preparation of action research plan

How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project .

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement , devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes , demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Once you have outlined your goals, objectives, steps, and tasks, it’s time to drill down on selecting research methods . You’ll want to leverage specific research strategies and processes. When you know what methods will help you reach your goals, you and your teams will have direction to perform and execute your assigned tasks.

Research methods might include any of the following:

User interviews : this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies : this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting : participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups : use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies : ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys : get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing : tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing : ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project . Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty . But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

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• Section 2: Home
• Developing the Quantitative Research Design
• Qualitative Descriptive Design
• Design and Development Research (DDR) For Instructional Design
• Qualitative Narrative Inquiry Research
• Action Research Resource

What is Action Research?

Considerations, creating a plan of action.

• Case Study Design in an Applied Doctorate
• SAGE Research Methods
• Research Examples (SAGE) This link opens in a new window
• Dataset Examples (SAGE) This link opens in a new window
• IRB Resource Center This link opens in a new window

Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

• Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
• Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
• Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
• Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
• Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

• When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
• If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
• Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
• If students will be part of the study, does parent consent and student assent need to be obtained?
• As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
• As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
• Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

• Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
• Purpose of the Study —What need to be different or improved as a result of the study?
• Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
• Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
• Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic?  How will your proposed research address the gap in the literature?
• Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
• Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
• Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
• Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
• Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
• Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

• Pre- and Post-Surveys for students and/or staff
• Staff Perception Surveys and Questionnaires
• Semi-Structured Interviews
• Focus Groups
• Observations
• Document analysis
• Student work samples
• Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
• Attendance records
• Discipline data
• Journals from students and/or staff
• Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

• How can this situation be approached differently in the future?
• What should change in terms of practice?
• What are the specific steps that individuals should take to change practices?
• What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
• How will the effectiveness of the implemented changes be evaluated?
• How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods  http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

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The Action Research Process

Module 1: Action Research

There are various models of the action research process. Some models are simple in their design while others appear relatively complex. Essentially, most of the models share similar elements with small variations.

Action research models begin with the central problem or topic. They involve some observation or monitoring of current practice, followed by the collection and synthesis of information and data. Finally, some sort of action is taken, which then serves as a basis for the next stage of action research (Mills 2011).

• Central Problem / Topic
• Observation / Monitoring
• Collection of Data
• Action Taken

In this course, we will define the action research process as composed of four stages and nine steps:

Image Hotspots

Action Research Process

Click each + icon to expand the steps of the stage:

It is important to note that action research is a flexible, iterative process of continuous improvement, emphasizing adaptability and responsiveness to findings at each cycle.

Kurt Lewin’s approach to action research involves a cyclical, spiral process consisting of several stages, each comprising planning, action, and reviewing the results of the action. This method is aligned with Dewey’s concept of experiential learning and is particularly suited to solving problems in social and organizational contexts.

Action Research Handbook Copyright © by Dr. Zabedia Nazim and Dr. Sowmya Venkat-Kishore is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

• What sort of considerations are necessary to take action in your educational context?
• How do you facilitate an action plan without disrupting your teaching?
• How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

• How does a semi-structured morning meeting improve my classroom community?
• How does historical fiction help students think about people’s agency in the past?
• How do I improve student punctuation use through acting out sentences?
• How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

• How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

• Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
• Ensure participants’ rights to withdraw from the study at any point .
• Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

• Have you identified a topic for study?
• What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
• Have you read a sufficient amount of the relevant literature?
• Have you developed your research question(s)?
• Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

• a working title for your project, which you may need to refine later;
• the background of the study , both in terms of your professional context and personal motivation;
• the aims of the project;
• the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

• Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
• Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
• Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
• Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
• Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

FLEET LIBRARY | Research Guides

Rhode island school of design, create a research plan: research plan.

• Research Plan
• Literature Review
• Ulrich's Global Serials Directory
• Related Guides

A research plan is a framework that shows how you intend to approach your topic. The plan can take many forms: a written outline, a narrative, a visual/concept map or timeline. It's a document that will change and develop as you conduct your research. Components of a research plan

1. Research conceptualization - introduces your research question

2. Research methodology - describes your approach to the research question

3. Literature review, critical evaluation and synthesis - systematic approach to locating,

    reviewing and evaluating the work (text, exhibitions, critiques, etc) relating to your topic

4. Communication - geared toward an intended audience, shows evidence of your inquiry

Research conceptualization refers to the ability to identify specific research questions, problems or opportunities that are worthy of inquiry. Research conceptualization also includes the skills and discipline that go beyond the initial moment of conception, and which enable the researcher to formulate and develop an idea into something researchable ( Newbury 373).

Research methodology refers to the knowledge and skills required to select and apply appropriate methods to carry through the research project ( Newbury 374) .

Method describes a single mode of proceeding; methodology describes the overall process.

Method - a way of doing anything especially according to a defined and regular plan; a mode of procedure in any activity

Methodology - the study of the direction and implications of empirical research, or the sustainability of techniques employed in it; a method or body of methods used in a particular field of study or activity *Browse a list of research methodology books  or this guide on Art & Design Research

Literature Review, critical evaluation & synthesis

A literature review is a systematic approach to locating, reviewing, and evaluating the published work and work in progress of scholars, researchers, and practitioners on a given topic.

Critical evaluation and synthesis is the ability to handle (or process) existing sources. It includes knowledge of the sources of literature and contextual research field within which the person is working ( Newbury 373).

Literature reviews are done for many reasons and situations. Here's a short list:

Sources to consult while conducting a literature review:

Online catalogs of local, regional, national, and special libraries

meta-catalogs such as worldcat , Art Discovery Group , europeana , world digital library or RIBA

subject-specific online article databases (such as the Avery Index, JSTOR, Project Muse)

digital institutional repositories such as Digital Commons @RISD ; see Registry of Open Access Repositories

Open Access Resources recommended by RISD Research LIbrarians

works cited in scholarly books and articles

print bibliographies

the internet-locate major nonprofit, research institutes, museum, university, and government websites

search google scholar to locate grey literature & referenced citations

trade and scholarly publishers

fellow scholars and peers

Communication                              

Communication refers to the ability to

• structure a coherent line of inquiry
• communicate your findings to your intended audience
• make skilled use of visual material to express ideas for presentations, writing, and the creation of exhibitions ( Newbury 374)

Research plan framework: Newbury, Darren. "Research Training in the Creative Arts and Design." The Routledge Companion to Research in the Arts . Ed. Michael Biggs and Henrik Karlsson. New York: Routledge, 2010. 368-87. Print.

About the author

Except where otherwise noted, this guide is subject to a Creative Commons Attribution license

source document

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• Knowledge Base
• Starting the research process
• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

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As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

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

Methodology

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

 Statistics

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

Research bias

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

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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Action Research

What is action research.

