research aims and objectives sample

Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

41 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

This is a well researched and superbly written article for learners of research methods at all levels in the research topic from conceptualization to research findings and conclusions. I highly recommend this material to university graduate students. As an instructor of advanced research methods for PhD students, I have confirmed that I was giving the right guidelines for the degree they are undertaking.

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21 Research Objectives Examples (Copy and Paste)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Research objectives refer to the definitive statements made by researchers at the beginning of a research project detailing exactly what a research project aims to achieve.

These objectives are explicit goals clearly and concisely projected by the researcher to present a clear intention or course of action for his or her qualitative or quantitative study. 

Research objectives are typically nested under one overarching research aim. The objectives are the steps you’ll need to take in order to achieve the aim (see the examples below, for example, which demonstrate an aim followed by 3 objectives, which is what I recommend to my research students).

Research Objectives vs Research Aims

Research aim and research objectives are fundamental constituents of any study, fitting together like two pieces of the same puzzle.

The ‘research aim’ describes the overarching goal or purpose of the study (Kumar, 2019). This is usually a broad, high-level purpose statement, summing up the central question that the research intends to answer.

Example of an Overarching Research Aim:

“The aim of this study is to explore the impact of climate change on crop productivity.” 

Comparatively, ‘research objectives’ are concrete goals that underpin the research aim, providing stepwise actions to achieve the aim.

Objectives break the primary aim into manageable, focused pieces, and are usually characterized as being more specific, measurable, achievable, relevant, and time-bound (SMART).

Examples of Specific Research Objectives:

1. “To examine the effects of rising temperatures on the yield of rice crops during the upcoming growth season.” 2. “To assess changes in rainfall patterns in major agricultural regions over the first decade of the twenty-first century (2000-2010).” 3. “To analyze the impact of changing weather patterns on crop diseases within the same timeframe.”

The distinction between these two terms, though subtle, is significant for successfully conducting a study. The research aim provides the study with direction, while the research objectives set the path to achieving this aim, thereby ensuring the study’s efficiency and effectiveness.

How to Write Research Objectives

I usually recommend to my students that they use the SMART framework to create their research objectives.

SMART is an acronym standing for Specific, Measurable, Achievable, Relevant, and Time-bound. It provides a clear method of defining solid research objectives and helps students know where to start in writing their objectives (Locke & Latham, 2013).

Each element of this acronym adds a distinct dimension to the framework, aiding in the creation of comprehensive, well-delineated objectives.

Here is each step:

• Specific : We need to avoid ambiguity in our objectives. They need to be clear and precise (Doran, 1981). For instance, rather than stating the objective as “to study the effects of social media,” a more focused detail would be “to examine the effects of social media use (Facebook, Instagram, and Twitter) on the academic performance of college students.”
• Measurable: The measurable attribute provides a clear criterion to determine if the objective has been met (Locke & Latham, 2013). A quantifiable element, such as a percentage or a number, adds a measurable quality. For example, “to increase response rate to the annual customer survey by 10%,” makes it easier to ascertain achievement.
• Achievable: The achievable aspect encourages researchers to craft realistic objectives, resembling a self-check mechanism to ensure the objectives align with the scope and resources at disposal (Doran, 1981). For example, “to interview 25 participants selected randomly from a population of 100” is an attainable objective as long as the researcher has access to these participants.
• Relevance : Relevance, the fourth element, compels the researcher to tailor the objectives in alignment with overarching goals of the study (Locke & Latham, 2013). This is extremely important – each objective must help you meet your overall one-sentence ‘aim’ in your study.
• Time-Bound: Lastly, the time-bound element fosters a sense of urgency and prioritization, preventing procrastination and enhancing productivity (Doran, 1981). “To analyze the effect of laptop use in lectures on student engagement over the course of two semesters this year” expresses a clear deadline, thus serving as a motivator for timely completion.

You’re not expected to fit every single element of the SMART framework in one objective, but across your objectives, try to touch on each of the five components.

Research Objectives Examples

1. Field: Psychology

Aim: To explore the impact of sleep deprivation on cognitive performance in college students.

• Objective 1: To compare cognitive test scores of students with less than six hours of sleep and those with 8 or more hours of sleep.
• Objective 2: To investigate the relationship between class grades and reported sleep duration.
• Objective 3: To survey student perceptions and experiences on how sleep deprivation affects their cognitive capabilities.

2. Field: Environmental Science

Aim: To understand the effects of urban green spaces on human well-being in a metropolitan city.

• Objective 1: To assess the physical and mental health benefits of regular exposure to urban green spaces.
• Objective 2: To evaluate the social impacts of urban green spaces on community interactions.
• Objective 3: To examine patterns of use for different types of urban green spaces. 

3. Field: Technology

Aim: To investigate the influence of using social media on productivity in the workplace.

• Objective 1: To measure the amount of time spent on social media during work hours.
• Objective 2: To evaluate the perceived impact of social media use on task completion and work efficiency.
• Objective 3: To explore whether company policies on social media usage correlate with different patterns of productivity.

4. Field: Education

Aim: To examine the effectiveness of online vs traditional face-to-face learning on student engagement and achievement.

• Objective 1: To compare student grades between the groups exposed to online and traditional face-to-face learning.
• Objective 2: To assess student engagement levels in both learning environments.
• Objective 3: To collate student perceptions and preferences regarding both learning methods.

5. Field: Health

Aim: To determine the impact of a Mediterranean diet on cardiac health among adults over 50.

• Objective 1: To assess changes in cardiovascular health metrics after following a Mediterranean diet for six months.
• Objective 2: To compare these health metrics with a similar group who follow their regular diet.
• Objective 3: To document participants’ experiences and adherence to the Mediterranean diet.

6. Field: Environmental Science

Aim: To analyze the impact of urban farming on community sustainability.

• Objective 1: To document the types and quantity of food produced through urban farming initiatives.
• Objective 2: To assess the effect of urban farming on local communities’ access to fresh produce.
• Objective 3: To examine the social dynamics and cooperative relationships in the creating and maintaining of urban farms.

7. Field: Sociology

Aim: To investigate the influence of home offices on work-life balance during remote work.

• Objective 1: To survey remote workers on their perceptions of work-life balance since setting up home offices.
• Objective 2: To conduct an observational study of daily work routines and family interactions in a home office setting.
• Objective 3: To assess the correlation, if any, between physical boundaries of workspaces and mental boundaries for work in the home setting.

8. Field: Economics

Aim: To evaluate the effects of minimum wage increases on small businesses.

• Objective 1: To analyze cost structures, pricing changes, and profitability of small businesses before and after minimum wage increases.
• Objective 2: To survey small business owners on the strategies they employ to navigate minimum wage increases.
• Objective 3: To examine employment trends in small businesses in response to wage increase legislation.

9. Field: Education

Aim: To explore the role of extracurricular activities in promoting soft skills among high school students.

• Objective 1: To assess the variety of soft skills developed through different types of extracurricular activities.
• Objective 2: To compare self-reported soft skills between students who participate in extracurricular activities and those who do not.
• Objective 3: To investigate the teachers’ perspectives on the contribution of extracurricular activities to students’ skill development.

10. Field: Technology

Aim: To assess the impact of virtual reality (VR) technology on the tourism industry.

• Objective 1: To document the types and popularity of VR experiences available in the tourism market.
• Objective 2: To survey tourists on their interest levels and satisfaction rates with VR tourism experiences.
• Objective 3: To determine whether VR tourism experiences correlate with increased interest in real-life travel to the simulated destinations.

11. Field: Biochemistry

Aim: To examine the role of antioxidants in preventing cellular damage.

• Objective 1: To identify the types and quantities of antioxidants in common fruits and vegetables.
• Objective 2: To determine the effects of various antioxidants on free radical neutralization in controlled lab tests.
• Objective 3: To investigate potential beneficial impacts of antioxidant-rich diets on long-term cellular health.

12. Field: Linguistics

Aim: To determine the influence of early exposure to multiple languages on cognitive development in children.

• Objective 1: To assess cognitive development milestones in monolingual and multilingual children.
• Objective 2: To document the number and intensity of language exposures for each group in the study.
• Objective 3: To investigate the specific cognitive advantages, if any, enjoyed by multilingual children.

13. Field: Art History

Aim: To explore the impact of the Renaissance period on modern-day art trends.

• Objective 1: To identify key characteristics and styles of Renaissance art.
• Objective 2: To analyze modern art pieces for the influence of the Renaissance style.
• Objective 3: To survey modern-day artists for their inspirations and the influence of historical art movements on their work.

14. Field: Cybersecurity

Aim: To assess the effectiveness of two-factor authentication (2FA) in preventing unauthorized system access.

• Objective 1: To measure the frequency of unauthorized access attempts before and after the introduction of 2FA.
• Objective 2: To survey users about their experiences and challenges with 2FA implementation.
• Objective 3: To evaluate the efficacy of different types of 2FA (SMS-based, authenticator apps, biometrics, etc.).

15. Field: Cultural Studies

Aim: To analyze the role of music in cultural identity formation among ethnic minorities.

• Objective 1: To document the types and frequency of traditional music practices within selected ethnic minority communities.
• Objective 2: To survey community members on the role of music in their personal and communal identity.
• Objective 3: To explore the resilience and transmission of traditional music practices in contemporary society.

16. Field: Astronomy

Aim: To explore the impact of solar activity on satellite communication.

• Objective 1: To categorize different types of solar activities and their frequencies of occurrence.
• Objective 2: To ascertain how variations in solar activity may influence satellite communication.
• Objective 3: To investigate preventative and damage-control measures currently in place during periods of high solar activity.

17. Field: Literature

Aim: To examine narrative techniques in contemporary graphic novels.

• Objective 1: To identify a range of narrative techniques employed in this genre.
• Objective 2: To analyze the ways in which these narrative techniques engage readers and affect story interpretation.
• Objective 3: To compare narrative techniques in graphic novels to those found in traditional printed novels.

18. Field: Renewable Energy

Aim: To investigate the feasibility of solar energy as a primary renewable resource within urban areas.

• Objective 1: To quantify the average sunlight hours across urban areas in different climatic zones. 
• Objective 2: To calculate the potential solar energy that could be harnessed within these areas.
• Objective 3: To identify barriers or challenges to widespread solar energy implementation in urban settings and potential solutions.

19. Field: Sports Science

Aim: To evaluate the role of pre-game rituals in athlete performance.

• Objective 1: To identify the variety and frequency of pre-game rituals among professional athletes in several sports.
• Objective 2: To measure the impact of pre-game rituals on individual athletes’ performance metrics.
• Objective 3: To examine the psychological mechanisms that might explain the effects (if any) of pre-game ritual on performance.

20. Field: Ecology

Aim: To investigate the effects of urban noise pollution on bird populations.

• Objective 1: To record and quantify urban noise levels in various bird habitats.
• Objective 2: To measure bird population densities in relation to noise levels.
• Objective 3: To determine any changes in bird behavior or vocalization linked to noise levels.

21. Field: Food Science

Aim: To examine the influence of cooking methods on the nutritional value of vegetables.

• Objective 1: To identify the nutrient content of various vegetables both raw and after different cooking processes.
• Objective 2: To compare the effect of various cooking methods on the nutrient retention of these vegetables.
• Objective 3: To propose cooking strategies that optimize nutrient retention.

The Importance of Research Objectives

The importance of research objectives cannot be overstated. In essence, these guideposts articulate what the researcher aims to discover, understand, or examine (Kothari, 2014).

When drafting research objectives, it’s essential to make them simple and comprehensible, specific to the point of being quantifiable where possible, achievable in a practical sense, relevant to the chosen research question, and time-constrained to ensure efficient progress (Kumar, 2019). 

Remember that a good research objective is integral to the success of your project, offering a clear path forward for setting out a research design , and serving as the bedrock of your study plan. Each objective must distinctly address a different dimension of your research question or problem (Kothari, 2014). Always bear in mind that the ultimate purpose of your research objectives is to succinctly encapsulate your aims in the clearest way possible, facilitating a coherent, comprehensive and rational approach to your planned study, and furnishing a scientific roadmap for your journey into the depths of knowledge and research (Kumar, 2019). 

Kothari, C.R (2014). Research Methodology: Methods and Techniques . New Delhi: New Age International.

Kumar, R. (2019). Research Methodology: A Step-by-Step Guide for Beginners .New York: SAGE Publications.

Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management review, 70 (11), 35-36.

Locke, E. A., & Latham, G. P. (2013). New Developments in Goal Setting and Task Performance . New York: Routledge.

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• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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What Are Research Objectives and How to Write Them (with Examples)

Table of Contents

Introduction

Research is at the center of everything researchers do, and setting clear, well-defined research objectives plays a pivotal role in guiding scholars toward their desired outcomes. Research papers are essential instruments for researchers to effectively communicate their work. Among the many sections that constitute a research paper, the introduction plays a key role in providing a background and setting the context. 1 Research objectives, which define the aims of the study, are usually stated in the introduction. Every study has a research question that the authors are trying to answer, and the objective is an active statement about how the study will answer this research question. These objectives help guide the development and design of the study and steer the research in the appropriate direction; if this is not clearly defined, a project can fail!

Research studies have a research question, research hypothesis, and one or more research objectives. A research question is what a study aims to answer, and a research hypothesis is a predictive statement about the relationship between two or more variables, which the study sets out to prove or disprove. Objectives are specific, measurable goals that the study aims to achieve. The difference between these three is illustrated by the following example:

• Research question : How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?
• Research hypothesis : Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).
• Research objective : To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

This article discusses the importance of clear, well-thought out objectives and suggests methods to write them clearly.

What is the introduction in research papers?

Research objectives are usually included in the introduction section. This section is the first that the readers will read so it is essential that it conveys the subject matter appropriately and is well written to create a good first impression. A good introduction sets the tone of the paper and clearly outlines the contents so that the readers get a quick snapshot of what to expect.

A good introduction should aim to: 2,3

• Indicate the main subject area, its importance, and cite previous literature on the subject
• Define the gap(s) in existing research, ask a research question, and state the objectives
• Announce the present research and outline its novelty and significance
• Avoid repeating the Abstract, providing unnecessary information, and claiming novelty without accurate supporting information.

Why are research objectives important?

Objectives can help you stay focused and steer your research in the required direction. They help define and limit the scope of your research, which is important to efficiently manage your resources and time. The objectives help to create and maintain the overall structure, and specify two main things—the variables and the methods of quantifying the variables.

A good research objective:

• defines the scope of the study
• gives direction to the research
• helps maintain focus and avoid diversions from the topic
• minimizes wastage of resources like time, money, and energy

Types of research objectives

Research objectives can be broadly classified into general and specific objectives . 4 General objectives state what the research expects to achieve overall while specific objectives break this down into smaller, logically connected parts, each of which addresses various parts of the research problem. General objectives are the main goals of the study and are usually fewer in number while specific objectives are more in number because they address several aspects of the research problem.

Example (general objective): To investigate the factors influencing the financial performance of firms listed in the New York Stock Exchange market.

Example (specific objective): To assess the influence of firm size on the financial performance of firms listed in the New York Stock Exchange market.

In addition to this broad classification, research objectives can be grouped into several categories depending on the research problem, as given in Table 1.

Table 1: Types of research objectives

Characteristics of research objectives

Research objectives must start with the word “To” because this helps readers identify the objective in the absence of headings and appropriate sectioning in research papers. 5,6

• A good objective is SMART (mostly applicable to specific objectives):
• Specific—clear about the what, why, when, and how
• Measurable—identifies the main variables of the study and quantifies the targets
• Achievable—attainable using the available time and resources
• Realistic—accurately addresses the scope of the problem
• Time-bound—identifies the time in which each step will be completed
• Research objectives clarify the purpose of research.
• They help understand the relationship and dissimilarities between variables.
• They provide a direction that helps the research to reach a definite conclusion.

How to write research objectives?

Research objectives can be written using the following steps: 7

• State your main research question clearly and concisely.
• Describe the ultimate goal of your study, which is similar to the research question but states the intended outcomes more definitively.
• Divide this main goal into subcategories to develop your objectives.
• Limit the number of objectives (1-2 general; 3-4 specific)
• Assess each objective using the SMART
• Start each objective with an action verb like assess, compare, determine, evaluate, etc., which makes the research appear more actionable.
• Use specific language without making the sentence data heavy.
• The most common section to add the objectives is the introduction and after the problem statement.
• Add the objectives to the abstract (if there is one).
• State the general objective first, followed by the specific objectives.

Formulating research objectives

Formulating research objectives has the following five steps, which could help researchers develop a clear objective: 8

• Identify the research problem.
• Review past studies on subjects similar to your problem statement, that is, studies that use similar methods, variables, etc.
• Identify the research gaps the current study should cover based on your literature review. These gaps could be theoretical, methodological, or conceptual.
• Define the research question(s) based on the gaps identified.
• Revise/relate the research problem based on the defined research question and the gaps identified. This is to confirm that there is an actual need for a study on the subject based on the gaps in literature.
• Identify and write the general and specific objectives.
• Incorporate the objectives into the study.

Advantages of research objectives

Adding clear research objectives has the following advantages: 4,8

• Maintains the focus and direction of the research
• Optimizes allocation of resources with minimal wastage
• Acts as a foundation for defining appropriate research questions and hypotheses
• Provides measurable outcomes that can help evaluate the success of the research
• Determines the feasibility of the research by helping to assess the availability of required resources
• Ensures relevance of the study to the subject and its contribution to existing literature

Disadvantages of research objectives

Research objectives also have few disadvantages, as listed below: 8

• Absence of clearly defined objectives can lead to ambiguity in the research process
• Unintentional bias could affect the validity and accuracy of the research findings

Key takeaways

• Research objectives are concise statements that describe what the research is aiming to achieve.
• They define the scope and direction of the research and maintain focus.
• The objectives should be SMART—specific, measurable, achievable, realistic, and time-bound.
• Clear research objectives help avoid collection of data or resources not required for the study.
• Well-formulated specific objectives help develop the overall research methodology, including data collection, analysis, interpretation, and utilization.
• Research objectives should cover all aspects of the problem statement in a coherent way.
• They should be clearly stated using action verbs.

Frequently asked questions on research objectives

Q: what’s the difference between research objectives and aims 9.

A: Research aims are statements that reflect the broad goal(s) of the study and outline the general direction of the research. They are not specific but clearly define the focus of the study.

Example: This research aims to explore employee experiences of digital transformation in retail HR.

Research objectives focus on the action to be taken to achieve the aims. They make the aims more practical and should be specific and actionable.

Example: To observe the retail HR employees throughout the digital transformation.

Q: What are the examples of research objectives, both general and specific?

