Hypotheses testing

This study used the bootstrapping approach, which involves 5,000 bootstrap samples to test the proposed study model and assess the significance and strength of the structural correlations. Using this approach, bias-corrected confidence intervals and p-values were generated in accordance with Streukens and Leroi-Werelds ( 2016 ) guidelines. First, we did an analysis that entailed checking the path coefficients and their connected significance. The findings, as shown in Table 4 , validate Hypothesis 1, revealing a positive correlation between HUC and STP ( β  = 0.476, p  < 0.001). Additionally, the finding validates Hypothesis 2, highlighting a positive association between structural capital and STP ( β  = 0.877, p  < 0.001). For the moderation analysis, we utilized confidence intervals that do not encompass zero, per the guidelines that Preacher and Hayes ( 2008 ) recommended.

In our analysis, we found support for Hypothesis 3a, which posited that top management support (TMS) moderates the relationship between human capital (HUC) and team scientific and technological performance (STP). The results in Table 4 showed that the moderating role, more precisely, the interaction between HUC and TMS, was substantial and positive ( β  = −0.131, p  = 0.001). These results suggest that TMS enhances the positive association between HUC and STP, as shown in Fig. 2 . Consequently, we draw the conclusion that our data substantiates hypothesis 3a. Furthermore, Hypothesis 3b posited that TMS moderates the relationship between STC and STP. The results indicate that TMS moderates the association between STC and STP ( β  = −0.141, p  = 0.001, as presented in Table 4 and Fig. 3 ).

The moderating effect of top management support (TMS) on the relationship between human capital (HUC) and team scientific and technological performance (STP). Source: authors’ development.

The moderating effect of top management support (TMS) on the relationship between structural capital (SUC) and team scientific and technological performance (STP). Source: authors’ development.

The current study highlights the importance of research and academic institutions effectively enhancing their scientific and technological capabilities to manage their global talent within an international research collaboration framework and meet future challenges. Additionally, it underscores the need for these institutions to facilitate scientific knowledge exchange among their employees and counterparts in different countries. The enhancement of talent management through the exchange of scientific research knowledge can be most effectively accomplished by utilizing a collaborative research system between educational and research institutions (Shofiyyah et al., 2023 ), particularly in the context of the COVID-19 landscape. This study has confirmed that enhancing the higher education and research institutions’ human capital (HUC) and structural capital (STC) could attract and maintain global talent management and lead to more effective scientific and technological progress. The findings indicate that the utilization of human capital (HUC) has a significant and positive effect on scientific and technological term performance (STP) (Hypothesis 1), which is consistent with previous research (Habert & Huc, 2010 ). This study has additionally demonstrated that the implementation of s tructural capital (STC) has a significant and positive effect on team scientific and technological performance (STP), as indicated by hypothesis 2, which is also supported by the previous studies finding in different ways (Sobaih et al., 2022 ). This study has also shown that top management support moderates the association between human capital (HUC) and team scientific and technological performance hypothesis 3a and the association between structural capital (STC) and team scientific and technological performance hypothesis 3b. These hypotheses have garnered support from previous studies’ findings in different domains (Chatterjee et al., 2022 ). The study’s empirical findings also confirm the substantial moderating influence exerted by top management support on the relationships between HUC and STP described in hypothesis 3a and STC and STP described in hypothesis 3b, as evidenced by the results presented in Table 4 . Additionally, graphical representations are conducted to investigate the impacts on hypotheses 3a and 3b resulting from the application of high-top management support (TMS) and weak TMS.

The effect of high-top management support (TMS) and weak TMS on Hypothesis 3a is depicted in Fig. 2 . The solid line illustrates the effects of robust TMS on Hypothesis 3a, while the dashed line shows the effects of weak TMS on Hypothesis 3a. The graphic description validates that, as human capital (HUC) increases, team scientific and technological performance (STP) is more pronounced when influenced by robust TMS than weak TMS. This is evidenced by the steeper slope of the solid line in comparison to the dashed line. This finding suggests that employees within the research and academic sectors are more likely to utilize research collaboration networks when influenced by HUC and receive strong support from the organization’s top management.