Action research is a methodology that emphasizes collaboration between researchers and participants to identify problems, develop solutions and implement changes. Designers plan, act, observe and reflect, and aim to drive positive change in a specific context. Action research prioritizes practical solutions and improvement of practice, unlike knowledge generation, which is the priority of traditional methods.  

© New Mexico State University, Fair Use

Why is Action Research Important in UX Design?

Action research stands out as a unique approach in user experience design (UX design), among other types of research methodologies and fields. It has a hands-on, practical focus, so UX designers and researchers who engage in it devise and execute research that not only gathers data but also leads to actionable insights and solid real-world solutions. 

The concept of action research dates back to the 1940s, with its roots in the work of social psychologist Kurt Lewin. Lewin emphasized the importance of action in understanding and improving human systems. The approach rapidly gained popularity across various fields, including education, healthcare, social work and community development.  

Kurt Lewin, the Founder of social psychology.

© Wikimedia Commons, Fair Use

In UX design, the incorporation of action research appeared with the rise of human-centered design principles. As UX design started to focus more on users' needs and experiences, the participatory and problem-solving nature of action research became increasingly significant. Action research bridges the gap between theory and practice in UX design. It enables designers to move beyond hypothetical assumptions and base their design decisions on concrete, real-world data. This not only enhances the effectiveness of the design but also boosts its credibility and acceptance among users—vital bonuses for product designers and service designers. 

At its core, action research is a systematic, participatory and collaborative approach to research . It emphasizes direct engagement with specific issues or problems and aims to bring about positive change within a particular context. Traditional research methodologies tend to focus solely on the generation of theoretical knowledge. Meanwhile, action research aims to solve real-world problems and generate knowledge simultaneously .  

Action research helps designers and design teams gather first-hand insights so they can deeply understand their users' needs, preferences and behaviors. With it, they can devise solutions that genuinely address their users’ problems—and so design products or services that will resonate with their target audiences. As designers actively involve users in the research process, they can gather authentic insights and co-create solutions that are both effective and user-centric.  

Moreover, the iterative nature of action research aligns perfectly with the UX design process. It allows designers to continuously learn from users' feedback, adapt their designs accordingly, and test their effectiveness in real-world contexts. This iterative loop of planning, acting, observing and reflecting ensures that the final design solution is user-centric. However, it also ensures that actual user behavior and feedback validates the solution that a design team produces, which helps to make action research studies particularly rewarding for some brands. 

Designers can continuously learn from users’ feedback in action research and iterate accordingly.

© Fauxels, Fair Use

What is The Action Research Process?

Action research in UX design involves several stages. Each stage contributes to the ultimate goal: to create effective and user-centric design solutions. Here is a step-by-step breakdown of the process:  

1. Identify the Problem

This could be a particular pain point users are facing, a gap in the current UX design, or an opportunity for improvement.  

2. Plan the Action

Designers might need to devise new design features, modify existing ones or implement new user interaction strategies.  

3. Implement the Action

Designers put their planned actions into practice. They might prototype the new design, implement the new features or test the new user interaction strategies.  

4. Observe and Collect Data

As designers implement the action they’ve decided upon, it's crucial to observe its effects and collect data. This could mean that designers track user behaviors, collect user feedback, conduct usability tests or use other data collection methods.  

5. Reflect on the Results

From the collected data, designers reflect on the results, analyze the effectiveness of the action and draw insights. If the action has led to positive outcomes, they can further refine it and integrate it into the final design. If not, they can go back to plan new actions and repeat the process.  

An action research example could be where designers do the following: 

Identification : Designers observe a high abandonment rate during a checkout process for an e-commerce website. 

Planning : They analyze the checkout flow to identify potential friction points.  

Action : They isolate these points, streamline the checkout process, introduce guest checkout and optimize form fields.  

Observation : They monitor changes in abandonment rates and collect user feedback.  

Reflection : They assess the effectiveness of the changes as these reduce checkout abandonment.  

Outcome : The design team notices a significant decrease in checkout abandonment, which leads to higher conversion rates as more users successfully purchase goods.  

What Types of Action Research are there?

Action research splits into three main types: technical, collaborative and critical reflection.  

1. Technical Action Research

Technical action research focuses on improving the efficiency and effectiveness of a system or process. Designers often use it in organizational contexts to address specific issues or enhance operations. This could be where designers improve the usability of a website, optimize the load time of an application or enhance the accessibility of a digital product.  

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2. Collaborative Action Research

Collaborative action research emphasizes the active participation of stakeholders in the research process. It's about working together to identify issues, co-create solutions and implement changes. In the context of UX design, this could mean that designers collaborate with users to co-design a new feature, work with developers to optimize a process, or partner with business stakeholders to align the UX strategy with business goals.  

3. Critical Reflection Action Research

Critical reflection action research aims to challenge dominant power structures and social injustices within a particular context. It emphasizes the importance of where designers and design teams reflect on the underlying assumptions and values that drive research and decision-making processes. In UX design, this could be where designers question the design biases, challenge the stereotypes, and promote inclusivity and diversity in design decisions.  

What are the Benefits and Challenges of Action Research?

Like any UX research method or approach, action research comes with its own set of benefits and challenges.  

Benefits of Action Research

Real-world solutions.

Action research focuses on solving real-world problems. This quality makes it highly relevant and practical. It allows UX designers to create solutions that are not just theoretically sound but also valid in real-world contexts.  

User Involvement

Action research involves users in the research process, which lets designers gather first-hand insights into users' needs, preferences and behaviors. This not only enhances the accuracy and reliability of the research but also fosters user engagement and ownership long before user testing of high-fidelity prototypes.  

Continuous Learning

The iterative nature of action research promotes continuous learning and improvement. It enables designers to adapt their designs based on users' feedback and learn from their successes and failures. They can fine-tune better tools and deliverables, such as more accurate user personas, from their findings.

Author and Human-Computer Interaction Expert, Professor Alan Dix explains personas and why they are important: 

Challenges of Action Research

Time- and resource-intensive.

Action research involves multiple iterations of planning, acting, observing and reflecting, which can be time- and resource-intensive. 

Complexity of Real-world Contexts

It can be difficult to implement changes and observe their effects in real-world contexts. This is due to the complexity and unpredictability of real-world situations.  

Risk of Subjectivity

Since action research involves close collaboration with stakeholders, there's a risk of subjectivity and bias influencing the research outcomes. It's crucial for designers to maintain objectivity and integrity throughout the research process. 

Ethical Considerations

It can be a challenge to ensure all participants understand the nature of the research and agree to participate willingly. Also, it’s vital to safeguard the privacy of participants and sensitive data.  

Scope Creep

The iterative nature of action research might lead to expanding goals, and make the project unwieldy.  

Generalizability

The contextual focus of action research may limit the extent to which designers can generalize findings from field studies to other settings.  

Best Practices and Tips for Successful Action Research

1. define clear objectives.

To begin, designers should define clear objectives. They should ask the following: 

What is the problem to try to solve? 