A: Here are a few examples of research objectives:

• To identify the antiviral chemical constituents in Mumbukura gitoniensis (general)
• To carry out solvent extraction of dried flowers of Mumbukura gitoniensis and isolate the constituents. (specific)
• To determine the antiviral activity of each of the isolated compounds. (specific)
• To examine the extent, range, and method of coral reef rehabilitation projects in five shallow reef areas adjacent to popular tourist destinations in the Philippines.
• To investigate species richness of mammal communities in five protected areas over the past 20 years.
• To evaluate the potential application of AI techniques for estimating best-corrected visual acuity from fundus photographs with and without ancillary information.
• To investigate whether sport influences psychological parameters in the personality of asthmatic children.

Q: How do I develop research objectives?

A: Developing research objectives begins with defining the problem statement clearly, as illustrated by Figure 1. Objectives specify how the research question will be answered and they determine what is to be measured to test the hypothesis.

Q: Are research objectives measurable?

A: The word “measurable” implies that something is quantifiable. In terms of research objectives, this means that the source and method of collecting data are identified and that all these aspects are feasible for the research. Some metrics can be created to measure your progress toward achieving your objectives.

Q: Can research objectives change during the study?

A: Revising research objectives during the study is acceptable in situations when the selected methodology is not progressing toward achieving the objective, or if there are challenges pertaining to resources, etc. One thing to keep in mind is the time and resources you would have to complete your research after revising the objectives. Thus, as long as your problem statement and hypotheses are unchanged, minor revisions to the research objectives are acceptable.

Q: What is the difference between research questions and research objectives? 10

Q: Are research objectives the same as hypotheses?

A: No, hypotheses are predictive theories that are expressed in general terms. Research objectives, which are more specific, are developed from hypotheses and aim to test them. A hypothesis can be tested using several methods and each method will have different objectives because the methodology to be used could be different. A hypothesis is developed based on observation and reasoning; it is a calculated prediction about why a particular phenomenon is occurring. To test this prediction, different research objectives are formulated. Here’s a simple example of both a research hypothesis and research objective.

Research hypothesis : Employees who arrive at work earlier are more productive.

Research objective : To assess whether employees who arrive at work earlier are more productive.

To summarize, research objectives are an important part of research studies and should be written clearly to effectively communicate your research. We hope this article has given you a brief insight into the importance of using clearly defined research objectives and how to formulate them.

• Farrugia P, Petrisor BA, Farrokhyar F, Bhandari M. Practical tips for surgical research: Research questions, hypotheses and objectives. Can J Surg. 2010 Aug;53(4):278-81.
• Abbadia J. How to write an introduction for a research paper. Mind the Graph website. Accessed June 14, 2023. https://mindthegraph.com/blog/how-to-write-an-introduction-for-a-research-paper/
• Writing a scientific paper: Introduction. UCI libraries website. Accessed June 15, 2023. https://guides.lib.uci.edu/c.php?g=334338&p=2249903
• Research objectives—Types, examples and writing guide. Researchmethod.net website. Accessed June 17, 2023. https://researchmethod.net/research-objectives/#:~:text=They%20provide%20a%20clear%20direction,track%20and%20achieve%20their%20goals .
• Bartle P. SMART Characteristics of good objectives. Community empowerment collective website. Accessed June 16, 2023. https://cec.vcn.bc.ca/cmp/modules/pd-smar.htm
• Research objectives. Studyprobe website. Accessed June 18, 2023. https://www.studyprobe.in/2022/08/research-objectives.html
• Corredor F. How to write objectives in a research paper. wikiHow website. Accessed June 18, 2023. https://www.wikihow.com/Write-Objectives-in-a-Research-Proposal
• Research objectives: Definition, types, characteristics, advantages. AccountingNest website. Accessed June 15, 2023. https://www.accountingnest.com/articles/research/research-objectives
• Phair D., Shaeffer A. Research aims, objectives & questions. GradCoach website. Accessed June 20, 2023. https://gradcoach.com/research-aims-objectives-questions/
• Understanding the difference between research questions and objectives. Accessed June 21, 2023. https://board.researchersjob.com/blog/research-questions-and-objectives

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Formulating Research Aims and Objectives

Formulating research aim and objectives in an appropriate manner is one of the most important aspects of your thesis. This is because research aim and objectives determine the scope, depth and the overall direction of the research. Research question is the central question of the study that has to be answered on the basis of research findings.

Research aim emphasizes what needs to be achieved within the scope of the research, by the end of the research process. Achievement of research aim provides answer to the research question.

Research objectives divide research aim into several parts and address each part separately. Research aim specifies WHAT needs to be studied and research objectives comprise a number of steps that address HOW research aim will be achieved.

As a rule of dumb, there would be one research aim and several research objectives. Achievement of each research objective will lead to the achievement of the research aim.

Consider the following as an example:

Research title: Effects of organizational culture on business profitability: a case study of Virgin Atlantic

Research aim: To assess the effects of Virgin Atlantic organizational culture on business profitability

Following research objectives would facilitate the achievement of this aim:

• Analyzing the nature of organizational culture at Virgin Atlantic by September 1, 2022
• Identifying factors impacting Virgin Atlantic organizational culture by September 16, 2022
• Analyzing impacts of Virgin Atlantic organizational culture on employee performances by September 30, 2022
• Providing recommendations to Virgin Atlantic strategic level management in terms of increasing the level of effectiveness of organizational culture by October 5, 2022

Figure below illustrates additional examples in formulating research aims and objectives:

Formulation of research question, aim and objectives

Common mistakes in the formulation of research aim relate to the following:

1. Choosing the topic too broadly . This is the most common mistake. For example, a research title of “an analysis of leadership practices” can be classified as too broad because the title fails to answer the following questions:

a) Which aspects of leadership practices? Leadership has many aspects such as employee motivation, ethical behaviour, strategic planning, change management etc. An attempt to cover all of these aspects of organizational leadership within a single research will result in an unfocused and poor work.

b) An analysis of leadership practices in which country? Leadership practices tend to be different in various countries due to cross-cultural differences, legislations and a range of other region-specific factors. Therefore, a study of leadership practices needs to be country-specific.

c) Analysis of leadership practices in which company or industry? Similar to the point above, analysis of leadership practices needs to take into account industry-specific and/or company-specific differences, and there is no way to conduct a leadership research that relates to all industries and organizations in an equal manner.

Accordingly, as an example “a study into the impacts of ethical behaviour of a leader on the level of employee motivation in US healthcare sector” would be a more appropriate title than simply “An analysis of leadership practices”.

2. Setting an unrealistic aim . Formulation of a research aim that involves in-depth interviews with Apple strategic level management by an undergraduate level student can be specified as a bit over-ambitious. This is because securing an interview with Apple CEO Tim Cook or members of Apple Board of Directors might not be easy. This is an extreme example of course, but you got the idea. Instead, you may aim to interview the manager of your local Apple store and adopt a more feasible strategy to get your dissertation completed.

3. Choosing research methods incompatible with the timeframe available . Conducting interviews with 20 sample group members and collecting primary data through 2 focus groups when only three months left until submission of your dissertation can be very difficult, if not impossible. Accordingly, timeframe available need to be taken into account when formulating research aims and objectives and selecting research methods.

Moreover, research objectives need to be formulated according to SMART principle,

 where the abbreviation stands for specific, measurable, achievable, realistic, and time-bound.

Examples of SMART research objectives

At the conclusion part of your research project you will need to reflect on the level of achievement of research aims and objectives. In case your research aims and objectives are not fully achieved by the end of the study, you will need to discuss the reasons. These may include initial inappropriate formulation of research aims and objectives, effects of other variables that were not considered at the beginning of the research or changes in some circumstances during the research process.

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Research Objectives – Types, Examples and Writing Guide

Table of Contents

Research Objectives

Research objectives refer to the specific goals or aims of a research study. They provide a clear and concise description of what the researcher hopes to achieve by conducting the research . The objectives are typically based on the research questions and hypotheses formulated at the beginning of the study and are used to guide the research process.

Types of Research Objectives

Here are the different types of research objectives in research:

• Exploratory Objectives: These objectives are used to explore a topic, issue, or phenomenon that has not been studied in-depth before. The aim of exploratory research is to gain a better understanding of the subject matter and generate new ideas and hypotheses .
• Descriptive Objectives: These objectives aim to describe the characteristics, features, or attributes of a particular population, group, or phenomenon. Descriptive research answers the “what” questions and provides a snapshot of the subject matter.
• Explanatory Objectives : These objectives aim to explain the relationships between variables or factors. Explanatory research seeks to identify the cause-and-effect relationships between different phenomena.
• Predictive Objectives: These objectives aim to predict future events or outcomes based on existing data or trends. Predictive research uses statistical models to forecast future trends or outcomes.
• Evaluative Objectives : These objectives aim to evaluate the effectiveness or impact of a program, intervention, or policy. Evaluative research seeks to assess the outcomes or results of a particular intervention or program.
• Prescriptive Objectives: These objectives aim to provide recommendations or solutions to a particular problem or issue. Prescriptive research identifies the best course of action based on the results of the study.
• Diagnostic Objectives : These objectives aim to identify the causes or factors contributing to a particular problem or issue. Diagnostic research seeks to uncover the underlying reasons for a particular phenomenon.
• Comparative Objectives: These objectives aim to compare two or more groups, populations, or phenomena to identify similarities and differences. Comparative research is used to determine which group or approach is more effective or has better outcomes.
• Historical Objectives: These objectives aim to examine past events, trends, or phenomena to gain a better understanding of their significance and impact. Historical research uses archival data, documents, and records to study past events.
• Ethnographic Objectives : These objectives aim to understand the culture, beliefs, and practices of a particular group or community. Ethnographic research involves immersive fieldwork and observation to gain an insider’s perspective of the group being studied.
• Action-oriented Objectives: These objectives aim to bring about social or organizational change. Action-oriented research seeks to identify practical solutions to social problems and to promote positive change in society.
• Conceptual Objectives: These objectives aim to develop new theories, models, or frameworks to explain a particular phenomenon or set of phenomena. Conceptual research seeks to provide a deeper understanding of the subject matter by developing new theoretical perspectives.
• Methodological Objectives: These objectives aim to develop and improve research methods and techniques. Methodological research seeks to advance the field of research by improving the validity, reliability, and accuracy of research methods and tools.
• Theoretical Objectives : These objectives aim to test and refine existing theories or to develop new theoretical perspectives. Theoretical research seeks to advance the field of knowledge by testing and refining existing theories or by developing new theoretical frameworks.
• Measurement Objectives : These objectives aim to develop and validate measurement instruments, such as surveys, questionnaires, and tests. Measurement research seeks to improve the quality and reliability of data collection and analysis by developing and testing new measurement tools.
• Design Objectives : These objectives aim to develop and refine research designs, such as experimental, quasi-experimental, and observational designs. Design research seeks to improve the quality and validity of research by developing and testing new research designs.
• Sampling Objectives: These objectives aim to develop and refine sampling techniques, such as probability and non-probability sampling methods. Sampling research seeks to improve the representativeness and generalizability of research findings by developing and testing new sampling techniques.

How to Write Research Objectives

Writing clear and concise research objectives is an important part of any research project, as it helps to guide the study and ensure that it is focused and relevant. Here are some steps to follow when writing research objectives:

• Identify the research problem : Before you can write research objectives, you need to identify the research problem you are trying to address. This should be a clear and specific problem that can be addressed through research.
• Define the research questions : Based on the research problem, define the research questions you want to answer. These questions should be specific and should guide the research process.
• Identify the variables : Identify the key variables that you will be studying in your research. These are the factors that you will be measuring, manipulating, or analyzing to answer your research questions.
• Write specific objectives: Write specific, measurable objectives that will help you answer your research questions. These objectives should be clear and concise and should indicate what you hope to achieve through your research.
• Use the SMART criteria: To ensure that your research objectives are well-defined and achievable, use the SMART criteria. This means that your objectives should be Specific, Measurable, Achievable, Relevant, and Time-bound.
• Revise and refine: Once you have written your research objectives, revise and refine them to ensure that they are clear, concise, and achievable. Make sure that they align with your research questions and variables, and that they will help you answer your research problem.

Example of Research Objectives

Examples of research objectives Could be:

Research Objectives for the topic of “The Impact of Artificial Intelligence on Employment”:

• To investigate the effects of the adoption of AI on employment trends across various industries and occupations.
• To explore the potential for AI to create new job opportunities and transform existing roles in the workforce.
• To examine the social and economic implications of the widespread use of AI for employment, including issues such as income inequality and access to education and training.
• To identify the skills and competencies that will be required for individuals to thrive in an AI-driven workplace, and to explore the role of education and training in developing these skills.
• To evaluate the ethical and legal considerations surrounding the use of AI for employment, including issues such as bias, privacy, and the responsibility of employers and policymakers to protect workers’ rights.

When to Write Research Objectives

• At the beginning of a research project : Research objectives should be identified and written down before starting a research project. This helps to ensure that the project is focused and that data collection and analysis efforts are aligned with the intended purpose of the research.
• When refining research questions: Writing research objectives can help to clarify and refine research questions. Objectives provide a more concrete and specific framework for addressing research questions, which can improve the overall quality and direction of a research project.
• After conducting a literature review : Conducting a literature review can help to identify gaps in knowledge and areas that require further research. Writing research objectives can help to define and focus the research effort in these areas.
• When developing a research proposal: Research objectives are an important component of a research proposal. They help to articulate the purpose and scope of the research, and provide a clear and concise summary of the expected outcomes and contributions of the research.
• When seeking funding for research: Funding agencies often require a detailed description of research objectives as part of a funding proposal. Writing clear and specific research objectives can help to demonstrate the significance and potential impact of a research project, and increase the chances of securing funding.
• When designing a research study : Research objectives guide the design and implementation of a research study. They help to identify the appropriate research methods, sampling strategies, data collection and analysis techniques, and other relevant aspects of the study design.
• When communicating research findings: Research objectives provide a clear and concise summary of the main research questions and outcomes. They are often included in research reports and publications, and can help to ensure that the research findings are communicated effectively and accurately to a wide range of audiences.
• When evaluating research outcomes : Research objectives provide a basis for evaluating the success of a research project. They help to measure the degree to which research questions have been answered and the extent to which research outcomes have been achieved.
• When conducting research in a team : Writing research objectives can facilitate communication and collaboration within a research team. Objectives provide a shared understanding of the research purpose and goals, and can help to ensure that team members are working towards a common objective.

Purpose of Research Objectives

Some of the main purposes of research objectives include:

• To clarify the research question or problem : Research objectives help to define the specific aspects of the research question or problem that the study aims to address. This makes it easier to design a study that is focused and relevant.
• To guide the research design: Research objectives help to determine the research design, including the research methods, data collection techniques, and sampling strategy. This ensures that the study is structured and efficient.
• To measure progress : Research objectives provide a way to measure progress throughout the research process. They help the researcher to evaluate whether they are on track and meeting their goals.
• To communicate the research goals : Research objectives provide a clear and concise description of the research goals. This helps to communicate the purpose of the study to other researchers, stakeholders, and the general public.

Advantages of Research Objectives

Here are some advantages of having well-defined research objectives:

• Focus : Research objectives help to focus the research effort on specific areas of inquiry. By identifying clear research questions, the researcher can narrow down the scope of the study and avoid getting sidetracked by irrelevant information.
• Clarity : Clearly stated research objectives provide a roadmap for the research study. They provide a clear direction for the research, making it easier for the researcher to stay on track and achieve their goals.
• Measurability : Well-defined research objectives provide measurable outcomes that can be used to evaluate the success of the research project. This helps to ensure that the research is effective and that the research goals are achieved.
• Feasibility : Research objectives help to ensure that the research project is feasible. By clearly defining the research goals, the researcher can identify the resources required to achieve those goals and determine whether those resources are available.
• Relevance : Research objectives help to ensure that the research study is relevant and meaningful. By identifying specific research questions, the researcher can ensure that the study addresses important issues and contributes to the existing body of knowledge.

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How to Write the Dissertation Aims and Objectives – Guide & Examples

Published by Grace Graffin at January 27th, 2023 , Revised On October 9, 2023

Aims and objectives are among the essential aspects of a dissertation. If you write aims and objectives effectively, they can act as a foundation to give your research clarity and focus.

This article will provide you with all the necessary information regarding aims and objectives, their differences, writing tips , and the common mistakes you should avoid while writing them.

The aim is often a single sentence or a short paragraph that describes your dissertation’s main goal and intent. It tells what you hope to achieve at the end. You should write the aim so that it becomes identifiable when it is achieved with the completion of your dissertation .

The aim is written in a subsection of the introduction to clarify the overall purpose of the dissertation .

Example: It is often observed that employees in culturally diverse workplaces struggle to work effectively in a team. A probable cause of this issue is bullying at the workplace. This research investigates the impact of bullying on employee job satisfaction at culturally diverse workplaces and the resulting loss of employee productivity. This research will use surveys and case study analysis to analyze the impact of bullying on employees.

The objectives in a dissertation describe the ways through which you intend to achieve the research aim. They are specific statements that break down the aim into several smaller key sections of the overall research. Suitable objectives can help you stay focused and conduct research in the direction of your aim.

The number of objectives should be realistic; usually, between three to six, and each one should be possible to achieve. The following example shows the objectives for the previously-mentioned dissertation aim.

1. identification of the behaviors that are considered as bullying 2. exploring the factors that cause bullying at a culturally diverse workplace 3. analyzing the relationship between bullying and job satisfaction of employees 4. providing suitable recommendations on minimizing the bullying at the workplace

The objectives of a dissertation should be SMART.

• Specific: should be precise, focused, and well-defined
• Measurable: the progress should be measurable, and you should be able to determine when you have achieved an objective.
• Achievable: you should be able to carry out the required action within your available resources
• Relevant: should be related to the dissertation aim
• Time-bound: should be possible within the available time

Differences between aims and objectives

Aims and objectives are often mixed, but there are clear differences between them.

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How to write aims and objectives?

There is no particular way or standard to write the aims and objectives. Different researchers have different writing styles, and often it can be influenced by your research supervisor. However, you should follow certain basic principles while writing aims and objectives in a dissertation.

Writing the aim statement

The aim statement should cover the following essential elements.

• Why is the research necessary? (covers the underlying problem on which the study is to be conducted)
• What is the research about? (description of the research title)
• How are you going to conduct it? (a brief statement of intended research methods)

An appropriate aim clearly defines the research purpose without confusing the reader. If you struggle to explain your research and its importance in simpler terms, you should consider refining your research to clarify it further.