The graph in Fig. 3 shows the impact of solid top management support (TMS) and weak TMS on Hypothesis 3b. The dotted lines continuous on the graph correspond to the effects of robust TMS and weak TMS, respectively. Figure 3 illustrates that, with increasing top management support (TMS), scientific and technological performance (STP) increase is more significant for robust TMS than weak TMS. This is evident from the steeper slope of the continuous line compared to the slope of the dotted line. This finding suggests that employees within universities and institutes are more likely to engage in research collaboration systems when they receive strong support from top management despite enhanced structural support.

Theoretical contribution

The current study makes significant contributions to the existing body of knowledge by exploring the intricate dynamics between organizational intellectual capital and team performance within scientific and technological research, especially during the unprecedented times brought about by the COVID-19 pandemic. Through its detailed examination of human and structural capital, alongside the moderating impact of top management support, the study provides a multi-faceted understanding of how these factors interact to enhance team outcomes.

This research enriches the literature on intellectual capital by providing empirical evidence on the positive association between HUC and STC and team performance. HUC, which includes employees’ skills, knowledge, and expertise, is a critical driver of innovation and productivity (Lenihan et al., 2019 ). The study highlights how a team’s collective intelligence and capabilities can lead to superior scientific and technological outputs. This finding aligns with and extends previous research that underscores the importance of skilled HR in achieving organizational success (Luo et al., 2023 ; Salamzadeh et al., 2023 ). Structural capital, encompassing organizational processes, databases, and intellectual property, contributes significantly to team performance(Ling, 2013 ). The study illustrates how well-established structures and systems facilitate knowledge sharing, streamline research processes, and ultimately boost the efficiency and effectiveness of research teams. This aspect of the findings adds depth to the existing literature by demonstrating the tangible benefits of investing in robust organizational infrastructure to support research activities.

Another essential contribution of this study is integrating a research collaboration network as a facilitating factor. This network, including digital platforms and tools that enable seamless communication and collaboration among researchers, has become increasingly vital in remote work and global collaboration (Mitchell, 2023 ). By examining how these systems leverage HUC and STC to enhance team performance, the study provides a practical understanding of the mechanisms through which technology can facilitate team scientific and technological performance.

One of the most novel contributions of this study is its emphasis on the moderating role of top management support. The findings suggest that when top management actively supports research initiatives, provides required resources, and fosters innovation, the positive effects of human and structural capital on team performance are amplified (Zada et al., 2023 ). This aspect of the study addresses a gap in the literature by highlighting the critical influence of top management on the success of intellectual capital investments. It underscores the importance of managerial involvement and strategic vision in driving research excellence and team scientific and technological performance.

Practical implications

The practical implications of the current study are weightage for organizations aiming to enhance their research and innovation capabilities and boost their scientific and technical progress. Organizations should prioritize recruiting, training, and retaining highly skilled and trained researchers and professionals globally. This can be achieved through targeted hiring practices, offering competitive compensation and retention, providing continuous professional development opportunities, and developing proper research collaboration networks. Organizations can leverage their expertize to drive innovative research and technological advancements by nurturing a global, talented workforce. Investing in robust organizational structures, processes, and systems is critical (Joseph & Gaba, 2020 ). This includes developing comprehensive databases, implementing efficient research processes, securing intellectual property, and strengthening collaborations. These factors support efficient knowledge sharing and streamline research activities, leading to higher productivity and quality research outcomes (Azeem et al., 2021 ). Organizations should ensure that their infrastructure is adaptable and can support remote and collaborative work environments.