What change is desirable as an outcome?  

To have clear objectives will guide their research process and help them stay focused.  

2. Involve Users

It’s vital to involve users in the research process. Designers should collaborate with them to identify issues, co-create solutions and implement changes in real time. This will not only enhance the relevance of the research but also foster user engagement and ownership.  

3. Use a Variety of Data Collection Methods

To conduct action research means to observe the effects of changes in real-world contexts. This requires a variety of data collection methods. Designers should use methods like surveys, user interviews, observations and usability tests to gather diverse and comprehensive data. 

UX Strategist and Consultant, William Hudson explains the value of usability testing in this video: 

4. Reflect and Learn

Action research is all about learning from action. Designers should reflect on the outcomes of their actions, analyze the effectiveness of their solutions and draw insights. They can use these insights to inform their future actions and continuously improve the design.  

5. Communicate and Share Findings

Lastly, designers should communicate and share their findings with all stakeholders. This not only fosters transparency and trust but also facilitates collective learning and improvement.  

What are Other Considerations to Bear in Mind with Action Research?

Quantitative data.

Action research involves both qualitative and quantitative data, but it's important to remember to place emphasis on qualitative data. While quantitative data can provide useful insights, designers who rely too heavily on it may find a less holistic view of the user experience. 

Professor Alan Dix explains the difference between quantitative and qualitative data in this video: 

User Needs and Preferences

Designers should focus action research on understanding user needs and preferences. If they ignore these in favor of more technical considerations, the resulting design solutions may not meet users' expectations or provide them with a satisfactory experience.  

User Feedback

It's important to seek user feedback at each stage of the action research process. Without this feedback, designers may not optimize design solutions for user needs. For example, they may find the information architecture confusing. Additionally, without user feedback, it can be difficult to identify any unexpected problems that may arise during the research process.  

Time Allocation

Action research requires time and effort to ensure successful outcomes. If designers or design teams don’t permit enough time for the research process, it can lead to rushed decisions and sloppy results. It's crucial to plan ahead and set aside enough time for each stage of the action research process—and ensure that stakeholders understand the time-consuming nature of research and digesting research findings, and don’t push for premature results. 

Contextual Factors

Contextual factors such as culture, environment and demographics play an important role in UX design. If designers ignore these factors, it can lead to ineffective design solutions that don't properly address users' needs and preferences or consider their context.  

Professor Alan Dix explains the need to consider users’ culture in design, in this video: 

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Overall, in the ever-evolving field of UX design, this is one methodology that can serve as a powerful research tool for driving positive change and promoting continuous learning. Since to do action research means to actively involve users in the research process and research projects, and focus on real-world problem-solving, it allows designers to create more user-centered designs. These digital solutions and services will be more likely to resonate with the target users and deliver exceptional user experiences.  

Despite its challenges, the benefits of action research far outweigh the risks. Action research is therefore a valuable approach for UX designers who are keen on creating a wide range of impactful and sustainable design solutions. The biggest lesson with action research is to ensure that user needs and preferences are at the center of the research process. 

Learn More about Action Research  

Take our User Research: Methods and Best Practices course.  

Take our Master Class Radical Participatory Design: Insights From NASA’s Service Design Lead with Victor Udoewa, Service Design Lead, NASA SBIR/STTR Program. 

Read more in-depth information in 3 things design thinking can learn from action research by Amin Mojtahedi, PhD . 

Find additional insights in What Technical Communicators and UX Designers Can Learn From Participatory Action Research by Guiseppe . 

Discover more insights and tips in Action Research: Steps, Benefits, and Tips by Lauren Stewart .

Questions related to Action Research

Action research and design thinking are both methodologies to solve problems and implement changes, but they have different approaches and emphases. Here's how they differ:  

Objectives  

Action research aims to solve specific problems within a community or organization through a cycle of planning, action, observation and reflection. It focuses on iterative learning and solving real-world problems through direct intervention.  

Design thinking focuses on addressing complex problems by understanding the user's needs, re-framing the problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a hands-on approach in prototyping and testing. It emphasizes innovation and the creation of solutions that are desirable, feasible and viable.  

Process  

Action research involves a cyclic process that includes:  

- Identify a problem.  

- Plan an action.  

- Implement the action.  

- Observe and evaluate the outcomes.  

- Reflect on the findings and plan the next cycle. 

Design thinking follows a non-linear, iterative process that typically includes five phases:  

- Empathize: Understand the needs of those you're designing for.  

- Define: Clearly articulate the problem you want to solve.  

- Ideate: Brainstorm a range of creative solutions.  

- Prototype: Build a representation of one or more of your ideas.  

- Test: Return to your original user group and test your idea for feedback.  

User Involvement  

Action research actively involves participants in the research process. The participants are co-researchers and have a direct stake in the problem at hand.  

Design thinking prioritizes empathy with users and stakeholders to ensure that the solutions are truly user-centered. While users are involved, especially in the empathy and testing phases, they may not be as deeply engaged in the entire process as they are in action research.  

Outcome  

Action research typically aims for practical outcomes that directly improve practices or address issues within the specific context studied. Its success is measurable by the extent of problem resolution or improvement.  

Design thinking seeks to generate innovative solutions that may not only solve the identified problem but also provide a basis for new products, services or ways of thinking. The success is often measurable in terms of innovation, user satisfaction and feasibility of implementation.  

In summary, while both action research and design thinking are valuable in addressing problems, action research is more about participatory problem-solving within specific contexts, and design thinking is about innovative solution-finding with a strong emphasis on user needs. 

Take our Design Thinking: The Ultimate Guide course. 

To define the research question in an action research project, start by identifying a specific problem or area of interest in your practice or work setting. Reflect on this issue deeply to understand its nuances and implications. Then, narrow your focus to a question that is both actionable and researchable. This question should aim to explore ways to improve, change or understand the problem better. Ensure the question is clear, concise and aligned with the goals of your project. It must invite inquiry and suggest a path towards finding practical solutions or gaining deeper insights. 

For instance, if you notice a decline in user engagement with a product, your research question could be, "How can we modify the user interface of our product to enhance user engagement?" This question clearly targets an improvement, focuses on a specific aspect (the user interface) and implies actionable outcomes (modifications to enhance engagement). 

Take our Master Class Radical Participatory Design: Insights From NASA’s Service Design Lead with Victor Udoewa, Service Design Lead, NASA SBIR/STTR Program.  

Designers use several tools and methods in action research to explore problems and implement solutions. Surveys allow them to gather feedback from a broad audience quickly. Interviews offer deep insights through personal conversations, focusing on users' experiences and needs. Observations help designers understand how people interact with products or services in real environments. Prototyping enables the testing of ideas and concepts through tangible models, and allows for immediate feedback and iteration. Finally, case studies provide detailed analysis of specific instances and offer valuable lessons and insights. 