Writing objectives

The objectives describe how you would achieve your research aim. You can do this through the following steps,

• The first one to two objectives can be applied to the literature review . (Verbs to be used: investigate, examine, study)
• One objective can be applied to the methodology portion. (Verbs to be used: collect, select, demonstrate, estimate)
• Two to three objectives can cover the critical evaluation or discussion chapters (Verbs to be used: analyze, compare, evaluate)
• The final objective will cover the conclusion or recommendation portion. (Verbs to be used: conclude, recommend)

Instead of writing like a paragraph, the objectives should be written as a numbered list to give them more clarity.

How many aims and objectives should be there?

It depends upon the topic of your research and mainly upon your supervisor’s requirements. Generally, a dissertation has a single broad statement as the research aim. However, it is acceptable to include a main aim along with two to three subsidiary aims.

Similarly, the number of objectives should be realistic and sufficient to measure the progress regarding the achievement of the research aim. Their number can generally vary from three to six depending upon the aim.

Common mistakes to avoid while writing research aims and objectives

• Writing a broad research aim

Writing a broad research aim is a common mistake, and it often becomes difficult to achieve. It may create a problem when you are asked to prove how you have achieved your aims during your  viva defense . It would be best to narrow your study to a specific area in the early stages of the dissertation.

• Formulating overlapping research objectives

The objectives should be written such that they are measurable and distinct from each other. If they overlap, it makes it difficult to structure your dissertation properly in specific chapters.

• Setting unrealistic aims

Students often get over-ambitious while describing the research aim and face problems afterward in achieving those aims. You should avoid this mistake and be realistic about what you can achieve in the available time and resources.

Aims and objectives are the sections that require significant time and attention to avoid future hassles while conducting research and writing your dissertation.

Frequently Asked Questions

How to set dissertation aims and objectives.

To set dissertation aims and objectives, define your research goals clearly. Aims state what you want to achieve, while objectives outline specific, measurable steps to reach those goals. Ensure they align with your research question and contribute to your study’s significance.

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Handy Tips To Write A Clear Research Objectives With Examples

Introduction.

Research objectives play a crucial role in any research study. They provide a clear direction and purpose for the research, guiding the researcher in their investigation. Understanding research objectives is essential for conducting a successful study and achieving meaningful results.

In this comprehensive review, we will delve into the definition of research objectives, exploring their characteristics, types, and examples. We will also discuss the relationship between research objectives and research questions, as well as provide insights into how to write effective research objectives. Additionally, we will examine the role of research objectives in research methodology and highlight the importance of them in a study. By the end of this review, you will have a comprehensive understanding of research objectives and their significance in the research process.

Definition of Research Objectives: What Are They?

A research objective is defined as a clear and concise statement that outlines the specific goals and aims of a research study. These objectives are designed to be specific, measurable, achievable, relevant, and time-bound (SMART), ensuring they provide a structured pathway to accomplishing the intended outcomes of the project. Each objective serves as a foundational element that summarizes the purpose of your study, guiding the research activities and helping to measure progress toward the study’s goals. Additionally, research objectives are integral components of the research framework , establishing a clear direction that aligns with the overall research questions and hypotheses. This alignment helps to ensure that the study remains focused and relevant, facilitating the systematic collection, analysis, and interpretation of data.

Characteristics of Effective Research Objectives

Characteristics of research objectives include:

• Specific: Research objectives should be clear about the what, why, when, and how of the study.
• Measurable: Research objectives should identify the main variables of the study that can be measured or observed.
• Relevant: Research objectives should be relevant to the research topic and contribute to the overall understanding of the subject.
• Feasible: Research objectives should be achievable within the constraints of time, resources, and expertise available.
• Logical: Research objectives should follow a logical sequence and build upon each other to achieve the overall research goal.
• Observable: Research objectives should be observable or measurable in order to assess the progress and success of the research project.
• Unambiguous: Research objectives should be clear and unambiguous, leaving no room for interpretation or confusion.
• Measurable: Research objectives should be measurable, allowing for the collection of data and analysis of results.

By incorporating these characteristics into research objectives, researchers can ensure that their study is focused, achievable, and contributes to the body of knowledge in their field.

Types of Research Objectives

Research objective can be broadly classified into general and specific objectives. General objectives are broad statements that define the overall purpose of the research. They provide a broad direction for the study and help in setting the context. Specific objectives, on the other hand, are detailed objectives that describe what will be researched during the study. They are more focused and provide specific outcomes that the researcher aims to achieve. Specific objectives are derived from the general objectives and help in breaking down the research into smaller, manageable parts. The specific objectives should be clear, measurable, and achievable. They should be designed in a way that allows the researcher to answer the research questions and address the research problem.

In addition to general and specific objectives, research objective can also be categorized as descriptive or analytical objectives. Descriptive objectives focus on describing the characteristics or phenomena of a particular subject or population. They involve surveys, observations, and data collection to provide a detailed understanding of the subject. Analytical objectives, on the other hand, aim to analyze the relationships between variables or factors. They involve data analysis and interpretation to gain insights and draw conclusions.

Both descriptive and analytical objectives are important in research as they serve different purposes and contribute to a comprehensive understanding of the research topic.

Examples of Research Objectives

Here are some examples of research objectives in different fields:

1. Objective: To identify key characteristics and styles of Renaissance art.

This objective focuses on exploring the characteristics and styles of art during the Renaissance period. The research may involve analyzing various artworks, studying historical documents, and interviewing experts in the field.

2. Objective: To analyze modern art trends and their impact on society.

This objective aims to examine the current trends in modern art and understand how they influence society. The research may involve analyzing artworks, conducting surveys or interviews with artists and art enthusiasts, and studying the social and cultural implications of modern art.

3. Objective: To investigate the effects of exercise on mental health.

This objective focuses on studying the relationship between exercise and mental health. The research may involve conducting experiments or surveys to assess the impact of exercise on factors such as stress, anxiety, and depression.

4. Objective: To explore the factors influencing consumer purchasing decisions in the fashion industry.

This objective aims to understand the various factors that influence consumers’ purchasing decisions in the fashion industry. The research may involve conducting surveys, analyzing consumer behavior data, and studying the impact of marketing strategies on consumer choices.

5. Objective: To examine the effectiveness of a new drug in treating a specific medical condition.

This objective focuses on evaluating the effectiveness of a newly developed drug in treating a particular medical condition. The research may involve conducting clinical trials, analyzing patient data, and comparing the outcomes of the new drug with existing treatment options.

These examples demonstrate the diversity of research objectives across different disciplines. Each objective is specific, measurable, and achievable, providing a clear direction for the research study.

Aligning Research Objectives with Research Questions

Research objectives and research questions are essential components of a research project. Research objective describe what you intend your research project to accomplish. They summarize the approach and purpose of the project and provide a clear direction for the research. Research questions, on the other hand, are the starting point of any good research. They guide the overall direction of the research and help identify and focus on the research gaps .

The main difference between research questions and objectives is their form. Research questions are stated in a question form, while objectives are specific, measurable, and achievable goals that you aim to accomplish within a specified timeframe. Research questions are broad statements that provide a roadmap for the research, while objectives break down the research aim into smaller, actionable steps.

Research objectives and research questions work together to form the ‘golden thread’ of a research project. The research aim specifies what the study will answer, while the objectives and questions specify how the study will answer it. They provide a clear focus and scope for the research project, helping researchers stay on track and ensure that their study is meaningful and relevant.

When writing research objectives and questions, it is important to be clear, concise, and specific. Each objective or question should address a specific aspect of the research and contribute to the overall goal of the study. They should also be measurable, meaning that their achievement can be assessed and evaluated. Additionally, research objectives and questions should be achievable within the given timeframe and resources of the research project. By clearly defining the objectives and questions, researchers can effectively plan and execute their research, leading to valuable insights and contributions to the field.

Guidelines for Writing Clear Research Objectives

Writing research objective is a crucial step in any research project. The objectives provide a clear direction and purpose for the study, guiding the researcher in their data collection and analysis. Here are some tips on how to write effective research objective:

1. Be clear and specific

Research objective should be written in a clear and specific manner. Avoid vague or ambiguous language that can lead to confusion. Clearly state what you intend to achieve through your research.

2. Use action verbs

Start your research objective with action verbs that describe the desired outcome. Action verbs such as ‘investigate’, ‘analyze’, ‘compare’, ‘evaluate’, or ‘identify’ help to convey the purpose of the study.

3. Align with research questions or hypotheses

Ensure that your research objectives are aligned with your research questions or hypotheses. The objectives should address the main goals of your study and provide a framework for answering your research questions or testing your hypotheses.

4. Be realistic and achievable

Set research objectives that are realistic and achievable within the scope of your study. Consider the available resources, time constraints, and feasibility of your objectives. Unrealistic objectives can lead to frustration and hinder the progress of your research.

5. Consider the significance and relevance

Reflect on the significance and relevance of your research objectives. How will achieving these objectives contribute to the existing knowledge or address a gap in the literature? Ensure that your objectives have a clear purpose and value.

6. Seek feedback

It is beneficial to seek feedback on your research objectives from colleagues, mentors, or experts in your field. They can provide valuable insights and suggestions for improving the clarity and effectiveness of your objectives.

7. Revise and refine

Research objectives are not set in stone. As you progress in your research, you may need to revise and refine your objectives to align with new findings or changes in the research context. Regularly review and update your objectives to ensure they remain relevant and focused.

By following these tips, you can write research objectives that are clear, focused, and aligned with your research goals. Well-defined objectives will guide your research process and help you achieve meaningful outcomes.

The Role of Research Objectives in Research Methodology

Research objectives play a crucial role in the research methodology . In research methodology, research objectives are formulated based on the research questions or problem statement. These objectives help in defining the scope and focus of the study, ensuring that the research is conducted in a systematic and organized manner.

The research objectives in research methodology act as a roadmap for the research project. They help in identifying the key variables to be studied, determining the research design and methodology, and selecting the appropriate data collection methods .

Furthermore, research objectives in research methodology assist in evaluating the success of the study. By setting clear objectives, researchers can assess whether the desired outcomes have been achieved and determine the effectiveness of the research methods employed. It is important to note that research objectives in research methodology should be aligned with the overall research aim. They should address the specific aspects or components of the research aim and provide a framework for achieving the desired outcomes.

Understanding The Dynamic of Research Objectives in Your Study

The research objectives of a study play a crucial role in guiding the research process, ensuring that the study is focused, purposeful, and contributes to the advancement of knowledge in the field. It is important to note that the research objectives may evolve or change as the study progresses. As new information is gathered and analyzed, the researcher may need to revise the objectives to ensure that they remain relevant and achievable.

In summary, research objectives are essential components in writing an effective research paper . They provide a roadmap for the research process, guiding the researcher in their investigation and helping to ensure that the study is purposeful and meaningful. By understanding and effectively utilizing research objectives, researchers can enhance the quality and impact of their research endeavors.

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What are you doing and how are you doing it? Articulating your aims and objectives.

Mar 6, 2019

Have you checked out  the rest of  The PhD Knowledge Base ? It’s home to hundreds more free resources and guides, written especially for PhD students.

How long does it take the person reading your thesis to understand what you’re doing and how you’re doing it? If the answer is anything other than ’in the opening paragraphs of the thesis’ then keep reading.

If you tell them as early as possible what you’re doing and how you’re doing it – and do so in clear and simple terms – whatever you write after will make much more sense. If you leave them guessing for ten pages, everything they read in those ten pages has no coherence. You’ll know where it is all leading, but they won’t.

Unless you tell them.

If you tell the reader what you’re doing as early as possible in clear and simple terms, whatever you write after will make much more sense. 

What are aims & objectives?

If you build a house without foundations, it’s pretty obvious what will happen. It’ll collapse.  Your thesis is the same;  fail to build the foundations and your thesis just won’t work .

Your aims and objectives are those foundations. That’s why we’ve put them right at the top of our PhD Writing Template (if you haven’t already downloaded it, join the thousands who have by clicking   here ).

If you write your aims and objectives clearly then you’ll make your reader’s life easier.

A lot of students fail to clearly articulate their aims and objectives because they aren’t sure themselves what they actually are.

Picture this: if there’s one thing that every PhD student hates it’s being asked by a stranger what their research is on.

Your PhD thesis. All on one page.

Use our free PhD structure template to quickly visualise every element of your thesis. 

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Sounds good, doesn’t it?  Be able to call yourself Doctor sooner with our five-star rated How to Write A PhD email-course. Learn everything your supervisor should have taught you about planning and completing a PhD.

Now half price. Join hundreds of other students and become a better thesis writer, or your money back. 

Research aims

Your research aims are the answer to the question,   ‘What are you doing?’ 

1. You need to clearly describe what your intentions are and what you hope to achieve. These are your aims.

2. Your aims may be to test theory in a new empirical setting, derive new theory entirely, construct a new data-set, replicate an existing study, question existing orthodoxy, and so on. Whatever they are, clearly articulate them and do so early. Definitely include them in your introduction and, if you’re smart, you’ll  write them in your abstract .

3. Be very  explicit . In the opening paragraphs, say, in simple terms, ‘ the aim of this thesis is to …’

4. Think of your aims then as a statement of intent. They are  a promise to the reader  that you are going to do something. You use the next two hundred pages or so to follow through on that promise. If you don’t make the promise, the reader won’t understand your follow-through. Simple as that.

Because they serve as the starting point of the study, there needs to be a flow from your aims through your objectives (more on this below) to your research questions and contribution and then into the study itself. If you have completed your research and found that you answered a different question (not that uncommon), make sure your original aims are still valid. If they aren’t, refine them.

If you struggle to explain in simple terms what your research is about and why it matters, you may need to refine your aims and objectives to make them more concise.

When writing up your aims, there are a number of things to bear in mind.

1. Avoid listing too many. Your PhD isn’t as long as you think it is and you won’t have time or room for more than around two or three.

2. When you write them up, be very specific. Don’t leave things so vague that the reader is left unsure or unclear on what you aim to achieve.

3. Make sure there is a logical flow between each of your aims. They should make sense together and should each be separate components which, when added together, are bigger than the sum of their parts.

Research objectives

Your aims answer the question, ‘What are you doing?’ The   objectives are the answer to the question, ‘How are you doing it?’ 

Research objectives refer to the goals or steps that you will take to achieve your aims.

When you write them,   make sure they are SMART. 

• S pecific: talk in a precise and clear way about what you are going to do.
• M easurable: how will you know when you have achieved your aim?
• A chievable: make sure that you aren’t overly ambitious.
• R ealistic: recognise the time and resource constraints that come with doing a PhD and don’t attempt to do too much.
• T ime constrained: determine when each objective needs to be completed.

You need to be as explicit as possible here.  Leave the reader in no doubt about what you will do to achieve your aims.  Step by step. Leave no ambiguity. At the same time, be careful not to repeat your methods chapter here. Just hint at your methods by presenting the headlines. You’ll have plenty of space in your methods discussion to flesh out the detail. 

Elsewhere in the thesis you will necessarily have to talk in a complex language and juggle complex ideas. Here you don’t. You can write in clear, plain sentences.

What is the difference between research aims and objectives?

The aims of a study describe what you hope to achieve. The objectives detail how you are going to achieve your aims.

Let’s use an example to illustrate.

• To understand the contribution that local governments make to national level energy policy.

Objectives:

• Conduct a survey of local politicians to solicit responses.
• Conduct desk-research of local government websites to create a database of local energy policy.
• Interview national level politicians to understand the impact these local policies have had.
• Data will be coded using a code book derived from dominant theories of governance.

If you’re still struggling, Professor Pat Thompson’s great blog has   a guide   that will help.

Leave the reader in no doubt about what you will do to achieve your aims.  Step by step. Leave no ambiguity.

I can’t articulate them clearly, my research is complicated!

Of course your research is complex. That’s the name of the game. But   the sign of someone being able to   master   complexity is their ability to   summarise   it . Sure, you’re not looking to capture all the richness and detail in a short summary of aims and objectives, but you are looking to tell the reader what you’re doing and how you’re doing it.

If you’re struggling to clearly articulate your aims and objectives, then try the following task. At the top of a Post-it note write the sentence: ‘In this research I will…’. Then keep trying until you can fit an answer onto one single Post-it note. The answer should answer two questions: what are are you doing and how are you doing it?

Remember – whenever you write, make it as clear as possible. Pay attention to the words ‘as possible’ there. That means you should write as clearly as you can given the fact that your subject and research is necessarily complex. Think of it the other way: it’s about not making things more complicated and unclear than they need to be.

In other words, make your reader’s job as easy as you can. They’ll thank you for it.

If you’re still having trouble, get in touch to arrange a one-on-one coaching session and we can work through your aims and objectives together.

Share this:

32 comments.

The write up is quite inspiring.

My topic is setting up a healing gardens in hospitals Need a aim and objectives for a dissertation

Dis is really good and more understandable thanks

Crisp, concise, and easy to understnad. Thank you for posint this. I now know how to write up my report.

Great. Glad you found it useful.

Good piece of work! Very useful

Great. Glad you found it useful!

The write up makes sense

Great. Thanks!

I love this article. Amazing, outstanding and incredible facts.

Glad you found it useful!

Well written and easy to follow

Thank you for the comment, I’m really glad you found it valuable.

I’m currently developing a dissertation proposal for my PhD in organizational leadership. I need guidance in writing my proposal

Hey – have you checked out this guide? https://www.thephdproofreaders.com/writing/how-to-write-a-phd-proposal/

Indeed I’m impressed and gained a lot from this and I hope I can write an acceptable thesis with this your guide. Bello, H.K

Great. Thanks for the kind words. Good luck with the thesis.

Thumbs up! God job, well done. The information is quite concise and straight to the point.

Glad you thought so – good luck with the writing.

Dear Max, thank you so much for your work and efforts!

Your explanation about Aims and Objectives really helped me out. However, I got stuck with other parts of the Aims and Objectives Work Sheet: Scope, Main Argument, and Contribution.

Could you please explain these as well, preferably including some examples?

Thanks for your kind words. Your question is a big one! Without knowing lots about your topics/subject I’m not able to provide tailored advice, but broadly speaking your scope is the aims/objectives, your main argument is the thread running through the thesis (i.e. what your thesis is trying to argue) and the contribution (again, broadly speaking) is that gap you are filling.

I love your website and you’ve been so SO helpful..

DUMB QUESTION ALERT: Is there supposed to be a difference between aims and research question?

I mean, using your own example.. if the aim of my research is: “To understand the contribution that local governments make to national level energy policy” then wouldn’t the research question be: “How do local governments contribute to energy policy at national level”?

I am sorry if this comes out as completely obvious but I am at that stage of confusion where I am starting to question everything I know.

Sorry it’s taken me so long to reply! It’s not a dumb question at all. The aim of the study is what the study as a whole is seeking to achieve. So that might be the gap it is filling/the contribution it is making. The research questions are your means to achieving that aim. Your aim might be to fill a gap in knowledge, and you then may have a small number of questions that help you along that path. Does that make sense?