The current study emphasizes the importance of digital platforms and tools facilitating research collaboration. Organizations should adopt advanced research collaboration networks that enable seamless communication, data sharing, and talent management. These systems are particularly crucial in a globalized research environment where team members may be geographically dispersed. Investing in such technology can significantly enhance research projects’ productivity in a sustainable way (Susanto et al., 2023 ). Top Management plays a vital role in the success of research initiatives and contributes to scientific and technological performance. Top management should actively support research teams by providing required resources, setting clear strategic directions, and fostering a culture of innovation. This includes allocating budgets for organizational research and development, encouraging cross-border collaboration, recognizing and rewarding research achievements, and enhancing overall performance. Effective Management ensures that the intellectual capital within the organization is fully utilized and aligned with organizational developmental goals (Paoloni et al., 2020 ). Organizations should create a working atmosphere that encourages research, creativity, and innovation. This can be done by establishing innovation labs, promoting interdisciplinary research, recruiting international talents, sharing research scholars, and encouraging the sharing of ideas across different departments globally. A research-oriented culture that supports innovation can inspire researchers to pursue groundbreaking work and contribute to the organization’s competitive edge.

Limitations and future research direction

The research presents numerous theoretical and practical implications; however, it has. The potential limitation of common method bias could impact the findings of this study. This concern arises because the data for the study variables were obtained from a single source and relied on self-report measures (Podsakoff, 2003 ). Therefore, it is recommended that future studies be conducted longitudinally to gain additional insights into organizations’ potential to enhance efficiency. Furthermore, it is essential to note that the sample size for this study was limited to 363 respondents who were deemed usable. These respondents were drawn from only ten research and academic institutions explicitly targeting the education and research sector.

Consequently, this restricted sample size may hinder the generalizability of the findings. Future researchers may employ a larger sample size and implement a more systematic approach to the organization to enhance the comprehensiveness and generalizability of findings in the context of global talent management and scientific and technological advancement. Furthermore, in future investigations, researchers may explore alternative boundary conditions to ascertain whether additional factors could enhance the model’s efficacy.

Numerous academic studies have emphasized the significance of examining talent management outcomes in global human resource management (HRM). The continuous international movement of highly qualified individuals is viewed as a driving force behind the development of new technologies, the dissemination of scientific findings, and the collaboration between institutions worldwide. Every organization strives to build a qualified and well-trained team, and the personnel department of the organization focuses on finding ways to transfer knowledge from experienced workers to new hires. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. These findings offer a nuanced perspective on how organizations can leverage their intellectual assets to foster higher productivity and innovation, especially in emergencies.

Data availability

Due to respondents’ privacy concerns, data will not be publicly available. However, it can be made available by contacting the corresponding author at a reasonable request.

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School of Economics and Management, Hanjiang Normal University, Shiyan, 442000, China

Muhammad Zada

Facultad de Administración y Negocios, Universidad Autónoma de Chile, Santiago, 8320000, Chile

School of Law, Huazhong University of Science and Technology, Wuhan, Hubie, China

Imran Saeed

College of Management, Shenzhen University, Shenzhen, China

Department of Business Administration, Faculty of Management Sciences, Ilma University, Karachi, Pakistan

Shagufta Zada

Business School Henan University, Kaifeng, Henan, China

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Conceptualization: Muhammad Zada and Imran Saeed. Methodology: Jawad Khan. Software: Shagufta Zada. Data collection: Muhammad Zada, Shagufta Zada and Jawad Khan. Formal analysis: Imran Saeed and Jawad Khan. Resources: Muhammad Zada. Writing original draft preparation: Muhammad Zada and Imran Saeed. Writing review and editing: Jawad Khan, Shagufta Zada. All authors have read and agreed to the published version of the paper.

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The author sought and received ethical approval from the Research Ethical Committee School of Economics and Management at Hanjiang Normal University, China, with approval number 2023REC001, and the study complied with ethical standards.

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Informed consent was obtained from all subjects involved in the study. All the participants were accessed with the support of the HR Department employed in China’s research and academia sector. Response Participants were provided with comprehensive information regarding the study’s purpose and procedures. Confidentiality and privacy were strictly implemented throughout the research process. Using the time lag data collection approach, we collected from 393 employees employed in China’s research and academic sector.

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Zada, M., Saeed, I., Khan, J. et al. Navigating post-pandemic challenges through institutional research networks and talent management. Humanit Soc Sci Commun 11 , 1164 (2024). https://doi.org/10.1057/s41599-024-03697-9

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Received : 28 February 2024

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DOI : https://doi.org/10.1057/s41599-024-03697-9

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