These tools and methods empower designers to collect data, analyze findings and make informed decisions. When designers employ a combination of these approaches, they ensure a comprehensive understanding of the issues at hand and develop effective solutions. 

CEO of Experience Dynamics, Frank Spillers explains the need to be clear about the problem that designers should address: 

To engage stakeholders in an action research project, first identify all individuals or groups with an interest in the project's outcome. These might include users, team members, clients or community representatives. Clearly communicate the goals, benefits and expected outcomes of the project to them. Use presentations, reports, or informal meetings to share your vision and how their involvement adds value. 

Involve stakeholders early and often by soliciting their feedback through surveys, interviews or workshops. This inclusion not only provides valuable insights but also fosters a sense of ownership and commitment to the project. Establish regular update meetings or newsletters to keep stakeholders informed about progress, challenges and successes. Finally, ensure there are clear channels for stakeholders to share their input and concerns throughout the project. 

This approach creates a collaborative environment where stakeholders feel valued and engaged, leading to more meaningful and impactful outcomes. 

To measure the impact of an action research project, start by defining clear, measurable objectives at the beginning. These objectives should align with the goals of your project and provide a baseline against which you can measure progress. Use quantitative metrics such as increased user engagement, sales growth or improved performance scores for a tangible assessment of impact. Incorporate qualitative data as well, such as user feedback and case studies, to understand the subjective experiences and insights gained through the project. 

Conduct surveys or interviews before and after the project to compare results and identify changes. Analyze this data to assess how well the project met its objectives and what effect it had on the target issue or audience. Document lessons learned and unexpected outcomes to provide a comprehensive view of the project's impact. This approach ensures a holistic evaluation, combining numerical data and personal insights to gauge the success and influence of your action research project effectively. 

Take our Master Class Design KPIs: From Insights to Impact with Vitaly Friedman, Senior UX consultant, European Parliament, and Creative Lead, Smashing Magazine. 

When unexpected results or obstacles emerge during action research, first, take a step back and assess the situation. Identify the nature of the unexpected outcome or obstacle and analyze its potential impact on your project. This step is crucial for understanding the issue at hand. 

Next, communicate with your team and stakeholders about the situation. Open communication ensures everyone understands the issue and can contribute to finding a solution. 

Then, consider adjusting your research plan or design strategy to accommodate the new findings or to overcome the obstacles. This might involve revisiting your research questions, methods or even the design problem you are addressing. 

Always document these changes and the reasons behind them. This documentation will be valuable for understanding the project's evolution and for future reference. 

Finally, view these challenges as learning opportunities. Unexpected results can lead to new insights and innovations that strengthen your project in the long run. 

By remaining flexible, communicating effectively, and being willing to adjust your approach, you can navigate the uncertainties of action research and continue making progress towards your goals. 

Professor Alan Dix explains externalization, a creative process that can help designers to adapt to unexpected roadblocks and find a good way forward: 

Action research can significantly contribute to inclusive and accessible design by directly involving users with diverse needs in the research and design process. When designers engage individuals from various backgrounds, abilities and experiences, they can gain a deeper understanding of the wide range of user requirements and preferences. This approach ensures that the products or services they develop cater to a broader audience, including those with disabilities. 

Furthermore, action research allows for iterative testing and feedback loops with users. This quality enables designers to identify and address accessibility challenges early in the design process. The continuous engagement helps in refining designs to be more user-friendly and inclusive. 

Additionally, action research fosters a culture of empathy and understanding within design teams, as it emphasizes the importance of seeing the world from the users' perspectives. This empathetic approach leads to more thoughtful and inclusive design decisions, ultimately resulting in products and services that are accessible to everyone. 

By prioritizing inclusivity and accessibility through action research, designers can create more equitable and accessible solutions that enhance the user experience for all. 

Take our Master Class How to Design for Neurodiversity: Inclusive Content and UX with Katrin Suetterlin, UX Content Strategist, Architect and Consultant. 

To ensure the reliability and validity of data in action research, follow these steps: 

Define clear research questions: Start with specific, clear research questions to guide your data collection. This clarity helps in gathering relevant and focused data. 

Use multiple data sources: Collect data from various sources to cross-verify information. This triangulation strengthens the reliability of your findings. 

Apply consistent methods: Use consistent data collection methods throughout your research. If conducting surveys or interviews, keep questions consistent across participants to ensure comparability. 

Engage in peer review: Have peers or experts review your research design and data analysis. Feedback can help identify biases or errors, and enhance the validity of your findings. 

Document the process: Keep detailed records of your research process, including how you collected and analyzed data. Documentation allows others to understand and validate your research methodology. 

Test and refine instruments: If you’re using surveys or assessment tools, test them for reliability and validity before using them extensively. Pilot testing helps refine these instruments, and ensures they accurately measure what they intend to. 

When you adhere to these principles, you can enhance the reliability and validity of your action research data, leading to more trustworthy and impactful outcomes. 

Take our Data-Driven Design: Quantitative Research for UX course.  

To analyze data collected during an action research project, follow these steps: 

Organize the data: Begin by organizing your data, categorizing information based on types, sources or research questions. This organization makes the data manageable and prepares you for in-depth analysis. 

Identify patterns and themes: Look for patterns, trends and themes within your data. This might mean to code qualitative data or use statistical tools for quantitative data to uncover recurring elements or significant findings. 

Compare findings to objectives: Match your findings against the research objectives. Assess how the data answers your research questions or addresses the issues you set out to explore. 

Use software tools: Consider using data analysis software, especially for complex or large data sets. Tools like NVivo for qualitative data or SPSS for quantitative data can simplify analysis and help in identifying insights. 

Draw conclusions: Based on your analysis, draw conclusions about what the data reveals. Look for insights that answer your research questions or offer solutions to the problem you are investigating. 

Reflect and act: Reflect on the implications of your findings. Consider how they impact your understanding of the research problem and what actions they suggest for improvement or further investigation. 

This approach to data analysis ensures a thorough understanding of the collected data, allowing you to draw meaningful conclusions and make informed decisions based on your action research project. 

Professor Ann Blandford, Professor of Human-Computer Interaction, UCL explains valuable aspects of data collection in this video: 

Baskerville, R. L., & Wood-Harper, A. T. (1996). A critical perspective on action research as a method for information systems research . Journal of Information Technology, 11(3), 235-246.   

This influential paper examines the philosophical underpinnings of action research and its application in information systems research, which is closely related to UX design. It highlights the strengths of action research in addressing complex, real-world problems, as well as the challenges in maintaining rigor and achieving generalizability. The paper helped establish action research as a valuable methodology in the information systems and UX design fields.  

Di Mascio, T., & Tarantino, L. (2015). New Design Techniques for New Users: An Action Research-Based Approach . In Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct (pp. 83-96). ACM. 