Thank you Max for this post! So helpful!

Thanks Anna!

Thanks so much this piece. I have written both bachelor’s and master’s thesis but haven’t read this made me feel like I didn’t know anything about research at all. I gained more insight into aims and objectives of academic researches.

Interesting explanation. Thank you.

I’m glad you found it useful.

Hi… I really like the way it is put “What are you going?” (Aims) and “How are you doing it?” (Objectives). Simple and straightforward. Thanks for making aims and objectives easy to understand.

Thank you for the write up it is insightful. if you are ask to discuss your doctoral aims. that means: what you are doing how you are doing it.

I was totally lost and still in the woods to the point of thinking I am dull, but looking at how you are coaching it tells me that i am just a student who needs to understand the lesson. I now believe that with your guidance i will pass my PhD. I am writing on an otherwise obvious subject, Value addition to raw materials, why Africa has failed to add value to raw materials? Difficult question as answers seem to abound, but that is where i differ and i seem to be against the general tide. However with your guidance I believe i will make it. Thanks.

Thanks for your lovely, kind words. So kind.

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Research questions, hypotheses and objectives

Patricia farrugia.

* Michael G. DeGroote School of Medicine, the

Bradley A. Petrisor

† Division of Orthopaedic Surgery and the

Forough Farrokhyar

‡ Departments of Surgery and

§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont

Mohit Bhandari

There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1

Objectives of this article

In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.

Research question

Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.

Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.

In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4

Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).

FINER criteria for a good research question

Adapted with permission from Wolters Kluwer Health. 2

Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.

PICOT criteria 1

A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.

Research hypothesis

The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.

The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).

However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.

Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”

The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9

Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.

Research objective

The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.

From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.

The following is an example from the literature about the relation between the research question, hypothesis and study objectives:

Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.

Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?

Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).

Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.

Tips for developing research questions, hypotheses and objectives for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Develop clear and well-defined primary and secondary (if needed) objectives.
• Ensure that the research question and objectives are answerable, feasible and clinically relevant.

FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.

Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.

Research Aims and Objectives: The dynamic duo for successful research

Picture yourself on a road trip without a destination in mind — driving aimlessly, not knowing where you’re headed or how to get there. Similarly, your research is navigated by well-defined research aims and objectives. Research aims and objectives are the foundation of any research project. They provide a clear direction and purpose for the study, ensuring that you stay focused and on track throughout the process. They are your trusted navigational tools, leading you to success.

Understanding the relationship between research objectives and aims is crucial to any research project’s success, and we’re here to break it down for you in this article. Here, we’ll explore the importance of research aims and objectives, understand their differences, and delve into the impact they have on the quality of research.

Understanding the Difference between Research Aims and Objectives

In research, aims and objectives are two important components but are often used interchangeably. Though they may sound similar, they are distinct and serve different purposes.

Research Aims:

Research aims are broad statements that describe the overall purpose of your study. They provide a general direction for your study and indicate the intended achievements of your research. Aims are usually written in a general and abstract manner describing the ultimate goal of the research.

Research Objectives:

Research objectives are specific, measurable, and achievable goals that you aim to accomplish within a specified timeframe. They break down the research aims into smaller, more manageable components and provide a clear picture of what you want to achieve and how you plan to achieve it.

In the example, the objectives provide specific targets that must be achieved to reach the aim. Essentially, aims provide the overall direction for the research while objectives provide specific targets that must be achieved to accomplish the aims. Aims provide a broad context for the research, while the objectives provide smaller steps that the researcher must take to accomplish the overall research goals. To illustrate, when planning a road trip, your research aim is the destination you want to reach, and your research objectives are the specific routes you need to take to get there.

Aims and objectives are interconnected. Objectives play a key role in defining the research methodology, providing a roadmap for how you’ll collect and analyze data, while aim is the final destination, which represents the ultimate goal of your research. By setting specific goals, you’ll be able to design a research plan that helps you achieve your objectives and, ultimately, your research aim.

Importance of Well-defined Aims and Objectives

The impact of clear research aims and objectives on the quality of research cannot be understated. But it’s not enough to simply have aims and objectives. Well-defined research aims and objectives are important for several reasons:

• Provides direction: Clear aims and well-defined objectives provide a specific direction for your research study, ensuring that the research stays focused on a specific topic or problem. This helps to prevent the research from becoming too broad or unfocused, and ensures that the study remains relevant and meaningful.
• Guides research design: The research aim and objectives help guide the research design and methodology, ensuring that your study is designed in a way that will answer the research questions and achieve the research objectives.
• Helps with resource allocation: Clear research aims and objectives helps you to allocate resources effectively , including time, financial resources, human resources, and other required materials. With a well-defined aim and objectives, you can identify the resources required to conduct the research, and allocate them in a way that maximizes efficiency and productivity.
• Assists in evaluation: Clearly specified research aims and objectives allow for effective evaluation of your research project’s success. You can assess whether the research has achieved its objectives, and whether the aim has been met. This evaluation process can help to identify areas of the research project that may require further attention or modification.
• Enhances communication: Well-defined research aims and objectives help to enhance communication among the research team, stakeholders, funding agencies, and other interested parties. Clear aims and objectives ensure that everyone involved in your research project understands the purpose and goals of the study. This can help to foster collaboration and ensure that everyone is working towards the same end goal.

How to Formulate Research Aims and Objectives

Formulating effective research aims and objectives involves a systematic process to ensure that they are clear, specific, achievable, and relevant. Start by asking yourself what you want to achieve through your research. What impact do you want your research to have? Once you have a clear understanding of your aims, you can then break them down into specific, achievable objectives. Here are some steps you can follow when developing research aims and objectives:

• Identify the research question : Clearly identify the questions you want to answer through your research. This will help you define the scope of your research. Understanding the characteristics of a good research question will help you generate clearer aims and objectives.
• Conduct literature review : When defining your research aim and objectives, it’s important to conduct a literature review to identify key concepts, theories, and methods related to your research problem or question. Conducting a thorough literature review can help you understand what research has been done in the area and what gaps exist in the literature.
• Identify the research aim: Develop a research aim that summarizes the overarching goal of your research. The research aim should be broad and concise.
• Develop research objectives: Based on your research questions and research aim, develop specific research objectives that outline what you intend to achieve through your research. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).
• Use action verbs: Use action verbs such as “investigate,” “examine,” “analyze,” and “compare” to describe your research aims and objectives. This makes them more specific and measurable.
• Ensure alignment with research question: Ensure that the research aim and objectives are aligned with the research question. This helps to ensure that the research remains focused and that the objectives are specific enough to answer your research question.
• Refine and revise: Once the research aim and objectives have been developed, refine and revise them as needed. Seek feedback from your colleagues, mentors, or supervisors to ensure that they are clear, concise, and achievable within the given resources and timeframe.
• Communicate: After finalizing the research aim and objectives, they should be communicated to the research team, stakeholders, and other interested parties. This helps to ensure that everyone is working towards the same end goal and understands the purpose of the study.

Common Pitfalls to Avoid While Formulating Aims and Objectives

There are several common mistakes that researchers can make when writing research aims and objectives. These include:

• Being too broad or vague: Aims and objectives that are too general or unclear can lead to confusion and lack of focus. It is important to ensure that the aims and objectives are concise and clear.
• Being too narrow or specific: On the other hand, aims and objectives that are too narrow or specific may limit the scope of the research and make it difficult to draw meaningful conclusions or implications.
• Being too ambitious: While it is important to aim high, being too ambitious with the aims and objectives can lead to unrealistic expectations and can be difficult to achieve within the constraints of the research project.
• Lack of alignment: The aims and objectives should be directly linked to the research questions being investigated. Otherwise, this will lead to a lack of coherence in the research project.
• Lack of feasibility: The aims and objectives should be achievable within the constraints of the research project, including time, budget, and resources. Failing to consider feasibility may cause compromise of the research quality.
• Failing to consider ethical considerations: The aims and objectives should take into account any ethical considerations, such as ensuring the safety and well-being of study participants.
• Failing to involve all stakeholders: It’s important to involve all relevant stakeholders, such as participants, supervisors, and funding agencies, in the development of the aims and objectives to ensure they are appropriate and relevant.

To avoid these common pitfalls, it is important to be specific, clear, relevant, and realistic when writing research aims and objectives. Seek feedback from colleagues or supervisors to ensure that the aims and objectives are aligned with the research problem , questions, and methodology, and are achievable within the constraints of the research project. It’s important to continually refine your aims and objectives as you go. As you progress in your research, it’s not uncommon for research aims and objectives to evolve slightly, but it’s important that they remain consistent with the study conducted and the research topic.

In summary, research aims and objectives are the backbone of any successful research project. They give you the ability to cut through the noise and hone in on what really matters. By setting clear goals and aligning them with your research questions and methodology, you can ensure that your research is relevant, impactful, and of the highest quality. So, before you hit the road on your research journey, make sure you have a clear destination and steps to get there. Let us know in the comments section below the challenges you faced and the strategies you followed while fomulating research aims and objectives! Also, feel free to reach out to us at any stage of your research or publication by using #AskEnago  and tagging @EnagoAcademy on Twitter , Facebook , and Quora . Happy researching!

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Aims and Objectives – A Guide for Academic Writing

Date published May 19 2023 by Stella Carter

Do you find it difficult to produce an organized academic paper? Do you have a hard time coming up with worthwhile goals and objectives for your project?

In that case, whether you are a student or researcher who wishes to create a successful set of aims and objectives of education, this blog post is a priceless resource. It can guide you on how to create a strong set of goals and objectives for any project, as well as practical advice and success-boosting strategies.

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The Notion of Aims and Objectives

Aims and objectives are the two key elements in academic writing that aid in identifying the goal and area of concentration of a research endeavor. The importance of aims and objectives in research is crucial in describing what a researcher hopes to accomplish and acts as a roadmap for the entire research. Goals refer to the overall purposes and purpose of the research, whereas objectives are specific and measurable targets that a researcher sets out to accomplish in order to meet the broader aims.

The examples of research objectives in a research proposal show that goals and objectives aid in defining the specific research questions that must be answered. For instance, if a study’s goal is to examine how technology is affecting the education industry, one of the goals may be to evaluate how well various systems for learning use technology and the views of educators on using technology in the classroom.

You must go through the examples of research objectives that are pertinent to your research question to keep your research project on track. Moreover, they aid in bringing clarity to the reader and researcher, improving the study’s organization and comprehension.

Tips for Writing Effective Aims and Objectives

The creation of a concise and clear research proposal requires the drafting of effective objectives and aims for academic writing. If you are still confused what is aims and objectives? In fact, they define the purpose of the study, the anticipated results, and the use of methodology which aids in directing the research process.

1. Keep your aims and objectives clear and concise

Maintaining clear, and concise goals and objectives is the first piece of advice that any example of research objectives must contain. The aim of your study should include a statement outlining the general objective of your investigation.

It should be brief and to the point. On the other hand, objectives ought to be precise and measurable. They should outline your goals and your strategy for achieving them. Avoid making generalized or vague statements and speak in plain and easily understandable terms.

2. Align your aims and objectives with your research question

Another tip for writing effective aims and objectives examples is to align them with your research question. Your research question should be the driving force behind your research project, and your aims and objectives should support this question. Consider the research question as the compass that will guide your research project, and use your aims and objectives to keep you on course.

3. Make your aims and objectives realistic

When writing your aims and objectives, it’s important to make them realistic. This means setting goals that you can realistically achieve with the resources you have available such as timeframe, and budget. After all, what is aims and objectives that are not realistic? Setting unrealistic goals will only lead to frustration and disappointment.

4. Ensure your aims and objectives are relevant

Making sure that your goals and objectives are pertinent to your study topic is one of the most crucial pieces of writing advice. They should answer the primary research issue, be supported by prior work in the area, and add to the body of information at hand. You should also think about how your research will affect society and how it will help other people.

5. Review and revise your aims and objectives regularly 

Subsequently, it is critical to regularly examine and adjust your goals and objectives. Some valuable aims and objectives examples show how they are modified or refined as your research project develops. Your goals and objectives will stay relevant and practical throughout your study assignment with regular review and revision.

What Are the Aims and Objectives of the Research?

Academic writing always includes research, and each research endeavor needs to have a clear set of goals. The main goal of the research is to collect pertinent data, analyze it, and draw logical conclusions from the results. It involves a methodical and structured strategy that enables researchers to address particular issues, test theories, and investigate novel concepts. Objectives are specific and measurable goals that help researchers achieve their aims.

If you go through the examples of research objectives in a research proposal, you will notice that they provide a clear direction to the research project, outline the research questions, and establish the framework for data collection and analysis. Objectives should be SMART – specific, measurable, achievable, realistic, and time-bound to ensure that researchers can track progress and make adjustments to the research plan if necessary. Depending on the discipline and the particular research endeavor, the aims and objectives of the research can change.

Some studies may try to test current hypotheses, others aim to establish new ones. Regardless of the research’s nature, it’s critical to establish the aims and objectives of a project upfront. This promotes concentration, reduces interruptions, and guarantees that the investigation stays on course. Setting clear goals and objectives helps researchers to successfully complete their study project and significantly advance their subject.

What Is Research Methodology?

The methodical and logical approach a researcher takes when performing a research study is referred to as research methodology. It is a thorough framework that details the strategies and procedures that a researcher uses to do research.

The objectives of research methodology must be based on sound research techniques to get trustworthy data and develop conclusions that are true to the findings. The type of study project also influences the methods a researcher will choose. A qualitative research study, for example, necessitates a different strategy than a quantitative research effort.

Types of research methodologies:

There are two categories that highlight the separate objectives of research methodology. Primary and secondary. Primary techniques involve the gathering of new data through observations, surveys, and interviews. While secondary methods use the analysis of pre-existing data from sources including government papers, books, and other publications.

However, a strong research methodology should also describe the sample size, sampling strategy, data gathering, and data processing methods. The research design needs to be rigorous enough to remove bias and improve the likelihood of getting accurate results. A good research methodology should be replicable, allowing other researchers to verify the findings.

What Is an Example Of Aims Goals And Objectives?

Aims, goals, and objectives are integral components of academic writing. These elements help to clearly define the purpose of your work and guide the reader through your research or project. Your academic writing can be significantly improved in terms of impact and quality by having a firm grasp of these ideas.

The research aims and objectives examples declare that the main purpose of a research endeavor, for instance, is the aim. While the goal usually has a wide scope and acts as a guide for the entire research process. For instance, investigating the link between physical activity and the risk of heart disease could be the goal of a study on the impact of exercise on cardiovascular health.

Objectives, on the other hand, are more definite and quantifiable than an aim. They offer in-depth explanations of the goals you have for your research. The broad goal is broken down into small, achievable, quantifiable, and doable objectives. For instance, determining the ideal duration, intensity, and frequency of exercise required to promote heart health could be one of the study’s primary aims.

How Do You Write Aims and Objectives for Research?

Writing aims and objectives for research can be a challenging task. However, they are crucial elements of any research project as they define the purpose, scope, and direction of the study. Therefore, crafting clear and concise aims and objectives is essential so that these elements help in providing guidance for both you as the writer and your audience. So, how do you write aims and objectives that effectively communicate your research goals?

To acknowledge this importance of aims and objectives in research, the following steps can be helpful:

• The first step in writing aims and objectives is to identify the research question. This will help to define the scope of the research and what the study aims to achieve.
• The following step is to begin breaking down your general objectives into more specific aims.
• The language used to write aims and objectives should be specific and precise. This will ensure that the objectives are clear and measurable.
• Aims and objectives should be realistic and achievable as one can find in any research aims and objectives examples. This means that they should be based on what is achievable within the resources, timeframe, and budget available for the study.
• Aims and objectives should be relevant to the research question and the research topic. They should align with the research methodology and the research design.
• Aims and objectives should be concise and clear. They should be written in a way that is easy to understand and free of jargon or technical language.
• Once you’ve drafted your aims and objectives, review them carefully to ensure they are clear and concise. You may need to take dissertation abstract help to refine your wording or adjust your objectives based on feedback or further research.

Hence, writing aims and objectives for research requires careful planning and attention to detail. By following the steps outlined above, you can ensure that your aims and objectives are effective and contribute to the success of your research project.

What Is an Example of an Aim?

An aim is the overall purpose of your academic writing or research. It aids in making the purpose and course of your work more clear. For instance, an objective of a study can be to investigate how social media affects mental health. 

Moreover, the aim of someone taking research proposal help for an academic essay might be to advocate a specific point of view or to analyze a topic. It is crucial that the goal is clear and doable. This means that you need to be very clear about your goals and how you plan to reach them. You will have a clear grasp of what you want to accomplish if you make sure the goal is measurable and time-bound.

How Do You Write a Good Objective?

A good objective is clear, specific, and achievable. It is critical to write objectives clearly and without unclear terminology for which you can take cheap dissertation help services.  In order to track progress, it is crucial to make sure the aim is measurable. When crafting a strong aim, begin by stating the necessary action, then explain what you hope to accomplish through that action. When describing your plans, use verbs that help you to be specific. 

The use of non-measurable phrases should be avoided as they could result in ambiguous goals. You can take a law dissertation writing service to see if the objective is pertinent to the main goal of your project or research. Your goal should be in line with the aims and objectives you have established. You can take into account the resources that make sure your goal is reasonable and doable given the limitations of your project and the resources you have at your disposal.  

Last but not least, include a deadline in your aim to make sure it is time-bound. In this way, you will be held more responsible and the goal will be closer to being accomplished. You can establish effective objectives that will keep you concentrated on reaching your project’s overall goals if you buy MBA dissertation writing service . Always keep in mind that setting clear, detailed, quantifiable, pertinent, and reasonable goals can help you succeed. 

In academic writing, aims and objectives are essential components of research papers, dissertations, and theses. The aims of the research identify the overall purpose of the study, while the objectives provide specific goals and targets.

Effective aims and objectives of education enhance the clarity, focus, and validity of the research, and enable readers to understand the scope and outcomes of the study. By following the tips outlined in this guide, academic writers can craft clear and concise aims and objectives that will add value to their research.

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A Complete Guide to Write Research Aims and Objectives

The importance of making a good quality aim and objectives of a research is paramount in the success of the research.

In this post, you will learn:

• What is research aim?
• What are research objectives?
• How to differentiate between research aim and research objective
• Examples of research aims and objectives
• Key points to remember while writing research aim and objectives
• Do’s and Don’ts

What Is Research Aim?

The research aim is the primary focus of the research and determines what the research serves to do. It defines the purpose of the research and tells the audience what the research aims to achieve.

Because research aims are so important for the study, a sun heading in the introductory chapter is usually dedicated to them. They are written in a paragraph form and define the main purpose of conducting the research on a topic.