This paper describes an action research project that aimed to develop a novel data gathering technique for understanding the context of use of a technology-enhanced learning system for children. The authors argue that traditional laboratory experiments struggle to maintain relevance to the real world, and that action research, with its focus on solving practical problems, is better suited to addressing the needs of new ICT products and their users. The paper provides insights into the action research process and reflects on its value in defining new methods for solving complex, real-world problems. The work is influential in demonstrating the applicability of action research in the field of user experience design, particularly for designing for new and underserved user groups. 

Villari, B. (2014). Action research approach in design research . In Proceedings of the 5th STS Italia Conference A Matter of Design: Making Society through Science and Technology (pp. 306-316). STS Italia Publishing.  

This paper explores the application of action research in the field of design research. The author argues that design is a complex practice that requires interdisciplinary skills and the ability to engage with diverse communities. Action research is presented as a research strategy that can effectively merge theory and practice, linking the reflective dimension to practical activities. The key features of action research highlighted in the paper are its context-dependent nature, the close relationship between researchers and the communities involved, and the iterative process of examining one's own practice and using research insights to inform future actions. The paper is influential in demonstrating the value of action research in addressing the challenges of design research, particularly in terms of bridging the gap between theory and practice and fostering collaborative, user-centered approaches to design.  

Brandt, E. (2004). Action research in user-centred product development . AI & Society, 18(2), 113-133.  

This paper reports on the use of action research to introduce new user-centered work practices in two commercial product development projects. The author argues that the growing complexity of products and the increasing importance of quality, usability, and customization demand new collaborative approaches that involve customers and users directly in the development process. The paper highlights the value of using action research to support these new ways of working, particularly in terms of creating and reifying design insights in representations that can foster collaboration and continuity throughout the project. The work is influential in demonstrating the applicability of action research in the context of user-centered product development, where the need to bridge theory and practice and engage diverse stakeholders is paramount. The paper provides valuable insights into the practical challenges and benefits of adopting action research in this domain. 

1. Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice . SAGE Publications.  

This comprehensive handbook is considered a seminal work in the field of action research. It provides a thorough overview of the history, philosophical foundations, and diverse approaches to action research. The book features contributions from leading scholars and practitioners, covering topics such as participatory inquiry, critical action research, and the role of action research in organizational change and community development. It has been highly influential in establishing action research as a rigorous and impactful research methodology across various disciplines. 

 2. Stringer, E. T. (2013). Action Research (4th ed.) . SAGE Publications.  

This book by Ernest T. Stringer is a widely recognized and accessible guide to conducting action research. It provides clear, step-by-step instructions on the action research process, including gathering information, interpreting and explaining findings, and taking action to address practical problems. The book is particularly valuable for novice researchers and practitioners in fields such as education, social work, and community development, where action research is commonly applied. Its practical approach and real-life examples have made it a go-to resource for those seeking to engage in collaborative, solution-oriented research. 

3. McNiff, J. (2017). Action Research: All You Need to Know (1st ed.) . SAGE Publications.   

This book by Jean McNiff provides a comprehensive guide to conducting action research projects. It covers the key steps of the action research process, including identifying a problem, developing an action plan, implementing changes, and reflecting on the outcomes. The book is influential in the field of action research as it offers practical advice and strategies for practitioners across various disciplines, such as education, healthcare, and organizational development. It emphasizes the importance of critical reflection, collaboration, and the integration of theory and practice, making it a valuable resource for those seeking to engage in rigorous, transformative research. 

Answer a Short Quiz to Earn a Gift

What is a primary characteristic of action research in UX design?

• It drives practical changes through iterative cycles.
• It focuses solely on theoretical knowledge.
• It relies on external consultants to dictate changes.

Which type of action research improves system efficiency and effectiveness?

• Collaborative Action Research
• Critical Reflection Action Research
• Technical Action Research

What role do stakeholders play in collaborative action research?

• They participate actively in co-creating solutions.
• They provide financial support only.
• They review and approve final designs.

How do users in action research benefit the design process?

• They help make sure designs meet actual user needs and preferences.
• They help speed up the design process significantly.
• They limit the scope of design innovations.

What is the purpose of the reflection stage in the action research process?

• To document the research process for publication only
• To evaluate the effectiveness of actions and plan further improvements
• To finalize the product design without further changes

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Literature on Action Research

Here’s the entire UX literature on Action Research by the Interaction Design Foundation, collated in one place:

Learn more about Action Research

Take a deep dive into Action Research with our course User Research – Methods and Best Practices .

How do you plan to design a product or service that your users will love , if you don't know what they want in the first place? As a user experience designer, you shouldn't leave it to chance to design something outstanding; you should make the effort to understand your users and build on that knowledge from the outset. User research is the way to do this, and it can therefore be thought of as the largest part of user experience design .

In fact, user research is often the first step of a UX design process—after all, you cannot begin to design a product or service without first understanding what your users want! As you gain the skills required, and learn about the best practices in user research, you’ll get first-hand knowledge of your users and be able to design the optimal product—one that’s truly relevant for your users and, subsequently, outperforms your competitors’ .

This course will give you insights into the most essential qualitative research methods around and will teach you how to put them into practice in your design work. You’ll also have the opportunity to embark on three practical projects where you can apply what you’ve learned to carry out user research in the real world . You’ll learn details about how to plan user research projects and fit them into your own work processes in a way that maximizes the impact your research can have on your designs. On top of that, you’ll gain practice with different methods that will help you analyze the results of your research and communicate your findings to your clients and stakeholders—workshops, user journeys and personas, just to name a few!

By the end of the course, you’ll have not only a Course Certificate but also three case studies to add to your portfolio. And remember, a portfolio with engaging case studies is invaluable if you are looking to break into a career in UX design or user research!

We believe you should learn from the best, so we’ve gathered a team of experts to help teach this course alongside our own course instructors. That means you’ll meet a new instructor in each of the lessons on research methods who is an expert in their field—we hope you enjoy what they have in store for you!

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Cognitive Maps in UX | IxDF

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Research Action Plan

It is a fact that a research action plan is needed not only to provide a solution for an existing problem but also to provide detailed information for a new study. Research action plans are conducted by numerous individuals and groups on different fields (i.e., business, science, academe, government, technology, etc.).

Research Action Plan Template

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To guide you in creating a research action plan, we have provided some examples (in PDF format) as well as tips on how to create a research action plan.

Action Plan Template

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Action Plan Template to Print

User Research Action Plan Example

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New Research Plan Outline Example

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Research Action Proposal Outline Example

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The Importance of Creating a Research Action Plan

The importance of research action plans cannot be understated. As previously mentioned, they are conducted by various individuals and groups on various fields. Although they are commonly used by business entities and scientific organizations, they are also used by academe (by both professors and students alike), government, technology, sports, and social welfare groups. You may also see quality plan examples & samples .

We will be discussing below the importance of research action plans to each sector that was mentioned.