Example of a good quality research aim

Research about the effects of climate change on the mental health of young adults can be worded as follows:

“The effects of climate change information on the minds of young adults are under researched. This research aims to find the effects that climate change information has on the mental health of young adults. By studying the effects of the intensity and frequency of the consumption of climate change news and forecasts among young adults, this study aims to see how climate change information is influencing their mental health.”

The above research aim is focused and clear and presents the reader with a clear understanding of the purpose of the research.

What Is Research Objective?

Research aims are related to research objectives. The research aim determines the overall purpose of the study, and the objectives determine in what ways that purpose will be achieved. The purpose of the research aim is separated into subsections. However, If any you need to order IT Research Paper help services then you have to take a survey on the net. These subsections are smaller steps that define the objectives of the research.

Research objectives are usually written in the form of a list. These small bits of steps can be checked off as the research progresses. They are written in chronological order, starting with the first objective that needs to be achieved and ending with the final one.

Example of research objectives

Taking the example of the research aim above, we can divide it into smaller sections to create specific aims of the research.

• Understand the concepts of climate change and mental health
• Understand the relationship between climate change and mental health
• Determine the frequency and intensity of climate change news consumption among young adults
• Determine the frequency and intensity of news affects the mental health of young adults
• Develop recommendations for clinical practice in the field

From this example, you can see how the research aim was broken down into smaller, specific objectives that were then listed down.

Differentiate Research Between Aims & Objectives

Although the two concepts are related, they are not the same. The differences between research aim and research objectives are:

• The way they are worded are different: Research aim is worded in a wide scoped way, while research objectives are worded as specific, narrowed down tasks.
• The focus of the two are different: research aim focuses on the overall purpose while research objectives focus on how to achieve that purpose.
• The purpose of the two are different: research aims are concerned with the overall findings of a research, which are long-term, while research objectives serve to define the short term aims of the research.
• The way they are presented are different: research aims are written in a small paragraph form while the objectives are written in the form of a list.

3 Key Points To Remember While Drafting Research Aim

The ways of writing a research aim varies with the researcher, but there are certain points to keep in mind to write a good quality research aim:

1. Answer the “why” question of the research: A research aim needs to provide an answer for why the study is being conducted. It needs to describe, in a small sentence or phares, why the research is important to conduct.

Taking the example of the research aim above, we can see that it answers the why question:

“The effects of climate change information on the minds of young adults are under researched”.

2. Answer the “what” question of the research: this is the main purpose of the research aim, as it signifies the main aim of the research.

From the example above, the “what” question is answered as follows:

“This research aims to find the effects that climate change information has on the mental health of young adults.”

3. Lastly, the research aim needs to answer the “how” question. In a simple sentence or a few phrases, it should outline the main way in which you are planning to achieve the aim.

From the example above, the “how” question is answered as follows:

“By studying the effects of the intensity and frequency of the consumption of climate change news and forecasts among young adults, this study aims to see how climate change information is influencing their mental health.”

Checklist of research aim:

• Tells the purpose of research
• Tells why the research is important
• Tells how the aim will be achieved
• Is clear and concise

5 Key Points To Remember While Drafting Research Objective

An easy way to determine the quality of your research objectives is to apply the SMART method to them:

• You need to make sure that the objectives are worded as specific tasks you need to achieve. They should not be vague.
• You should ensure that the objectives are measurable, meaning that they allow you to see how much of them have been achieved and how much are left to work on.
• The objectives need to be achievable, meaning you should have the resources to work on them.
• They need to be relevant to getting to your research aim.
• They need to be achievable in the time you have available for your research project.

In the example above the objectives follow the above mentioned criteria. While making your own objectives, make sure to evaluate them using the points above to ensure your objectives are good quality.

Checklist of research objectives

Do’s and Don’ts of research aims and objectives

What to do and what to avoid in writing aims and objectives

The Takeaway

• The research aim is the primary focus of the research.
• Research aims are related to research objectives
• The objectives determine in what ways that purpose will be achieved.
• Research aim needs to answer the “what”, “why” and “how” questions of the research.
• Research objectives need to be SMART.

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Frequently asked questions

What’s the difference between research aims and objectives.

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.

Frequently asked questions: Writing a research paper

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

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.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

• Focused and researchable
• Answerable using credible sources
• Complex and arguable
• Feasible and specific
• Relevant and original

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

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 …

Your research objectives indicate how you’ll try to address your research problem and should be specific:

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

The main guidelines for formatting a paper in Chicago style are to:

• Use a standard font like 12 pt Times New Roman
• Use 1 inch margins or larger
• Apply double line spacing
• Indent every new paragraph ½ inch
• Include a title page
• Place page numbers in the top right or bottom center
• Cite your sources with author-date citations or Chicago footnotes
• Include a bibliography or reference list

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

The main guidelines for formatting a paper in MLA style are as follows:

• Use an easily readable font like 12 pt Times New Roman
• Set 1 inch page margins
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

To format a paper in APA Style , follow these guidelines:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial
• If submitting for publication, insert a running head on every page
• Apply APA heading styles
• Cite your sources with APA in-text citations
• List all sources cited on a reference page at the end

No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of a research paper has several key elements you should make sure to include:

• A restatement of the research problem
• A summary of your key arguments and/or findings
• A short discussion of the implications of your research

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

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

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

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

The introduction of a research paper includes several key elements:

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

and your problem statement

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

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You can find all the citation styles and locales used in the Scribbr Citation Generator in our publicly accessible repository on Github .

Difference between Aim and Objectives of a Research Study

Understanding the difference between aims and objectives in research.

In the field of research, distinguishing between the terms “aim” and “objective” is crucial yet often confusing. Many people use these terms interchangeably, but they represent different aspects of the research process. This comprehensive guide will clarify the difference between aims and objectives, how to use them effectively, and why understanding this distinction is essential for successful research.

What Is the Aim of a Research Study?

The aim of a research study is a broad, overarching statement that defines the general purpose and goal of the research. It addresses the fundamental question of why the study is being conducted and what the researcher hopes to achieve. The aim provides a high-level overview and sets the direction for the entire study. A well-defined aim is crucial as it helps to frame the research questions, guides the research process, and communicates the significance of the study to stakeholders such as funding bodies, academic peers, and the public. It essentially provides the foundation upon which the research is built.

For example, if a researcher is investigating the impact of diet on cardiovascular health, the aim might be: “To explore the effects of dietary habits on the prevalence of cardiovascular diseases in adults.”

 What Are the Objectives of a Research Study?

Objectives are specific, detailed statements that outline the steps or actions required to achieve the aim of the study. They break down the broad aim into manageable tasks and provide a clear roadmap for conducting the research. Objectives are more detailed and measurable compared to the aim, and they help operationalize the research process.

The key functions of objectives include:

• Clarifying the Research Question: Objectives refine and specify the research question by detailing the exact aspects of the study to be investigated.
• Identifying Key Variables: They help in pinpointing the key variables and factors that need to be measured or analyzed.
• Outlining the Research Methodology : Objectives provide a structured approach to the research methodology, detailing the methods and procedures that will be employed.
• Ensuring Focus and Direction: By breaking down the aim into smaller tasks, objectives help maintain focus and direction throughout the research process.

Objectives are often framed using the SMART criteria:

– Specific: Clear and unambiguous.

– Measurable: Includes criteria to measure progress and success.

– Achievable: Feasible within the given timeframe and resources.

– Relevant: Directly related to the aim of the study.

– Time-bound: Has a defined deadline for completion.

Examples Illustrating the Difference Between Aims and Objectives

To better understand the difference between aims and objectives, consider the following examples:

– aim: to investigate the relationship between physical activity and mental health..

Objectives:

– To review existing literature on the relationship between physical activity and mental health.

– To collect data on physical activity levels and mental health indicators in a sample population.

– To analyze the data to determine the influence of physical activity on mental health .

– To draw conclusions based on the findings and make recommendations for future research or interventions.

In this example, the aim is to explore the broader relationship between physical activity and mental health. https://www.manuscriptedit.com/scholar-hangout/explore-the-social-determinants-of-mental-health/The objectives break down this aim into specific tasks, such as reviewing literature, collecting data, analyzing results, and making recommendations.

– Aim: To evaluate the effectiveness of a new teaching method for improving student performance in mathematics.

– To identify the core components and theoretical basis of the new teaching method.

– To implement the teaching method in selected classrooms.

– To collect and analyze data on student performance before and after the implementation.

– To evaluate the effectiveness of the teaching method based on the performance data.

– To provide recommendations for optimizing the teaching method and its implementation.

Here, the aim is to assess the effectiveness of a new teaching method. The objectives detail the steps required to evaluate this effectiveness , including identifying components, implementing the method, collecting data, analyzing results, and making recommendations.

Why Understanding the Difference Matters

Recognizing the difference between aims and objectives is important for several reasons:.

• Clarity: A clear distinction helps in formulating precise research questions and hypotheses, ensuring that the research is well-structured and focused.
• Planning: Well-defined aims and objectives aid in planning the research methodology and resources, allowing for efficient allocation of time and resources.
• Communication: Clearly defined aims and objectives facilitate better communication of the research purpose and scope to stakeholders, including reviewers, funders, and collaborators.
• Evaluation: Objectives provide measurable targets that can be used to assess the progress and success of the research, aiding in evaluating the research process and outcomes.

 Conclusion

In summary, while the aim of a research study represents the broad goal or purpose, objectives are specific statements that outline the steps necessary to achieve that aim. Understanding the difference between aims and objectives helps in creating a clear and structured research plan, ensuring that the study remains focused and aligned with its overall purpose. By clearly defining both aims and objectives, researchers can enhance the clarity, effectiveness, and impact of their research .

For more insights and resources on research and academic writing , visit our website [ManuscriptEdit](https://www.manuscriptedit.com). If you have any queries or need assistance, feel free to contact us at [email protected].

References: “Thesis Writing.” Google Books , books.google.co.in/books?hl=en&lr=&id=LZSSEAAAQBAJ&oi=fnd&pg=PA77&dq=Difference+between+Aim+and+Objectives+of+a+Research+Study&ots=s96gshgb-7&sig=vPygp_US9INyKqT-T6N-EC3x_2s&redir_esc=y#v=onepage&q=Difference%20between%20Aim%20and%20Objectives%20of%20a%20Research%20Study&f=false .

Hirsch, E. D. “Objective Interpretation.” PMLA/Publications of the Modern Language Association of America , vol. 75, no. 4-Part1, Sept. 1960, pp. 463–79. https://doi.org/10.2307/460609 .

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This paper is in the following e-collection/theme issue:

Published on 28.8.2024 in Vol 26 (2024)

Sociodemographic, Health, and Lifestyle-Related Characteristics Associated With the Commencement and Completion of a Web-Based Lifestyle Educational Program for People With Multiple Sclerosis: Randomized Controlled Trial

Authors of this article:

Original Paper

• Jeanette Reece 1 , MPH, PhD   ; 
• Maggie Yu 1 , MPSYD, MPH   ; 
• William Bevens 2 , PhD   ; 
• Steve Simpson-Yap 1, 3, 4 , MPH, PhD   ; 
• Rebekah Davenport 5 , MCP   ; 
• George Jelinek 1 , MD   ; 
• Sandra Neate 1 , MBBS  

1 Neuroepidemiology Unit, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia

2 Institute for Clinical and Translational Science, University of California, Irvine, CA, United States

3 The Florey Institute of Neuroscience and Mental Health, The University of Melbourne, Melbourne, Australia

4 Menzies Institute for Medical Research, University of Tasmania, Hobart, Australia

5 Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, Australia

Corresponding Author:

William Bevens, PhD

Institute for Clinical and Translational Science

University of California

843 Health Science Rd

1301 Hewitt Hall

Irvine, CA, 9269

United States

Phone: 1 5103382170

Email: [email protected]

Background: Digital health interventions increase access to multiple sclerosis (MS)–related knowledge for people living with MS; however, our understanding of factors associated with engagement in web-based learning is limited.

Objective: This study aims to examine associations between participant sociodemographic, health, and lifestyle-related characteristics and the commencement and completion of the Multiple Sclerosis Online Course (MSOC) in a randomized controlled trial (RCT).

Methods: An intervention course was developed based on the Overcoming MS Program—an evidence-based lifestyle modification program for MS, and a standard care course was developed based on international MS website information. An RCT was conducted to compare the effectiveness of the intervention course versus the standard care course in improving health outcomes in people living with MS. Participant data were collected from a baseline survey. Associations between baseline participant characteristics and MSOC commencement and completion, respectively, were assessed using multivariate log-binomial regression.

Results: Overall, 1893 participants enrolled in the RCT, and 45.27% (n=857) completed the baseline survey: 23.5% (n=444) in the intervention course and 21.8% (n=413) in the standard care course. Of these 857 participants, 631 (73.6%) commenced the standard care course or intervention course, and 49.1% (218/444) and 54.2% (224/413) completed the intervention course and standard care course, respectively. University education, partnered relationship status, and higher mental and physical quality of life were associated with 19%, 12%, 20%, and 22% higher rates of course commencement, respectively. Clinically significant fatigue was associated with a 10% reduction in the likelihood of commencement. Strongest associations with intervention course completion included middle and older adulthood, male sex, fatigue, and preexisting adherence to a diet program, with 96%, 27%, 24%, and 19% higher rates of completion observed, respectively, whereas higher self-efficacy was associated with up to 35% lower intervention course completion. Associations with standard care course completion included practicing meditation (20% higher completion), whereas employment was associated with 22% lower completion.

Conclusions: Sociodemographic and clinical factors, as well as lifestyle-related factors, were important factors in MSOC commencement and completion. These data may help guide the design and enhancement of digital health interventions tailored for people living with MS.

Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12621001605886; https://tinyurl.com/2vyve9p9

International Registered Report Identifier (IRRID): RR2-10.1186/s12883-023-03298-0

Introduction

There is a growing body of evidence supporting the role of modification of lifestyle-related risk factors on enhancing health outcomes in people living with multiple sclerosis (MS) [ 1 - 3 ]. Subsequently, the management of MS has evolved over recent years, with people living with MS placing a greater emphasis on self-management of MS and seeking lifestyle-related information as an integral part of maintaining and improving their health [ 4 ].

MS is a progressive autoimmune condition manifesting in sensory, motor, and cognitive dysfunction, the cardinal clinical elements of which are disability progression and relapse (as defined by a clinical exacerbation of symptoms involving the development of 1 or more new MS symptoms or worsening of existing symptoms lasting >48 hours, with changes in symptoms not due to extraneous conditions such as heat or illness, eg, respiratory or urinary tract infections) [ 5 ]. Modification of lifestyle-related risk factors in MS has been associated with a lower rate of relapse, reduced fatigue, disability progression, and depressive symptoms and higher quality of life (QoL) [ 6 - 12 ]. A program for the modification of lifestyle-related risk factors in MS, the Overcoming Multiple Sclerosis (OMS) Program [ 13 ], provides recommendations for a plant-based whole food plus seafood diet low in saturated fat, regular physical activity, vitamin D and omega-3 fatty acid supplementation, smoking cessation, and stress reduction. These recommendations have been delivered as a face-to-face educational intervention with demonstrated effectiveness, including adherence to lifestyle recommendations (a healthy diet, meditation, and vitamin D and omega-3 supplementation) 3 years after attending the retreat and associations with increased QoL in both the short (1 year) and medium (5 years) term [ 14 - 16 ]. However, the reliance on face-to-face delivery hinders the scalability and accessibility of the educational intervention for all people living with MS. Web-based lifestyle modification programs offer a scalable solution, overcoming commonly documented barriers such as mobility to travel outside of the home and additional financial costs [ 17 ].

Several web-based lifestyle modification interventions have been developed for people living with MS to increase MS-related knowledge [ 18 ], build resilience [ 19 ], and facilitate lifestyle changes [ 20 ]. Many have demonstrable effectiveness, such as reduced depression and fatigue [ 21 , 22 ]. Furthermore, interventions have been shown to improve walking ability; reduce overall neurological disability [ 20 ]; and improve depression, anxiety, and sleep [ 23 ]. Recently, the Understanding MS massive open online course (MOOC) led to increases in MS-related knowledge and health literacy [ 18 ] and lifestyle changes (diet, physical activity, and vitamin D supplementation) in people living with MS [ 24 ]. More recent studies have examined the usability of web-based education interventions, with an intervention aimed specifically at facilitating multimodal behavior change in people living with MS with moderate to severe disability found to be both practical and acceptable [ 25 ]. Similarly, a web-based nutrition education program demonstrated good acceptability using a co-design development model to incorporate the needs of people living with MS themselves [ 26 ]. As such, this nascent field of digital health for MS-related lifestyle modification has emerged as an important potential tool to support people living with MS.

Despite the potential value of digital interventions, engagement with web-based interventions compared to face-to-face interventions is generally low [ 27 ]. Course completion rates vary, with one study demonstrating that as few as 15% to 19% of people living with MS enrolled in digital health programs completed the course [ 28 ], whereas other studies have described completion rates that differ from these estimates [ 29 ]. While there has been broad implementation and acceptance in the general population, there has been limited exploration of how people living with MS use digital health technologies to support their health and well-being. There is previous evidence suggesting modest variability in the completion of digital health interventions by people living with MS [ 28 , 30 ]; however, factors that affect completion remain unclear. There is other evidence suggesting that the use of digital technologies varies significantly by sociodemographic factors and depending on what the technology is used for [ 31 ]. We also previously reported that sourcing lifestyle information on the web is precarious for people living with MS because critically appraising information can be difficult without professional assistance from trustworthy sources [ 32 ]. In this context, programmatic and structured web-based educational interventions developed by medical professionals and researchers may be an effective way to engage people living with MS with lifestyle modification information. An important next step is to explore factors affecting the completion of digital health interventions for people living with MS to ensure that future developments can meet their needs and deliver education effectively.

This study aimed to identify the characteristics of people living with MS associated with the commencement and completion of the Multiple Sclerosis Online Course (MSOC) by examining sociodemographic, health, and lifestyle-related characteristics of participants enrolled in a randomized controlled trial (RCT) [ 33 ]. Study findings have the potential to increase our understanding of the barriers and enablers of the completion of web-based, lifestyle-related interventions by people living with MS, providing a basis for the development of future digital interventions.