1. Business

This is where research action plans are constantly created and used. Business entities, specifically companies, conduct research for various reasons. Some do research to develop a new product or improve an existing one, some do research to analyze a new market, some do it for investment analysis , while some companies do it to improve their competitive advantage.

The reasons are not limited to the ones mentioned above, as they are other numerous reasons why companies conduct research. But despite the reason, business research is always aimed toward two things: profitability and sustainability.

Similar to business entities, scientific organizations also do heavy research. Scientific research is always aimed to provide better living conditions for not only humans but all the organisms living on this planet. Additionally, scientific research also centers on discovering things that were not deemed possible before (for example: evolution, relativity, space travel, etc.). You may also like company plan examples & samples .

3. Technology

Science and technology are always intertwined. Technology uses scientific processes to discover new objects and possibilities, while science uses technology to do the same thing. Since the dawn of the digital age, technology has been moving at a breakneck speed. Research has resulted in the most groundbreaking technological discoveries in the 21st century, and more is yet it to come in the next few years. You may also check out advertising plan examples & samples .

The images you see in movies (for example, the Iron Man or Black Panther suit, hologram interaction, nanotechnology) will all be possible sooner than you think.

4. Government

The most advanced and progressive countries rely on their government to do research. Either research to develop new infrastructure, improve transportation and utility systems, eradicate poverty, or to increase foreign and domestic investors, research has been key to improve a country’s economic standing and decrease national debt. You might be interested in sales plan examples .

Similar to science and technology, government and academe are also intertwined in which both sectors benefit each other. In most countries, government asks the assistance of academic institutions to create a research action plan, especially in studies relating to education. You may have also noticed that various educators have taken government positions to extend their expertise to the government. You may also see event plan examples & samples .

Playing sports is both a great pastime and a great money earner. There is money in sports, which is why numerous organizations turn it into a business. Sports-centered research do not only focus on increasing physical abilities and skills but also on marketing. Sports apparel companies like Adidas and Nike, as well as sports personalities like Michael Jordan and Lionel Messi, have all benefited not only from sports health and wellness research but also from sports marketing research. You may also like daily plan examples & samples .

7. Social Welfare

Social welfare is a subcategory of government, but this focuses on human resource specifically the improving of living conditions of individuals and communities.

Social welfare is very important as human resource provides the backbone of every country. If individuals are struggling to meet their daily needs, they become unhealthy and unfocused, thus reducing their effectiveness as being part of the country’s workforce. An unproductive workforce cannot support the government in any way possible. You may also check out management plan examples .

That is why research based on social welfare helps government identify and solve issues in regards to their citizens, aiding them to improve their financial standing to become more effective and efficient in their respective industries.

Market Research Action Plan Example

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Research Plan Proposal Example

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Research Proposal Template Example

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Research Action Plan Outline Example

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Basic Research Action Plan Outline

There is no standard outline in creating a research action plan. But there are sections in which are found in most research action plans. Listed below is a basic research action plan outline which is highly recommended when you will be making your own research plan in the future. You may also see annual plan examples and samples .

Feel free to edit and add sections from the PDF research action plan examples we provided if you think some sections are relevant to your research.

1. Introduction

Sometimes, researchers tend to overlook the introduction as it does not contain the meat of the study. But the introduction is as important as the other sections of the research action plan.

The introduction contains information on why the research is being conducted, and also provides info on how the research will affect the industry or sector it was based on. Remember that the introduction is not a summary of the research . That section is called “abstract.” The abstract is written once the study has been accomplished, and is usually inserted after the introduction.

2. Statement of the Problem

The general statement of the problem identifies the problems or issues that need to be solved in the research. The statement of the problem is usually formulated using WH and H questions, but those questions need to be very specific. Providing general questions will be difficult for the researcher especially when he reaches the data-gathering stage.

Here is an example of a “how” question in a problem statement for a research focusing on hologram smartphone development in 2018:

Incorrect (general): How can smartphone companies develop hologram technology in their products in 2018?

Correct (specific): How can the leading smartphone manufacturers Apple, Samsung, and Vivo implement hologram technology in their high-end phones when they have functions and features lined up for their models in the next two years? You may also like audit plan examples & samples .

Based on the examples above, it will be easier for the researcher to conduct the research as he will be focused on three smartphone companies Apple, Samsung, and Vivo instead of all the smartphone manufacturers as stated in the first problem. Additionally, the second problem centers in on the hologram’s impact to the company’s current portfolio of products, while the first problem does not even recognize the current products of the companies. You may also check out work plan examples & samples .

3. Methodology

The methodology identifies the research’s respondents, locale, research design, and data-gathering procedure. This section basically lists down the methods and procedures the researcher will use in his study. The methodology tremendously aids the researcher as he focuses on the methods and procedures he previously chose, creating a more streamlined study that does not stray away from the problems the researcher wants to solve. You might be interested in weekly plan examples & samples .

4. Analysis of Data

Data analysis is basically the meat of the entire study or research. Data analysis is conducted after all the data have been compiled. There are numerous data analysis methods that researchers use, but the one that is actually used depends on the data that was gathered (number of respondents, type of study, research topic, etc.). You may also see implementation plan examples & samples .

Most of the time, a statistician assists the researcher on tabulating the data and also assists in identifying what analysis method to use. Data analysis will help the researcher determine what recommendations to use, so it is crucial that the data should be analyzed carefully. You may also like job plan examples & samples .

5. Recommendation

Recommendations are the result of data analysis. This section answers the statement of the problem through the data that was gathered and analyzed. Make sure each question in the statement of the problem has a corresponding recommendation. Recommendations are basically the solutions to the problems you presented, so again be specific in how you present your recommendations. You may also check out business plan examples .

Here is an example on a recommendation based on the problem listed above. How can the leading smartphone manufacturers Apple, Samsung, and Vivo implement hologram technology in their high-end phones when they have functions and features lined up for their models in the next two years? You might be interested in transition plan examples & samples .

Incorrect (general): The three smartphone companies should have a separate department to produce a new line of products that will implement hologram technology. (No further analysis is discussed).

Correct (specific): Based on 70% of the responses, the three smartphone companies should have a separate department to produce a new line of products that will implement hologram technology. This will create a more smooth production process as two departments will be working on different products, but still under the same company. (Detailed analysis to follow.) You may also see project plan examples .

6. Conclusion

The research conclusion is the last part of the research and serves a similar purpose to the introduction. The conclusion basically reiterates the information that was previously mentioned in the data analysis and recommendation, but it is not the summary of the entire research. The conclusion also agrees on what recommendations were made by the researcher. No further analysis is conducted in the conclusion. You may also like evaluation plan examples & samples .

Doctoral Thesis Research Plan Example

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Executive Summary for Research Plan Example

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Abstract Research Plan Example

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We hope you found this article to be informative as well as helpful when you will be making your own research action plan. We also included some examples in PDF to assist you (they are all free to download). Doing research requires long hours of hard work and patience, and sometimes the results do not even go the way you planned them to. The quality of data you compile and your eventual analysis of the said data are not the only determinants on creating a successful research study, as you also need to have a good research action plan .