Ethical Considerations

This ancillary RCT is a CONSORT-R (Consolidated Standards of Reporting Trials–Routine)–compliant RCT ( Multimedia Appendix 1 ). The protocol for the RCT was reviewed by the Australian New Zealand Clinical Trials Registry and approved on November 25, 2021 (ACTRN12621001605886). The study was reviewed by the University of Melbourne Human Research Ethics Committee and approved on November 2, 2021 (22140). Participants were invited via web-based platforms to participate in the RCT and did not receive any monetary compensation for participating in the RCT. Participants were provided with a participant information statement, and written informed consent was obtained from all participants for their data to be used for research purposes before inclusion in the RCT. The signed consent form outlined that the confidentiality of their data would be ensured as per safeguard legal requirements. For analyses and reporting, all participant data were stored in a reidentifiable format to ensure participants’ privacy and confidentiality at the University of Melbourne in the form of password-protected computer databases, and only the listed investigators had access to the data.

MSOC RCT Study Design

The primary aims of the ancillary RCT (the MSOC effectiveness RCT) included examining (1) changes in the health-related QoL of people living with MS from baseline to the 6-, 12-, and 30-month follow-ups (primary outcome); and (2) changes in other health outcomes (depression, anxiety, fatigue, and disability) between baseline and the 6-, 12-, and 30-month follow-ups (secondary outcome) [ 33 ]. The secondary aims included examining changes in lifestyle from baseline to the 6-, 12-, and 30-month follow-ups. This study represents an additional analysis of baseline data collected as part of the flagship RCT and aimed to examine factors associated with commencement and completion of the MSOC. All baseline data were collected from June 2022 to July 2023. Data analysis was performed at the completion of all baseline data collection from November 2023 to December 2023.

People living with MS were invited to participate in the RCT and complete the MSOC. Data from the following participants were excluded from all analyses: (1) participants experiencing any serious comorbid chronic illness or neurological illness or injury other than MS that would threaten regular participation or significantly affect the outcome measures in its own right, such as motor neuron disease or stroke, as determined by the study investigators; and (2) participants currently taking part in another RCT.

While we did not notify participants that their data would be used specifically for this study, participants were aware that we were examining factors associated with commencement and completion of the web-based intervention outlined in the postcourse evaluation questionnaire sent to all participants upon completion of the course as per the study protocol [ 33 ].

MSOC Effectiveness RCT Study Design

The MSOC effectiveness RCT has previously been described in detail [ 33 ]. In brief, the RCT aimed to assess the effectiveness of a 6-week intervention course in improving QoL and health outcomes in people living with MS compared with a 6-week standard care course. The intervention course modules provided content adapted from the OMS evidence-based lifestyle modification program ( Multimedia Appendix 2 ) [ 13 ]. The standard care course contained standard health recommendations sourced from international public MS society websites that aimed to reflect standard information provided by health care practitioners and MS societies.

Both courses comprised 7 modules, commencing with a Welcome to the MSOC Study module containing a plain-language statement and baseline survey followed by five educational modules: (1) Introduction , (2) Eat well , (3) Sunlight and vitamin D , (4) Exercise , (5) Meditation and the mind-body connection , (6) Medication and family prevention , and (7) Conclusion . In total, 2 modules were released each week over a 4-week period, and a further 2 weeks were provided for course completion. The feasibility of the intervention course and standard care course at delivering educational content to people living with MS has been previously demonstrated [ 34 ].

The modules of the intervention course and standard care course mirrored one another in format and style of delivery of content in terms of a combination of videos, animations, visuals, and discussions from presenters. Key differences included the intervention course’s focus on specific lifestyle recommendations supplemented by video discussions, illustrations, and web resources for in-depth exploration. For instance, the intervention course advised a specific plant-based whole food diet plus seafood with very low saturated fat (<20 g/d) excluding dairy, meat, and palm and coconut oil, complemented with recipes and video discussions on selecting ingredients and adherence tips. Furthermore, for daily meditation, the intervention course offered practical video guidelines for practices of ≥30 minutes per day. In contrast, the standard care course provided general advice without detailed guidance; that is, the standard care course offered broader advice, recommending a balanced diet based on national guidelines and mentioning meditation without providing solid evidence of its efficacy in MS management.

Participants

Participants were recruited on the web via peer support Facebook groups worldwide and MS societies in Australia, Canada, Ireland, New Zealand, and the United Kingdom. Recruitment flyers were posted on Facebook, Twitter, and Instagram. Interested participants completed 2 eligibility questions at the study website confirming that they were aged ≥18 years and had received a physician-confirmed diagnosis of MS. Participants were required to speak English to be able to understand the course content.

Eligible persons were sent a link to set up an account and log in to the course platform. Participants were then allocated to the intervention course or standard care course at a 1:1 ratio using simple randomization. Participants were also requested to complete a 166-question baseline survey on sociodemographic, health, and lifestyle-related factors. If participants did not complete the baseline survey, they were sent 2 email reminders to complete it, but this did not prevent access to the web-based course, which was provided to all enrolled participants regardless of whether they completed the baseline survey. However, only data from participants who completed the baseline survey were included in this study to address study objectives. This comprised data from 857 participant baseline surveys collected during the 5 rounds of RCT recruitment that ran between June 23, 2022, and September 4, 2023. Each of the 5 recruitment rounds used the same strategy to recruit participants; that is, recruitment for the RCT involved advertising on international MS websites and MS-related social media sites such as Facebook and Instagram.

Sociodemographic Characteristics

Data on age, sex, employment, level of education, and marital status were collected. Specifically, we queried the highest level of education (no formal schooling, primary school, secondary school, vocational training, bachelor’s degree, or postgraduate degree), marital status (married; cohabitating or partnered; separated, widowed, or divorced; or single), and current work status (10 categories ranging from working full time to retired due to medical reasons or disability and work status not clearly defined). Perceived social support was measured using the 12-item Multidimensional Scale of Perceived Social Support survey [ 35 ]. A summary Multidimensional Scale of Perceived Social Support score was calculated, with higher scores indicating higher perceived support.

Health Characteristics

Height (centimeters or inches) and weight (kilograms or pounds) were used to calculate BMI, categorized as underweight (<18.5 kg/m 2 ), normal (18.5-24.9 kg/m 2 ), overweight (25.0-29.9 kg/m 2 ), and obese (≥30.0 kg/m 2 ) as per World Health Organization guidelines [ 36 ]. MS type was categorized into nonprogressive (benign or relapsing-remitting MS) and progressive (primary progressive, secondary progressive, or progressive-relapsing MS). MS duration was calculated using the year of diagnosis and baseline survey date. The number of treated comorbidities was queried using the Self-Administered Comorbidity Questionnaire [ 37 ] and categorized as 0 and ≥1. Ongoing symptoms from relapse within ≤30 days were queried (yes or no). The use of disease-modifying therapies (DMTs) was queried (yes or no), and if yes, the type of DMT was queried.

Disability was assessed using Patient-Determined Disease Steps scale scored ordinally from 0 (normal) to 8 (bed bound) [ 38 , 39 ] and categorized into none or mild (0-2), moderate (3-5), and severe (6-8) disability. Fatigue was measured using the 9-item Fatigue Severity Scale, with a mean score of >5 indicating clinically significant fatigue [ 39 , 40 ]. QoL was measured using the Multiple Sclerosis Quality of Life-54, and 2 composite scores for mental and physical QoL and 12 subdomains scored from 0 (low) to 100 (high) were calculated [ 41 ].

Self-efficacy was measured using the 6-item University of Washington Self-Efficacy Scale (UWSES) [ 42 ]. The UWSES is an item response theory–based tool designed to measure disability management self-efficacy that was originally developed for people living with MS but has also been validated for adults living with other chronic health conditions. In particular, the UWSES queries people living with MS to assess whether they believe they can manage their health condition or disability, for instance, whether they are able to keep their health condition or disability from being the center of their life or interfering with how they deal with unexpected events or social interactions. As no clinically significant cutoff for self-efficacy is reported, a summary score was calculated, with higher UWSES scores indicating greater self-efficacy.

Anxiety and depressive symptoms were measured using the 14-item self-report Hospital Anxiety and Depression Scale [ 43 ]. The Hospital Anxiety and Depression Scale includes a 2-factor structure—depression and anxiety—each measured using 7 items. Scores range from 0 (no symptoms) to 21 (most severe symptoms), with scores of 0 to 7 considered “normal,” scores of 8 to 10 considered “borderline anxiety or depression,” and scores of 11 to 21 considered moderate to severe anxiety or depression.

Lifestyle-Related Characteristics

Previous participation in another lifestyle course or intervention (no or yes) and undertaking a particular diet program for MS (no or yes) and, if yes, the type of lifestyle course or intervention or diet were queried. Diet quality was measured using the modified Diet Habits Questionnaire (DHQ), previously validated in people living with MS over a 24-hour recall period [ 44 ], but excluding questions on salt and alcohol [ 45 , 46 ]. Responses were scored and summated. Total DHQ scores were estimated as a score out of 100. Total DHQ scores range between 20 and 100, with higher DHQ scores indicating a better quality of diet. Total scores were categorized into quartiles as in the MS-related study by Kirkland et al [ 47 ], with scores of >80 indicative of a “healthier” overall reported dietary intake. Physical activity was measured using the International Physical Activity Questionnaire (IPAQ) and categorized as inactive, minimally active, and active as per IPAQ guidelines [ 48 ]. The IPAQ has been used to evaluate physical activity in people living with MS in previous studies [ 49 ], including digital interventions aimed at increasing physical activity [ 50 ]. Frequency and quantity of alcohol consumption were queried and categorized into tertiles (none [no alcohol intake], limited [≤1 standard drink per day for female individuals and ≤2 standard drinks per day for male individuals], and heavy drinking [>1 standard drink per day for female individuals and >2 standard drinks per day for male individuals]) as in previous MS-related studies [ 3 , 10 ]. Participants were queried as to whether they consumed meat, dairy, and vitamin D and omega-3 supplements (no or yes). Current smoking status was dichotomized as current versus never or ex-smoker. Formal meditation practice (eg, sitting meditation) in the past week was queried (no or yes).

Data Collection

This study is an additional analysis of quantitative data collected at baseline before course commencement. While not part of this study, the ancillary RCT will collect quantitative exposure and outcome data at 6, 12, and 30 months following course completion to examine the primary and secondary aims as per the study protocol [ 33 ]. Qualitative interviewing of approximately 40 course completers across both study arms will also be performed at 1 and 12 months after course completion to develop a deeper understanding of participants’ experiences of the course and any impacts of the course.

Outcome Variables

In total, 2 measures of course engagement were examined: course commencement and course completion. We examined course commencement as a proxy for measuring course engagement by evaluating the relationship between participants being interested in the course (ie, signing up to undertake the course) and following through to commence the course. Course completion is also a commonly used metric to measure acceptability of web-based interventions [ 28 ].

Course commencement was defined as completion of at least the introductory module (module ≥1). For commencement analyses, course commencers (completers of module ≥1) were compared with course noncommencers (noncompleters of module 1). Intervention course and standard care course commencement was examined collectively due to the similarity of module 1 in both courses.

Course completion was defined as the completion of modules 1 to 6 as module 7 comprised a closing session and did not provide lifestyle-related information. For completion analyses, among course commencers (completers of module ≥1), course completers (completers of modules 1-6) were compared with course noncompleters (completers of module 1 but not module 6).

Data Analysis

Associations between participants’ sociodemographic, health, and lifestyle-related characteristics and course commencement were examined. In addition, among course commencers, associations between participant characteristics and course completion stratified by the standard care course and intervention course study arms were examined.

Multivariate log-binomial regression was used to examine associations, with results presented as prevalence ratios and 95% CIs. Models were adjusted for age, sex, educational level, MS type, experience of ongoing symptoms from recent relapse, physical comorbidities, disability, use of DMTs, and participation in another lifestyle course or diet program at baseline. Model covariates were selected based on significant independent associations with exposure and outcome terms in the current data set in univariate analyses, as well as from review of relevant studies in the literature [ 3 , 6 ]. To ensure the validity of the regression models, we conducted collinearity diagnostics, which revealed no evidence of multicollinearity among the examined variables. This was confirmed through variance inflation factor and tolerance statistics. All statistical analyses were performed using Stata (version 16.0; StataCorp). Statistical significance was defined as P <.05.

Baseline Participant Characteristics

Participants were of a mean age of 47.0 (SD 11.7) years; 87.7% (752/857) were female, 49.5% (424/857) had underweight or normal BMI, 65.6% (562/857) were university educated, 55% (471/857) were employed, and 69.8% (598/857) were married or partnered ( Table 1 ).

Participants resided in 53 countries, with most participants residing in North America (286/857, 33.4%), Australia or New Zealand (236/857, 27.5%), and the United Kingdom (113/857, 13.2%) and 25.9% (222/857) residing in 48 other countries ( Multimedia Appendix 3 ).

Most participants (614/857, 71.6%) reported having nonprogressive MS; 55.4% (475/857) reported clinically significant fatigue; and 17.2% (147/857) and 31.6% (271/857) reported symptoms of severe depression and anxiety, respectively ( Table 1 ). The mean duration since MS diagnosis was 9.4 (SD 9.1) years. In total, 52.4% (449/857) of participants had none or mild disability, and 56.7% (486/857) reported ³1 comorbidity. A total of 67.8% (581/857) were taking DMTs, with ocrelizumab (164/857, 19.1%), natalizumab (56/857, 6.5%), and ofatumumab (53/857, 6.2%) being the most commonly reported ( Multimedia Appendix 4 ).

Regarding lifestyle-related characteristics, 26.5% (227/857) of participants were following a lifestyle program or undertaking some lifestyle modifications (OMS: 68/857, 7.9%; exercise: 43/857, 5%; stress reduction: 9/857, 1%; other health-related modifications: 9/857, 1%), and 28.1% (241/857) followed a specific diet for MS (OMS: 17/241, 7.1%; gluten free: 12/241, 5%; vegetarian/vegan: 7/241, 2.9%; Mediterranean: 2/241, 0.8%; other MS-related diets [eg, Wahls]: 2/241, 0.8%; other healthy diets [eg, low sugar]: 14/241, 5.8%). A large proportion of participants were taking vitamin D (721/857, 84.1%) and omega-3 (296/857, 34.5%) supplements, 9.3% (80/857) were current smokers, 4.6% (36/857) were heavy drinkers, 28.2% (242/857) practiced meditation, and 19.1% (164/857) engaged in “active” levels of physical activity.

a 444 recruited participants randomized to the intervention course study arm completed the baseline survey, and 413 participants in the standard care course study arm completed the baseline survey.

b MS: multiple sclerosis.

c PDDS: Patient-Determined Disease Steps.

d HADS–Depression: Hospital Anxiety and Depression Scale for symptoms of depression.

e HADS–Anxiety: Hospital Anxiety and Depression Scale for symptoms of anxiety.

f FSS: Fatigue Severity Scale.

g DMT: disease-modifying therapy.

h IPAQ: International Physical Activity Questionnaire.

Course Commencement

Of the 1893 participants enrolled in the RCT, 857 (45.27%) completed the baseline survey—444 (23.45%) in the intervention course and 413 (21.82%) in the standard care course. A total of 33.33% (631/1893) of the total number of enrolled participants and 73.6% (631/857) of the participants who completed the baseline survey commenced the MSOC ( Figure 1 ). The proportions of participants who completed the baseline survey and the MSOC were similar across study arms; completion rates in the intervention course were 49.1% (218/444) versus 54.2% (224/413) in the standard care course.

Following multivariate analysis, educational level, marital status, country of residence, mental and physical QoL, and fatigue were associated with MSOC commencement (intervention course and standard care course combined; Table 2 ).

A university degree or being in a relationship was associated with a 19% (95% CI 7%-32%) and 12% (95% CI 1%-25%) higher likelihood of MSOC commencement, respectively. Participants residing outside Australia or New Zealand, the United States, Canada, or the United Kingdom were 16% (95% CI 4%-26%) less likely to commence the MSOC.

People living with MS with fatigue were 10% (95% CI 1%-18%) less likely to commence the course, whereas people living with MS with mental and physical QoL scores in the top quartiles were 20% (95% CI 4%-38%) and 22% (95% CI 4%-43%) more likely to commence the MSOC, respectively. On the basis of our previous work [ 10 ], higher QoL is associated with less clinical severity, better mood, and generally better well-being. Specifically, being in the higher quartiles of categorized QoL indicates that participants with greater health and well-being were approximately 20% more likely to commence the MSOC.

a Adjusted log-binomial regression models for age, sex, educational level, multiple sclerosis type, ongoing symptoms due to recent relapse, number of comorbidities, disability, use of DMTs, participation in another lifestyle intervention, and adherence to a specific diet. Italicized values denote significant association between characteristics and course commencement.

b 631 participants commenced the MSOC (299 commenced the intervention course and 332 commenced the standard care course). For some variables, due to data unavailability the number of participants within this subgroup does not add up to 631, however the percentages add up to 100%.

c PR: prevalence ratio.

d aPR: adjusted prevalence ratio.

e Sociodemographic-related characteristics.

f P <.05.

g P <.01.

h Characteristics related to participants’ health.

i MS: multiple sclerosis.

j PDDS: Patient-Determined Disease Steps.

k FSS: Fatigue Severity Scale.

l HADS-D: Hospital Anxiety and Depression Scale for symptoms of depression.

m HADS-A: Hospital Anxiety and Depression Scale for symptoms of anxiety.

n DMT: disease-modifying therapy.

o Lifestyle-related characteristics.

p IPAQ: International Physical Activity Questionnaire.

Course Completion

Completion rates were similar across study arms (intervention course: 218/299, 72.9%; standard care course: 224/332, 67.5%; Figure 1 ). However, factors associated with course completion varied between the intervention course ( Table 3 ) and standard care course ( Table 4 ).

Participants aged 45 to 54 years and ≥55 years were 54% (95% CI 6%-123%) and 96% (95% CI 34%-187%) more likely, respectively, to complete the intervention course than participants aged ≤35 years ( Table 3 ). Being male and following a diet program were associated with 27% (95% CI 7%-51%) and 19% (95% CI 1%-40%) higher intervention course completion, respectively. Clinically significant fatigue was associated with 24% (95% CI 3%-48%) higher intervention course completion. Conversely, people living with MS in the top 3 quartiles of self-efficacy had 35% (95% CI 18%-49%), 26% (95% CI 9%-42%), and 27% (95% CI 7%-43%) lower intervention course completion.