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Racial Equity Action Plan Progress and Impact Report

Since issuing a formal apology in October 2021 for our historical role in promoting, perpetuating, and failing to challenge racism and human hierarchy, APA has been steadfast in its mission to rectify systemic inequities and foster an inclusive and equitable future. The apology marked the beginning of a profound transformation within our organization—one that acknowledges the previous actions and inactions of APA and psychology, improves coordination across the association and field, and commits to substantial, lasting change.

This Racial Equity Action Plan Progress and Impact Report describes the collaborative efforts undertaken to date and the tangible progress made toward dismantling systemic racism in psychology and society at large, as well as the strategic principles guiding this work. This report does more than highlight APA’s progress on this complex issue. It reaffirms our dedication to building a more equitable future for all.

As outlined in this report, APA’s work to help advance racial equity has relied on systematic engagement, continuous introspection, and the establishment of critical infrastructure to foster sustainability. Underlying all these strategies is the foundational belief that equity, diversity, and inclusion must be infused into our association’s fabric if we are to reach our goals successfully.

This journey has not been perfect. However, each day has been a learning opportunity, and we have remained committed to the process. APA remains dedicated to taking responsibility for our role in perpetuating inequalities, and continuously learning and evolving as we move forward.

Arthur C. Evans Jr., PhD Chief Executive Officer/Executive Vice President

Maysa Akbar, PhD, ABPP Chief Diversity Officer Chief of Psychology in the Public Interest

Download in PDF format (900KB)

Table of contents

APA’s EDI Framework and Racial Equity Action Plan

• Guiding Principles for Systemic Change

Demonstrating APA’s Work to Advance Racial Equity Aligned with the EDI Framework

• The APA Level
• The Field of Psychology and Society Levels

Progress and Impact: From 2022 Audit on Racial Equity to Now

• Shifting Approaches for Systemic Change: APA’s Impact Across Racial Equity Domains
• Enhancing Diversity: Insights into Representation Across APA

Detailed Impact Summaries Demonstrating Achievements in Advancing the REAP: Knowledge Production and Health Equity Priorities

• Priority 1: Advancing Racially Conscious Knowledge Production and Scholarship
• APA’s Collaborative Work to Advance Racially Conscious Knowledge Production and Scholarship
• Priority 2: Utilizing the Breadth of the Field to Advance Health Equity in Communities of Color
• APA’s Collaborative Work to Advance Health Equity

Looking Ahead to 2025 and 2026

• Snapshot of APA’s Workforce and Educational Equity Activities

Community Action and Analysis Plan: Guidance and Resources for Community Care Hubs to Address Health-Related Social Needs Based on Lessons from North Carolina

Project Report

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Executive Summary

Addressing unmet health-related social needs (HRSNs) is critical to improving health outcomes and requires well-coordinated systems of health and social care. Community Care Hubs (CCHs) – community-centered backbone organizations that coordinate care between the health and social sectors – play a critical role in developing these coordinated systems of care. CCHs are designed to organize, support, and provide centralized infrastructure for community-based organizations (CBOs) and other service providers that are participating in cross-sectoral partnerships.

CCHs serve a critical role in their communities, but the scope and capacity of CCHs can vary. Given this, there is a need for additional guidance and support to start, scale, and sustain the work of CCHs. The purpose of this Community Action and Analysis Plan is to highlight practical steps that future and current CCHs can take to start, scale, and sustain efforts to address HRSNs. From our research, we identified six major competency areas for CCHs. Below is a high-level summary of the main steps that CCHs can take across the six competencies outlined in this document. This is meant to serve as both a self-assessment tool and a guide through the document’s main points. Within each section, we describe examples of data, resources, and partnerships that can support these efforts, including both foundational skills and advanced steps. Readers can choose to review and focus on topics that are of particular interest and are directed to external sources to read more when such external resources exist.

Read the full text here .

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Research/Study Research/Study

As key Trump allies advocate for revenge, Project 2025 provides a policy framework to attack the media

Former Trump national security adviser Kash Patel: “We will go out and find the conspirators, not just in government but in the media”

Written by Jack Winstanley

Published 08/27/24 10:02 AM EDT

Project 2025, a comprehensive transition plan organized by conservative think tank The Heritage Foundation to staff the next GOP administration with extremists and implement a far-reaching right-wing agenda, proposes that a second Trump presidency should gut funding for public broadcasting and “reexamine” the relationship between the White House and reporters. These policy proposals laying the framework for the next Republican administration to attack the media are especially notable as former President Donald Trump and his allies have a long history of hostility toward the press, including during the 2024 presidential campaign, and some of Trump’s key allies have openly threatened retaliation against specific journalists and outlets if he is reelected. 

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Project 2025 attacks public broadcasting and suggests a future administration “reexamine” the relationship with the white house press corps, following years of trump and his allies attacking the media, trump and his allies, including project 2025 affiliates, have continued their hostile posture during the 2024 presidential campaign season, other trump allies have openly threatened investigations and other forms of retaliation against the press during a second trump term.