Participants in the standard care course study arm who practiced meditation were 20% (95% CI 2%-41%) more likely to complete the standard care course, whereas those who were employed had 22% (95% CI 8%-30%) lower completion ( Table 4 ).

a Adjusted log-binomial regression models for age, sex, educational level, multiple sclerosis type, ongoing symptoms due to recent relapse, number of comorbidities, disability, use of DMTs, participation in another lifestyle intervention, and adherence to a specific diet. Italicized values denote significant association between characteristics and course commencement or completion.

b 218 participants completed the intervention course. Due to data unavailability the number of participants for certain variables (employment status, BMI, relationship status, MS type, comorbidities, physical quality of life, self-efficacy, and alcohol consumption) is <218, however the percentages for these variables add up to 100%.

h P <.001.

i Characteristics related to participants’ health.

j MS: multiple sclerosis.

k PDDS: Patient-Determined Disease Steps.

l FSS: Fatigue Severity Scale.

m HADS-D: Hospital Anxiety and Depression Scale for symptoms of depression.

n HADS-A: Hospital Anxiety and Depression Scale for symptoms of anxiety.

o DMT: disease-modifying therapy.

p Lifestyle-related characteristics.

q IPAQ: International Physical Activity Questionnaire.

b 224 participants completed the standard care course. Due to data inavailability the number of participants for certain variables (employment status, relationship status, MS type, depression, comorbidities, physical quality of life, self-efficacy, and alcohol consumption) is <224, however the percentages for these variables add up to 100%.

Principal Findings

Our study examined the rates of completion and commencement of a web-based course on modification of lifestyle-related risk factors for people living with MS. We found that conversion rates from initial enrollment to course commencement were relatively low (631/1893, 33.33%). However, commencement rates in those who had completed the baseline survey after enrollment were relatively high (631/857, 73.6%), as were completion rates for those who had commenced the course (218/444, 49.1% for the intervention course and 224/413, 54.2% for the standard care course). Our study also sheds light on the factors associated with course commencement and completion. Those factors related to course commencement of potentially practical interest included educational level, being in a relationship, and clinical factors such as QoL and fatigue. Factors of potential interest associated with completion included age of >45 years, male sex, being employed, self-efficacy, and already having modified some risk factors such as diet and undertaking stress-reducing activities before course commencement. We also acknowledge that the length of the baseline survey (166 questions) may have influenced commencement and completion rates, with more motivated participants and possibly more able people likely to have both commenced and completed the MSOC.

The 166-question baseline survey was estimated to take 45 to 60 minutes, and completion was requested (but not mandated) before commencing the course. This may have posed a barrier for some individuals as only 45.27% (857/1893) of participants enrolled in the MSOC effectiveness RCT completed the survey. Data are not available as to how many participants started but did not complete the survey (ie, those that attempted the survey but “gave up” before commencing the course). In hindsight, a qualitative analysis of people who did not complete the baseline survey would have been beneficial to determine the influence that the baseline survey had on MSOC commencement and completion rates and is a strong recommendation for future studies.

Notably, low rates of baseline survey completion are consistent with our previous MSOC feasibility RCT (42%) [ 34 ]. This may be attributed to time constraints or disease-related limitations, including visual impairment or cognitive fatigue. The baseline survey was adapted from the survey used in the Health Outcomes and Lifestyle in a Sample of People With Multiple Sclerosis study conducted by this research group [ 51 ]. In this study, the extensive nature of the survey enabled prospective analyses of associations between lifestyle-related risk factors and health outcomes. Despite substantial participant attrition over 7.5 years of follow-up, significant associations were found between lifestyle modification and improved health outcomes [ 3 , 10 ]. Hence, the research team, while understanding that the survey may be a barrier to completion, elected to use the baseline survey to obtain sufficient data to reach robust conclusions regarding the effect of the MSOC on QoL and health outcomes into the future. Future researchers need to make informed choices regarding the length of data collection surveys and their impact on course commencement and completion and weigh the potential benefits of increased data against the attrition and potential bias related to noncommencement. Future studies could consider the use of a shorter adaptive questionnaire to possibly enhance participation in the context of an RCT.

We also found positive associations between course commencement and a university degree, consistent with reported findings of associations between higher education and positive attitudes toward health research and a willingness to participate [ 52 , 53 ]. People with higher educational levels may have had more exposure to, experience of, and capabilities with using digital technology. Those with higher educational levels may possibly have found the baseline survey less onerous due to enhanced digital skills and, therefore, less of a barrier to commencement. However, higher education was not associated with course completion.

Participants in a relationship or with higher perceived support were more likely to commence the MSOC, consistent with reported associations between supportive relationships and digital intervention engagement [ 54 ]. Furthermore, support from family, teachers, and friends that students receive, as well as organizational support, is related to increased adherence to web-based learning [ 55 , 56 ]. MSOC participants received organizational support provided by a full-time course coordinator whom they were able to directly email for advice and support with technical issues. They were also provided with support from peers and facilitators in the forum who would answer direct questions regarding course content and facilitate discussions. These factors may explain the association between perceived support and MSOC commencement, as well as the high rates of intervention course and standard care course completion among course commencers.

Consistent with studies highlighting the importance of health and well-being in digital health engagement [ 57 , 58 ], participants with higher QoL (ie, greater health and well-being) were more likely to commence the MSOC, whereas higher fatigue was associated with decreased MSOC commencement. Similarly, a recent systematic review of digital health intervention engagement found that lower health-related QoL and higher depression were significant barriers to engagement [ 59 ]. Given that improving QoL is a central aim of both this course and similar lifestyle modification programs, it is imperative for future research to identify and address the unmet needs of people living with MS who report lower QoL as they are likely to derive the greatest benefit from web-based interventions.

Intervention course and standard care course completion rates were 49.1% (218/444) and 54.2% (224/413), respectively, comparable to 60% (9/15) and 50% (8/16) in the MSOC feasibility RCT [ 34 ]. Similarly, Claflin et al [ 29 ] reported Understanding MS MOOC completion rates of 42%. In contrast, a recent meta-analysis of completion rates by people living with MS across 32 RCTs reported considerably lower completion rates (15%-17%) [ 28 ]. It is possible that the duration of the digital health program may affect completion rates as 28 of the 32 web-based programs in the meta-analysis spanned 8 to 52 weeks, whereas both the MSOC and the Understanding MS MOOC were 6-week programs.

Participants aged >45 years had higher intervention course completion. This was similar to other studies that found that middle-aged people were most likely to complete web-based lifestyle-related health interventions [ 54 , 60 ]. A meta-analysis of 10 RCTs examining engagement in web-based interventions for depression identified that younger age is associated with higher dropout rates and rates of completion also seem to decrease among individuals aged >65 years [ 61 ]. This phenomenon has been ascribed to various factors, including digital proficiency, physical limitations, and lack of interest [ 62 ].

Interestingly, being male was associated with higher intervention course completion, which is different from the meta-analysis findings, where the greatest dropout from web-based interventions was found among male individuals [ 61 ]. Despite only 9.4% (21/224) and 16.5% (36/218) of participants in the standard care course and intervention course being male, respectively, these proportions reflect the rates of MS diagnoses, as considerably more female than male individuals are diagnosed with MS, and are similar to other well-studied MS cohorts [ 63 ]. Moreover, it is important to highlight the small number of male individuals in our cohort, so caution needs to be taken when interpreting these study findings.

Employed participants had 22% lower standard care course completion, which was similar to a prospective pilot study that identified links between work-life balance issues and lower completion of a 15-day web-based well-being intervention [ 64 ]. Similarly, time constraints from other life responsibilities were a major reason for noncompletion of the Understanding MS MOOC by people living with MS [ 65 ]. However, it is not clear why employment was associated with lower standard care course completion but not intervention course completion. Perhaps participants were more engaged with the novel content of the intervention course compared with that of the standard care course, or other factors such as the greater engagement with the community forum observed for intervention course versus standard care course participants may have played a role in greater intervention course completion among employed participants. Nevertheless, as time limitations are a commonly reported reason for noncompletion of web-based interventions [ 64 , 65 ], appropriate measures, such as increased time to complete web-based courses, could be implemented to increase engagement by people living with MS, especially those who are employed. Furthermore, many participants who were interviewed a month after course completion mentioned that they found it difficult to find time to complete the course, with some commenting that more user-friendly platforms such as mobile devices rather than sitting at a computer would be helpful (data not shown).

Greater self-efficacy was found to be associated with lower intervention course completion. This was unexpected considering that self-efficacy is associated with commencement and maintenance of healthy behaviors, including healthy eating, physical activity, and smoking cessation [ 66 ], and increased engagement with web-based lifestyle interventions [ 67 ]. The quantitative impact of completing the intervention course on self-efficacy levels remains to be assessed. However, qualitative insights from intervention course participants who completed it suggested that participants sought information for the purposes of enhancing self-management [ 57 ], resulting in perceived improvements in self-efficacy [ 58 ]. One possible explanation is that participants with higher baseline self-efficacy levels felt necessarily equipped to independently initiate and sustain lifestyle change, whereas others persisted to improve self-efficacy and were reinforced by noticeable improvements in self-efficacy.

Participants adhering to an MS-specific diet program had a 19% higher intervention course completion, and those practicing meditation had 20% higher standard care course completion. While not consistent across study arms, these results may suggest that people living with MS adopting a healthy lifestyle may have a greater interest or desire to learn lifestyle-related knowledge and, therefore, were more likely to complete the web-based course. Conversely, participants with a less healthy lifestyle or those lacking motivation have been shown to lose interest in multimodal lifestyle interventions [ 68 ].

Suggestions for Future Research

Our findings underscore the importance of considering individual differences in end-user characteristics when developing and delivering web-based interventions, which may be relevant in the development of interventions for other chronic illnesses. In particular, we found that people aged >45 years were more likely to complete the web-based intervention, emphasizing the importance of developing programs that are appropriate in format (eg, videos and text) and content across different ages. As we found that higher social support was associated with increased commencement, consistent with other studies [ 54 ], providing greater support for end users may increase commencement and adherence to web-based interventions, for instance, including a facilitator-run community forum component nested within the intervention, as with the MSOC. Similarly, our findings (associations between reduced QoL and reduced commencement), in line with a recent systematic review [ 59 ], emphasize the need to consider the health and well-being of the end-user population to increase engagement. While this may be difficult to address, including trained support staff such as mental health professionals or clinicians may help participants seek help or resources, which in turn may have the cascade effect of both improving well-being and increasing engagement. This is especially relevant for people living with MS and other chronic conditions such as cardiovascular disease and cancer due to the high prevalence of depression and anxiety among these populations [ 69 - 71 ]. Importantly, our findings highlight the need for future studies to examine strategies to overcome factors influencing low commencement and adherence.

Strengths and Limitations

Technological elements (eg, interactivity and multimedia components) of digital engagement by people living with MS have previously been examined through systematic reviews and meta-analyses [ 28 , 30 ], and barriers to MOOC participation were recently evaluated in a mixed methods study [ 65 ]. However, this study provides an extensive evaluation of the relationship between participant characteristics and the different stages of MSOC engagement and of the factors influencing the commencement and completion of a web-based lifestyle modification course across both study arms, which has not been previously reported.

However, there are study limitations that need to be outlined. First, as the results are based on self-reported baseline data, there is the potential for recall bias. Second, the possibility of selection bias exists as participants were possibly more motivated or interested in learning about lifestyle-related risk factors than the general MS population. Third, the generalizability of the study findings may be further limited as the study cohort specifically comprised individuals who had completed the extensive 166-question baseline survey, indicating that they were likely to be even more highly motivated than the general MS population. Fourth, the cohort were necessarily English speaking and predominantly resided in Westernized countries, so cultural differences could not be explored due to the limited sample sizes from other countries. Fifth, some of the baseline characteristics, such as meditation practice, were queried in a dichotomous manner, which may reduce the usefulness of the study findings and their implications. However, certain questions had to be restricted to avoid questionnaire burden and potentially increase study dropout. Sixth, the adjusted analysis may not control for all potential confounders, and the dichotomous nature of some of the variables could mean that adjustment was incomplete. Consequently, it is important to note that confounding may still be present. As a follow-up to this, as our results represent an exploratory analysis complementary to the primary and secondary aims of the ancillary RCT, we advise caution when interpreting the study findings given the potential for incomplete adjustment. This is especially relevant for significant variables for which the lower boundary of the 95% CI of the adjusted prevalence ratio was close to 1.

Conclusions

This study identified specific participant characteristics associated with different stages of MSOC engagement. Factors associated with course commencement included a university education and having greater perceived support and greater mental and physical QoL. Factors associated with course completion included older age, being male, and adherence to a diet program. Improved commencement rates may be obtained with shorter initial data collection surveys to decrease potential barriers to commencement depending on the aims of the study. Other potential interventions to enhance completion include ensuring adequate time for completion to address fatigue and health-related issues and the provision of technical support to participants throughout the RCT. Involving other people such as family members to complete web-based learning programs alongside people living with MS could also provide further support and facilitate course completion. Collectively, the study findings provide practical considerations for the future design, development, and implementation of digital lifestyle interventions for people living with MS. The findings also highlight the need for further quantitative and qualitative studies to provide greater depth of understanding into digital health engagement by people living with MS.

Acknowledgments

The authors gratefully acknowledge the generous contribution of the individuals currently participating in the Multiple Sclerosis Online Course randomized controlled trial. They thank their industry partners, JMAcreative, who created the web platform and developed content, and the Overcoming Multiple Sclerosis charity (United Kingdom), who financially supported the technical development of the Multiple Sclerosis Online Course via JMAcreative. This work was supported by the Neuroepidemiology Unit at the University of Melbourne, which is funded by philanthropic donors. The Neuroepidemiology Unit also receives funding from anonymous philanthropic donors. The funders had no role in the study design, analysis, interpretation, writing of the manuscript, or in the decision to publish the results.

Data Availability

The data set generated and analyzed during this study are in a reidentifiable format. This data set is not publicly due to the study currently being in progress but the data set will be available from the corresponding author on reasonable request at the completion of the study.

Authors' Contributions

JR contributed to study design, investigation, and project administration; JR and MY conceptualized the study and contributed to methodology, writing—original draft, and writing—review and editing. MY performed data curation and formal analysis. SSY and SN contributed to methodology, formal analysis, and writing—review and editing. WB and RD were responsible for investigation and writing—review and editing. GJ acquired the funding, and SN contributed to study design. GJ and SN performed the investigation and contributed to writing—review and editing. All authors contributed to drafting and revising of the manuscript and agreed to the published version of the manuscript.

Conflicts of Interest

GJ receives royalties for his books, Overcoming Multiple Sclerosis and Recovering from Multiple Sclerosis . GJ and SN receive royalties for their book, The Overcoming MS Handbook , and previously received remuneration for conducting educational workshops for people with multiple sclerosis.

CONSORT-eHEALTH checklist (V 1.6.1).

Outline of the intervention and standard care course format.

Participants’ country of residence.

Disease-modifying and prescription medications taken by Multiple Sclerosis Online Course participants.

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Abbreviations

Edited by N Cahill; submitted 11.03.24; peer-reviewed by R Haase, D Ruijter; comments to author 27.03.24; revised version received 10.04.24; accepted 02.07.24; published 28.08.24.

©Jeanette Reece, Maggie Yu, William Bevens, Steve Simpson-Yap, Rebekah Davenport, George Jelinek, Sandra Neate. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 28.08.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research (ISSN 1438-8871), is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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• Document Details Published Content - Document Details Agency National Science Foundation Document Citation 89 FR 68934 Document Number 2024-19375 Document Type Notice Pages 68934-68942 (9 pages) Publication Date 08/28/2024 Published Content - Document Details
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• Document Dates Published Content - Document Dates Comments Close 11/05/2024 Dates Text Interested persons or organizations are invited to submit responses to this notice on or before 11:59 p.m. (EDT) on November 5, 2024. Published Content - Document Dates

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FOR FURTHER INFORMATION CONTACT:

Supplementary information:, introduction, science workshop, feasibility study, subsea cable industry considerations, definition of terms/references, information requested, demographic questions, smart cables and antarctic smart cable science objectives, current and future sensors, new sensor technologies, location of the smart cable, sensors, and future cable expansion, partnerships and the project, contribution of the antarctic smart cable to resolve global challenges, future science workshop, final thoughts.

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National Science Foundation

National Science Foundation.

Request for information.

The National Science Foundation (NSF) requests input from the full range of institutions and organizations across all relevant sectors—industry, academia, non-profits, government, venture capital, and others—to inform the development of a proposed subsea telecommunications cable capable of being equipped with sensors to support science research that would connect the largest U.S. research facility in Antarctica, McMurdo Station, with either the South Island of New Zealand or Southeast Australia. The proposed cable is expected to host the point science sensor concept promoted by the UN IOC/UNESCO Joint Task Force on Science Monitoring And Reliable Telecommunications ( https://www.smartcables.org/​ ) (“SMART”) Cables. NSF requests information regarding the proposed McMurdo SMART Cable project including the cable route that maximizes science output and science sensor and technologies to be considered in designing the project. NSF will provide project information and updates at https://www.nsf.gov/​geo/​opp/​ail/​subsea_​cable .

Interested persons or organizations are invited to submit responses to this notice on or before 11:59 p.m. (EDT) on November 5, 2024.

Options for Responses to this notice are as follows:

• Electronic On-line Submission: https://www.surveymonkey.com/​r/​subseacable .
• Email: [email protected] . Email submissions should be machine-readable and not be copy-protected. Submissions should include “RFI Response: Antarctic SMART Cable” in the subject line of the message.
• Letter Mail: U.S. National Science Foundation, Geosciences Directorate, Office of Polar Programs, 2415 Eisenhower Ave., Suite W7251, Alexandria, VA 22314.

Attn: Patrick D. Smith, Antarctic SMART Cable RFI Response.

• Telephone: Antarctic Infrastructure and Logistics Section, (703) 292-8032.

The preferred method of response is the Electronic On-line Submission.

Patrick D. Smith, Technology Development Manager for Polar Research Support, National Science Foundation, Geosciences Directorate, Office of Polar Programs, 2415 Eisenhower Ave., Suite W7251, Alexandria, VA 22314; telephone (703) 292-7455.

Over 500 subsea fiber optic telecommunications cables, including both installed and planned cables, cover nearly all ocean regions including multiple high Arctic cables. NSF is investigating the implementation of a modern subsea fiber optic telecommunications cable connecting the largest U.S. Antarctic Program ( https://www.usap.gov/​ ) research facility, McMurdo Station (77°50′47″ S, 166°40′06″ E) ( https://www.usap.gov/​videoclipsandmaps/​mcmwebcam.cfm?​t=​1 ), with either New Zealand or Australia. Although the main scope of the installation is to provide advanced high-speed, low delay telecommunications, this cable will contain additional point sensors ( e.g., SMART—Science Monitoring And Reliable Telecommunications) and/or distributed sensing infrastructure, enabling for the first time myriad investigations across a broad range of scientific disciplines.

The NSF Directorates for Geosciences (GEO), Computer and Information Science and Engineering (CISE), and Technology, Innovation, and Partnerships (TIP) have identified the potential subsea cable as an opportunity for transformational changes in the conduct of science, vast improvements in telecommunications capability supporting Antarctica, and innovative public-private partnerships linking science and technology.

Additionally, the cable would have the ability to accommodate additional, multiple forms of distributed fiber optic sensing that are advancing rapidly in technology maturity ( e.g., Distributed Acoustic Sensing, Distributed Temperature Sensing, State of Polarization, etc.). Preliminary cable routes have been established using standard subsea cable industry best practices that avoid areas posing high geophysical risk, as well as initial feedback from the scientific community via a virtual workshop in 2021, producing a broad corridor where opportunities exist to adjust the final route to best align with Earth science areas of high science research interest.

Further, science research supported by the cable sensors is of societal relevance on a global scale for a number of reasons, such as (1) filling significant knowledge gaps of key global ocean processes and trends for improved understanding and monitoring climate change, including ocean heat transport, CO 2 sequestration, and sea level rise; (2) regional seismic monitoring and early warning of potential tsunami seismic events; (3) global measurements of geophysical Earth structure; and (4) developing the technological capabilities to enhance other global telecommunications infrastructure for scientific research and human benefit.

In late June 2021, the NSF Directorate for Geosciences, Office of Polar Programs (GEO/OPP) ( https://www.nsf.gov/​div/​index.jsp?​div=​OPP ) and Directorate for Computer Information Science and Engineering, Office of Advanced Cyberinfrastructure (CISE/OAC) ( https://new.nsf.gov/​cise/​ ( print page 68935) oac ), jointly funded a research community-led science workshop ( https://www.pgc.umn.edu/​workshops/​antarctic-cable/​ ) to review the scientific benefits of a sensor-enabled subsea fiber cable. The Workshop endorsed the cable concept and noted that existing technology and cable systems make it feasible. The Workshop concluded that the proposed activity would benefit Antarctic science research by both increasing telecommunications capacity and including new science sensors in the cable design.

The Workshop's Executive Summary captured four primary findings:

Finding 1: Existing and future Antarctic research would be significantly enhanced if bandwidth limitations were eliminated through the availability of a modern submarine cable system.

Finding 2: A new submarine cable could be constructed with embedded instrumentation (a Scientific Monitoring And Reliable Telecommunications, or SMART, cable) that would itself enable meaningful new research and understanding of the region.

Finding 3: Robust bandwidth for interpersonal connectivity for scientists and staff, if thoughtfully approached, could be transformative for research and work functions, participation in Antarctic science, education, engagement, and community wellbeing.

Finding 4: Construction of a new SMART cable that provides essentially unlimited bandwidth to McMurdo is feasible and could also serve as the platform to extend connectivity to deep-field research sites as well as critical research programs at Amundsen-Scott South Pole Station. This level of connectivity can transform the science and research platforms for future generations.

In response to the 2021 Science Workshop, NSF contracted a comprehensive preliminary concept/feasibility study (known as a Desktop Study, or DTS https://gbs1.com/​desktop-studies/​ ), incorporating the unique attributes of implementing a sensor-enabled cable to Antarctica. The public version of the McMurdo Cable DTS ( https://www.nsf.gov/​geo/​opp/​documents/​NSF_​PublicReleaseDTS_​Final.pdf ) was released in October 2023. NSF also provided a summary and news release ( https://www.nsf.gov/​news/​news_​summ.jsp?​cntn_​id=​308774&​org=​OPP ).

The DTS addresses two proposed routes for comparison: (1) McMurdo Station to Sydney, Australia and (2) McMurdo Station to Invercargill, New Zealand. It includes brief assessments of optional extensions from the main cable routes to Macquarie Island for potential interconnection to the Australian research station located there and to nearby international research stations located in the Western Ross Sea/Terra Nova Bay area. More details on the proposed routes including landing sites and relevant diagrams can be found in section 2 of the DTS.

The study Executive Summary summarizes the key study results in a comparison of the two routes considered.

Both routes were considered technically feasible with the following observations:

(1) The NZ route is 1,500 km shorter and thus considerably more economical.

(2) The Australian route has additional geophysical risk to the cable arising from a crossing of the seismically active Macquarie Ridge Complex to the north of Macquarie Island.

(3) The New Zealand route covers more regions of science interest as indicated by science researcher input to the study. Seismologist interests obtained during the study proposed cable branching units located at 60° S and 50° S for future sea bottom seismometer instruments tapping the cable's power and communications.

(4) The risk from ice scour appears reasonable based upon detailed near-shore bathymetry—the Antarctic SMART Cable landing risk mitigation uses standard subsea cable landing techniques called Horizontal Directional Drilling (HDD). Bathymetry and iceberg keel depth studies pertaining to the cable route transit across the Ross Sea continental shelf yield a similar low risk assessment.

(5) Environmental assessments and permitting will be a significant component of future work, as is the case with all subsea cable projects, and will include the Antarctic Treaty Committee on Environmental Protection protocols. Coordination with the Committee for the Conservation of Antarctic Marine Living Resources (CCAMLR) will be needed as the proposed cable route transits the CCAMLR governed Marine Protected Areas in the Ross Sea region.

A subsea cable installation represents a substantial economic investment. As such, modern subsea telecommunications cables are designed with a 25-year or greater lifetime and thus are designed for high reliability and low maintenance. The introduction of SMART sensors into commercial subsea telecommunications cables is a new phenomenon, with the Government of Portugal-sponsored Atlantic CAM cable ( https://www.infraestruturasdeportugal.pt/​pt-pt/​ip-e-asn-assinam-contrato-para-construcao-de-novo-anel-cam ) and the TAMTAM cable connecting New Caledonia and Vanuatu ( https://www.soest.hawaii.edu/​soestwp/​announce/​news/​contract-signed-vanuatu-new-caledonia/​ ) being the first examples. The introduction of sensors into a standard telecommunications cable meeting scientific requirements and inherent cable design life/reliability requirements represents both a new market opportunity and a new technical frontier for industry that will influence the design and adoption of SMART sensors. Point sensors also complement and enhance commercially available cable sensing technologies such as distributed fiber sensing.

NSF, United States Antarctic Program Portal; https://www.usap.gov/​

NSF, Office of Polar Programs; https://www.nsf.gov/​div/​index.jsp?​div=​OPP

NSF, Office of Advanced Cyberinfrastructure; https://new.nsf.gov/​cise/​oac

NSF, McMurdo Station Webcams; https://www.usap.gov/​videoclipsandmaps/​mcmwebcam.cfm

Joint Task Force on Science Monitoring And Reliable Telecommunications, SMART Cables; https://www.smartcables.org/​

Neff, P.D., Andreasen, J.R., Roop, H.A., Pundsack, J., Howe, B., Jacobs, G., Lassner, D., Yoshimi, G., and Timm, K. (2021). 2021 Antarctic Subsea Cable Workshop Report: High-Speed Connectivity Needs to Advance US Antarctic Science. October 1, 2021. University of Minnesota, Saint Paul, MN, USA; https://www.pgc.umn.edu/​workshops/​antarctic-cable/​

ICPC, Minimum Technical Requirements for a Desktop Study (6 March 2012), Recommendation No. 9, at pp. 4-8; www.iscpc.org/​publications/​recommendations

NSF, Connecting the Last Continent: New desktop study on Antarctica's potential subsea telecommunications cable, with link to study, 27 December 2023; https://www.nsf.gov/​news/​news_​summ.jsp?​cntn_​id=​308774&​org=​OPP

Infraestruturas de Portugal, IP and ASN sign contract for the construction of a New CAM Ring, 13 March 2024; https://www.infraestruturasdeportugal.pt/​pt-pt/​ip-e-asn-assinam-contrato-para-construcao-de-novo-anel-cam

University of Hawai'i, Contract signed for world's first SMART subsea cable, connecting Vanuatu, New Caledonia, School of Ocean and Earth Science and Technology, 29 February 2024; https://www.soest.hawaii.edu/​soestwp/​announce/​news/​contract-signed-vanuatu-new-caledonia/​

2021 Antarctic Subsea Cable Workshop: https://www.pgc.umn.edu/​workshops/​antarctic-cable/​

Branching Unit (BU): https://en.wikipedia.org/​wiki/​Submarine_​branching_​unit

Ocean Bottom Pressure A-0-A Technology: https://oceanobservatories.org/​pi-instrument/​a-0-a-calibrated-pressure-instrument/​#:~:text=​TheAD0DAmethod,pressureinsidetheinstrumenthousing .

Repeater: S. Lentz and B. Howe, “Scientific Monitoring And Reliable Telecommunications (SMART) Cable Systems: Integration of Sensors into Telecommunications Repeaters,” 2018 OCEANS—MTS/IEEE Kobe Techno-Oceans (OTO), Kobe, Japan, 2018, pp. 1-7, doi: 10.1109/OCEANSKOBE.2018.8558862. (pg. 2) https://www.researchgate.net/​publication/​329618575_​Scientific_​Monitoring_​And_​Reliable_​Telecommunications_​SMART_​Cable_​Systems_​Integration_​of_​Sensors_​into_​Telecommunications_​Repeaters

SMART Cables: https://www.smartcables.org/​smart

Technology Readiness Level (TRL): https://en.wikipedia.org/​wiki/​Technology_​readiness_​level

Through this notice, NSF seeks information from the public to evolve the development of the Antarctic SMART Cable. NSF requests information regarding the subsea cable route that both minimizes the risk to the cable and maximizes science research potential, the range of potential science sensors to include, as well as their geographic distribution, the locations of powered cable branching units for future sensor cable build-out or undersea observatory-style point sensor arrays, concepts for the incorporation of existing or promising distributed fiber sensing techniques, and suggested paths to catalyze the necessary technology to develop such a cable system. Additionally, NSF seeks information relevant to partnership opportunities with the public (U.S., international) and private (academia, for-profit and non-profit) sectors that will facilitate the conceptualization, development, deployment and sustainment of the cable system and related scientific infrastructure.

The information requested here will be used to inform the proposed Antarctic SMART Cable project via the NSF Major Research Equipment Facilities and Construction (MREFC) program that funds the development of facility infrastructure. MREFC projects are funded via a separate appropriation intended for large capital-intensive investments, distinct from the NSF appropriations funding research and related activities.

Responses submitted via Email and Letter Mail are requested to follow the Electronic On-line Submission data capture questions and format for ease in analyzing responses. These responses may address one or as many topics as desired from the enumerated list provided in this RFI, noting the corresponding number of the topic(s) to which the response pertains. Written submissions must be type-written and not exceed 3 pages (exclusive of cover page and accompanying graphics) in 11-point or larger font, single spacing and with a page number provided on each page.

Comments containing references, studies, research, and other empirical data that are not widely published or widely available should include copies or electronic links of the referenced materials; these materials, as well as a list of references, do not count toward the 3-page limit. No business proprietary information, copyrighted information, or personally identifiable information (aside from optional information requested below) should be submitted in response to this RFI. Comments submitted in response to this RFI will be used internally at NSF and may be shared with other Federal agencies and NSF contractors assigned to process the responses.

Responders are asked to answer one or more of the following questions in responses to the RFI. There are no known risks to participating, and participation is voluntary. Unless provided by you, no identifying information will be collected; therefore, all responses will remain confidential, anonymous, and reported in the aggregate. While there is no sensitive content, you may skip a question at any time.

1. In which sector do you currently work?

(a) Academia

(b) Private or publicly traded company

(c) Government agency/public sector

(d) Non-governmental organization/non-profit

(e) Venture capital/private equity

(f) Other (Please specify)

2. Please select up to three (3) areas of expertise/interest:

(a) Physical Oceanography

(b) Cryosphere

(c) Biochemistry

(d) Science Education

(e) Geodesy

(f) Hydrology

(g) Climate Change Research

(h) Marine Geology/Geophysics

(i) Natural Hazards

(j) Solid Earth Geophysics

(k) Subsea Fiber Optic Cable Systems

(l) Sensor/Instrumentation Development

(m) Data Management

(n) Distributed Fiber Sensing

(o) Other (Please specify)

3. For how long have you been working in your current field(s)?

(a) Less than five years

(b) Five to less than ten years

(c) Ten to less than twenty years

(d) Twenty years or more

(e) Prefer not to answer

4. How familiar are you with the overall SMART Cable concept?

Very familiar

Somewhat familiar

Not very familiar

Not at all familiar

5. Prior to the NSF Federal Register Notice and this Electronic On-Line Submission, how familiar were you with the nascent Antarctic SMART Cable project?

6. Which of the following major research areas do you see the observational capability of the cable supporting? Select all that apply.

Climate Change Research

Acoustic Monitoring

Long-Term Global Ocean Observations (general)

Seismology Research

Earthquake/Tsunami Monitoring

Sea Level Research

Deep Ocean Circulation Research

Southern Ocean Research

Other (Please specify)

None of the above

7. If you selected “NONE OF THE ABOVE” in the previous question, please elaborate here: ( print page 68937)

The initial SMART Cable sensor concept incorporates three basic measurements: Ocean Bottom Pressure, Ocean Bottom Temperature, and Seismic Ground Motion (seismic acceleration and/or velocity). At the time of the release of this survey, the supplier for the two commercial SMART Cable systems under development is finalizing their sensor and vendor selection process, but future systems—like the Antarctic SMART Cable—may have some limited flexibility in the types of sensors which can be incorporated. The following questions explore the range of potential sensor capabilities under consideration for inclusion in the Antarctic SMART Cable.

8. How important is it for the sensor to measure each of the following?

9. If you'd like, please use this space to elaborate on your answers to Question 8.

10. How important is it for the sensor to measure each of the following?

11. If you'd like, please use this space to elaborate on your answers to Question 10.

12. How important is it for the sensor to measure each of the following?

13. If you'd like, please use this space to elaborate on your answers to Question 12.

14. How important is it to include the following additional sensors in the cable?

15. In the previous question, for any selections you indicated were “important” or “very important,” please explain why you feel these sensor types should be included on the cable:

16. In question #14, for any selections you indicated were “not very important” or “not important at all,” please explain why you feel these sensor types are not needed:

17. In your view, how do SMART and distributed fiber sensing ( i.e., DAS and DTS) complement one another?

18. What new scientific discoveries or breakthroughs do you anticipate as a direct result of having access to the long-term measurement data collected by the cable's sensors?

To catalyze rapid sensor development and increase their Technology Readiness Levels (TRLs) for inclusion in the Antarctic SMART Cable, a range of organizational approaches may be necessary.

19. Should NSF facilitate further development for SMART Cable sensors? If so, how ( i.e., research labs/institutions/industry/partnerships, etc.)?

20. If you'd like, please use this space to elaborate on your answer to question 19.

For some segments of the cable, it may be possible to shift the cable's path slightly in some locations to accommodate additional science or enable long-term monitoring of specific scientific targets. Further, depending upon the final technological solution(s) for how sensor units will be incorporated into the cable, there may be opportunities to select the locations of some of the sensor modules. Finally, the cable may be able to include one or more Branching Units (BUs). A BU can be used for multiple purposes, such as adding another cable branch, attaching a localized device, or providing an entry point for including a localized network of sensors focused on a specific area or areas.

Figure Caption: Potential routes for the Antarctica SMART Cable system based on the 2023 Desktop Study ( https://www.nsf.gov/​geo/​opp/​documents/​NSF_​Public%20Release%20DTS_​Final.pdf ). Thick white dashed lines represent primary McMurdo Trunk and three proposed cable segments with optional landings at (a) Macquarie Island, (b) Invercargill, New Zealand, and (c) Sydney, Australia. Proposed Cable Landing Stations are marked by white circles. Vulnerable Marine Ecosystem (VME) areas near McMurdo Station are shaded dark gray. The dark gray zone around trunk and cable options shows buffer zones where Branching Unit (BU) stubs could extend. Tectonic plate boundaries (AU: Indo-Australian Plate; AN: Antarctic Plate; PA: Pacific Plate) are denoted by thin black lines.

21. Referring to the above Figure and noting the region of potential cable locations, would you shift the position of the proposed cable route within the buffer zone (dark gray area in the figure)? If so, where? Note that cable path shifts will be minimal without additional engineering evaluations for deployment feasibility and cable safety.

22. If you'd like, please use this space to elaborate on your answer to question 21.

23. How valuable would it be to your research to be able to select the specific locations of the SMART sensor modules along the cable?

Very valuable

Somewhat valuable

Not very valuable

Not valuable at all

24. How important is it to include one or more Branching Units?

Very important

Somewhat important

Not very important

Not important at all

25. In terms of current and future research, in your view what are potential uses for Branching Units?

26. Referring again to the above Figure and noting the corridor available around the trunk lines to deploy stubs from Branching Units (dark gray shaded areas surrounding the white dotted lines), would you place additional BUs?

27. If you'd like, please use this space to elaborate on your answers to question 26. If you answered yes, please indicate where and why.

28. What potential do you see for the cable to enable the vision of the networked ocean as a relay platform for an “internet of Underwater Things”, such as subsea gliders, submersible float sensors, ROVs and similar submersible autonomous instrumentation systems?

The Whitepaper ( https://goosocean.org/​news/​un-ocean-decade-challenge-7-white-paper-a-roadmap-for-the-observing-system-we-need/​ ) addressing Challenge 7 (“Expand the Global Ocean Observing System”) from the UN IOC/UNESCO Decade of Ocean Science for Sustainable Development (2021-2030) (“Ocean Decade 2030”) program indicates that significant investments will be needed to meet the challenges for global ocean observation goals while current investments and mechanisms are inadequate. There is a clear call for multi-sector engagements such as public-private partnerships and international collaborations for a “new economic thinking” to provide the resources needed.

29. What private and/or public sector groups ( e.g., academic, non-profit, industry, etc.) do you think may have an active interest in partnership activities with NSF for aspects of the cable system development?

30. Beyond the potential direct benefits to support science in the Antarctic and the region covered directly by the Antarctic SMART Cable, there may be broader benefits to developing the Antarctic SMART Cable. In your view, what are the global, national, and societal benefits of this cable?

31. A successor science workshop is being considered for 2025 to build upon and extend the work of the June 2021 workshop and this Electronic On-Line Submission. How interested would you be in attending virtually or in-person, provided full or partial travel expenses could be provided?

32. If there is anything else you'd like to share or elaborate upon regarding the topics mentioned here, please provide them here.

33. Please complete the form below to indicate your interest in future participation in this project. This is completely voluntary, and your responses collected will be included in the analysis regardless of your response below.

Affiliation

Title/Position

Email address

(Authority: 42 U.S.C. 1861 , et al.)

Dated: August 23, 2024.

Suzanne H. Plimpton,

Reports Clearance Officer, National Science Foundation.

BILLING CODE 7555-01-P ( print page 68938)

BILLING CODE 7555-01-C

BILLING CODE 7555-01-P

[ FR Doc. 2024-19375 Filed 8-27-24; 8:45 am]

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