• Project 2025 demands to end public funding for NPR, PBS, and the Corporation for Public Broadcasting. Project 2025 describes NPR and other public media organizations as “tyrannical,” “leftist broadcasters,” complains that PBS airs “educational endeavors such as ‘Sesame Street’ … that are themselves biased to the Left,” and describes the elimination of federal funding for such outlets as “good policy and good politics.” Noting that “every Republican President since Richard Nixon has tried to strip the Corporation for Public Broadcasting (CPB) of taxpayer funding,” the group’s policy book, titled Mandate for Leadership: The Conservative Promise , claims that this “means that the next conservative President must finally get this done and do it despite opposition from congressional members of his own party if necessary.” [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025’s calls to pull funding from public broadcasters echo years of conservative attacks on NPR, PBS, and other public media organizations. A 2017 budget proposal from the Trump administration included a proposal to completely defund the Corporation for Public Broadcasting. Heritage Foundation senior fellow Mike Gonzalez, who authored a chapter in Mandate for Leadership advising a future Republican administration on how to defund “woke” public broadcasters, has been calling on Congress to defund those outlets since at least 2017. [Media Matters, 5/8/24 , 4/26/24 , 3/24/17 ]
• Project 2025 also encourages a potential Trump administration to “reexamine” its relationship with media outlets and organizations, including the White House Correspondents Association, and suggests that reporters should not have a “permanent space” in the White House. The policy book states, “No legal entitlement exists for the provision of permanent space for media on the White House campus, and the next Administration should reexamine the balance between media demands and space constraints on the White House premises.” The document also suggests that a future Republican administration “should examine the nature of the relationship between itself and the White House Correspondents Association and consider whether an alternative coordinating body might be more suitable.” [Project 2025, Mandate for Leadership , 2023 ; White House Correspondents Association, accessed 8/20/24 ]
• Trump and his campaign have deep ties to Project 2025, with a CNN analysis identifying nearly 240 people involved in Project 2025 who worked in either the Trump campaign or his first administration. Several individuals associated with Project 2025 have also spoken about their connections to Trump and his campaign, with Heritage Foundation President Kevin Roberts stating that Trump's staff and Project 2025 “have been in conversation throughout the campaign on the matters of policy.” [Media Matters, 8/15/24 , 7/11/24 , 4/24/24 , 3/20/24 ; CNN, 7/11/24 ]
• Trump’s presidential term was marked by repeated clashes with the press, including calling the press the “enemy of the people” in a 2019 social media post, with Trump continuing to attack the press after leaving office. A 2020 analysis by the U.S. Press Freedom Tracker found that Trump made at least 2,000 social media posts attacking the press and specific reporting. Trump also became the first president to not attend the annual White House Correspondents Dinner, claiming that the reporters in attendance were “too negative.” During at least two rallies held during the 2022 midterm campaign season, Trump openly discussed jailing reporters and fantasized about using the threat of imprisonment and rape to force journalists to reveal the identity of sources. [U.S. Press Freedom Tracker, 4/12/20 ; The Hill, 4/5/19 , 4/5/19 ; Rolling Stone, 10/23/22 , 11/8/22 ]
• Trump’s 2024 presidential campaign has denied press credentials to outlets and journalists that have reported critically on the former president. While in office, Trump revoked press passes for dozens of journalists, and his 2020 reelection campaign continued the pattern of denying credentials. Reporters from HuffPost, Vanity Fair, The Washington Post, and Spectrum News have stated that their press access to Trump’s 2024 campaign events has been revoked, assumedly over prior unflattering coverage. [Vanity Fair, 4/19/24 ; Media Matters, 4/22/24 ; Twitter/X, 8/15/24 , 8/14/24 , 8/15/24 ; Columbia Journalism Review, 5/9/19 ; The Washington Post, 12/2/19 ] 
• Taking issue with a recent report from The New York Times questioning Trump’s claim that he survived a helicopter crash landing with former San Francisco Mayor Willie Brown, the former president attacked the paper and journalist Maggie Haberman for their “Fake & Fraudulent writing on the Russia, Russia, Russia HOAX.” Trump reportedly called the newspaper and demanded an apology after it debunked his story (which Brown has also denied) and “used ‘a sing-song voice’ to mock the Times’ request for the helicopter flight records.” [HuffPost, 8/10/24 ]
• On several occasions Trump has even lashed out against Fox News — an outlet that has consistently praised the former president — for coverage that he has taken issue with. In one social media post, Trump shared several paragraphs from a Fox News article discussing his Georgia polling lead over Joe Biden but edited out other paragraphs that discussed the current president’s “overwhelming support from liberals, Black voters, voters with college degrees, and suburban women and the reality that voters are split on issues related to health care, election integrity, and abortion, while Biden overwhelmingly comes out on top with voters on the topic of climate change.” In another social media post, Trump ripped Fox News for discussing polling data that showed him losing to Vice President Kamala Harris and for airing footage from her campaign rallies. [The New Republic, 2/16/24 ; The Hill, 7/9/24 ; Newsweek, 7/29/24 ]
• Kevin Roberts, president of the Heritage Foundation and the principal architect of Project 2025, attacked the “deceitful ‘journalism’” covering the Trump 2024 campaign. In a separate post, Roberts accused Harris of “dodging tough questions, and the so-called ‘Professional Journalists’ are just fine with it?! It’s a disgrace to real journalism.” [Twitter/X, 8/16/24 , 8/9/24 ]
• While attending the 2024 Republican National Convention, Donald Trump Jr. told an MSNBC journalist to “get out of here” and accused the network of lying in its coverage. Trump Jr. also called the network “MSDNC,” suggesting that it is a mouthpiece for the Democratic Party, and called its reporters “clowns.” [The Daily Beast, 7/15/24 ]
• In an earlier social media post, Trump Jr. praised an anti-LGBTQ rant directed at a reporter by right-wing mixed martial arts fighter Sean Strickland, calling it “amazing” and adding, “If there were more people willing to talk to the Press like this, they’re bullshit wouldn’t be nearly as pervasive.” [Twitter/X, 1/17/24 ]
• In July, Project 2025 contributor Rachel Bovard wrote an op-ed for The American Conservative defending former Trump strategist Steve Bannon and accusing the media of participating in a “three-year insurrection against the Constitution and the rule of law.” [The American Conservative, 7/8/24 ]
• Mike Davis, founder of the right-wing legal advocacy group the Article III Project and a rumored Trump appointee, “has threatened to indict, detain, denaturalize, and deport a handful of Trump critics,” including former NBC host Mehdi Hasan. In one post, Davis wrote that Hasan “is now on my Lists 2 (indict), 4 (detain), 6 (denaturalize), and 3 (deport). I already have his spot picked out in the DC gulag.” In a second post, Davis repeated his attack against Hasan, and added that it should be considered his “application to serve” as Trump's next attorney general. [Twitter/X, 11/20/23 , 11/16/23 ; Rolling Stone, 7/9/24 ]
• On Steve Bannon’s War Room podcast, which has been the media hub for Project 2025, former Trump national security adviser Kash Patel confirmed Trump’s plans to retaliate against the press if given a second term: “We will go out and find the conspirators, not just in government but in the media.” Patel added that “we’re going to come after the people in the media who lied about American citizens, who helped Joe Biden rig presidential elections.” Bannon also warned about retribution against the media, stating, “This is just not rhetoric. We are absolutely dead serious.” [Media Matters, 12/5/23 , 11/9/23 ; The Associated Press, 12/5/23 ]
• Bannon, a longtime Trump ally who is currently serving a four-month prison sentence for ignoring a congressional subpoena over the January 6 insurrection, threatened “investigations under the Constitution and by the rule of law” into supposed media “colluding with the Justice Department.” Bannon added, “It's coming and we're gonna be unrelenting in it because you tried to destroy the American republic and you came very close.” [Real America’s Voice, War Room , 6/12/24 ; CNN, 7/1/24 ]

29/8/2024 - The issue with overlapping RTO implicit scope periods is now resolved. If you have any queries please email [email protected] .

On Tuesday 27/8/2024 at 8pm the TGA team deployed logic to correct the way the TGA system calculates RTO historic implicit scope for units and skill sets. Please view the news item for more information.

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The Department of Employment and Workplace Relations (DEWR) will soon be rolling out changes to enhance Training.gov.au (TGA). The new TGA is more intuitive and accessible, and will deliver: 

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I am looking to choose a vet course and training provider., i want to be or hire an apprentice.  , i want to explore career ideas and occupations., latest news, corrections to implicit scope calculations on the national register, training.gov.au (tga).

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