research in progress paper example

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Research-in-progress (rip): tips.

Making the Most of RIP  

Powerpoints by Fellowship Alumna, Neda Ratanawongsa, MD, MPH

What is RIP?

A forum where fellows can talk about their research idea, designs, and results and get feedback in an informal, comfortable setting.

At what stages of my research can I present?

All stages: starting a project, planning the design, analyzing the data, or getting ready to present your results at conferences or in manuscripts.

Why are we talking about this?

• Different objectives (& skills) for presenting research-in-progress vs. completed work
• Necessary to do this throughout your career
• It doesn’t have to be scary – can it even be enjoyable?!
• We want to encourage you to present often and feel more comfortable each time.

Setting Your Objectives

You will never get through as much as you thought you would – set a reasonable agenda.

Starting a research project

• Present what’s been done
• Identify the gap(s) in the literature
• Present/refine your conceptual framework
• Identify possible research questions/hypotheses
• Discuss pros/cons of research methodologies
• Identify potential datasets
• Solicit ideas on mentors/collaborators/funding sources

Research design or data analysis

• Briefly present what’s been done as it affects your design
• Identify your specific aim(s) and hypotheses
• Present your research design
• Focus on 1-2 issues / dilemmas – for example: Research design: • Are these appropriate inclusion / exclusion criteria? • How can I improve recruitment? • Please pilot my questionnaire. • How can I get my protocol through the IRB? • How can I collect data on other variables in my conceptual framework? Data analysis: • Do the variables in my model make sense? • Here’s an interesting finding – what do you think of my conclusions? • Are there other confounders I haven’t considered?

Presenting for conferences

• Explain the venue / audience / constraints for your future presentation
• My talk is too long.
• I talk too quickly.
• Do my slides make sense? 
• I’m worried about fielding questions.
• Present as if you are at the conference (including Q&A time afterwards)
• Allow ample time to get feedback on the style, content, and your responses in Q&A

10 Ways to Make the Most of Your RIP Presentation

1. Present early and often.

• Better to reconsider your design before submitting the IRB, collecting data, or writing the manuscript

2. Present weeks or months before key deadlines.

• You'll be more willing to incorporate major changes and have time to present again

3. Invite faculty.

• Ask your mentor(s) to come.
• Invite faculty who are not working with you but who have experience with the methodology / content (use your mentors to help you identify and invite them)
• Allow enough lead time so you can coordinate with faculty schedules

4. Prepare for 20 minutes/20 slides.

• Allow enough time for questions while you present and discussion after
• Avoid the temptation to present lots of background
• Go over your slides and objectives with your project mentor in advance to optimize the structure of your talk

5. State upfront and explicitly your (one to three) objectives for the session (see above). 6. Consider how to manage your audience when they:

• If they question something upstream of your objective (e.g. research design), go with the flow for a period of time,
• But redirect your audience back to your objectives when necessary: "These are all great points, but I’d like to move on to …"
• You can ask the audience to hold questions during part/all of your talk,
• But try to practice managing interruptions (which may occur at a conference or job talk): "That’s an important question, and I think my next few slides will address that issue. If I don’t, please remind me to come back to that before we end."

7. Convert comments into constructive criticism.

• "That's a great point that I've struggled with - do you or does anyone else have suggestions on how I could do this differently?"
• Let the audience know in advance the type of feedback you want (content vs. style)

8. Assign a note-taker.

• Save your energy for thinking about and fielding questions
• Have someone bring a laptop to write down what others say and how you respond to their comments / questions

9. Set time aside that day to process the feedback.

• Look over the notes and/or talk about them with your project mentors
• Don’t necessarily act on every suggestion, but keep track of why you don’t (great for anticipating questions at future presentations and writing the limitations section)

10. Solicit feedback on how you present.

• Assign someone to take notes on how you can improve your format, speaking style, responses to questions, the way you redirect the audience
• Hand out a form asking for feedback on both content and presentation style.

When You’re Not Presenting in RIP

• You will learn by hearing others’ critiques and suggestions.
• You will learn by thinking critically about other presentations.
• Better to hear from a variety of viewpoints.
• If you don’t understand something from the presenter or from an audience member, chances are that someone else doesn’t understand either.
• You don’t have to have an answer to a concern that you raise; someone else may have one.
• Better to receive constructive criticism here now than everywhere else later.
• Consider writing down suggestions that don’t relate to the session’s objectives and are not immediately pressing.

Research Progress Report

Report generator.

Progress reports . You heard of them, you may even think they are useful or useless. You may also think that as a student, you don’t have to write them. However, this is not always the case. A research progress report is nothing short as one of the necessary reports you need to make. When it comes to writing reports, a lot of students may feel the need to complain due to the fact that writing reports can be boring or simply a waste of time. What they don’t know is that giving a report is useful for their professors, especially when it is used as a way to know the progress of their performance, school projects, or research activities. So take a good look at these examples to help you out with your research progress report.

10+ Research Progress Report Examples

1. research progress report template.

• Google Docs

2. Summer Stipend Research Progress Report

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3. Biomedical Research Progress Report

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5. Weekly Research Progress Report

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6. Printable Research Progress Report

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7. Research Fellow Progress Report

8. Human Research Progress Report

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9. Editable Research Progress Report

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10. Candidate Research Progress Report

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11. Annual Research Progress Report

What Is a Research Progress Report?

The progress of your research . Whether that progress will be a lot or not as much. The report consists of the detailed progress you give to your superior or for students’ cases to their professors on how their research assignment or research project is going. In addition to that, a research progress report not only consists of the exact progress, but it also consists of what you have been doing, how the research is going, and of course the information you are going to be giving or the evidence whether positive or negative. Everything is written there. A research progress report is a document that clearly states what it is supposed to state.

How to Write a Research Progress Report?

To write a research progress report , there are a lot of ways to do so. Regardless of how you plan it out, draft it out and finalize it, there are still some things you have to think about when you want to proceed. Here are some tips that will get you started with your research progress report.

1. Write the Title of Your Report

The title of your report should at least be about what your research is about. It does not have to be something too fancy that the whole point of the report is lost or too obvious that would make the report redundant.

2. State the Achievements That Have Been Done

Any achievement that has been done or recorded should be written down, no matter how minuscule or large these achievements are. Progress is progress and it should also be recorded.

3. State the Name of the Researchers

The researchers names should also at least be a part of the report, especially if it is a group research. It is always best to add the names of the people involved in helping you with the progress of your report or the progress of your research. Give them some credit.

4. Give the Expected Publication for the Research

There are some who may be asking for the expected publication of your research . If this were the case, at least give the expected date of the research; however, as for the report, when you are done writing it, you should immediately check if you have everything written for it to be presentable.

5. Add the Statistics and Evidence to Support Your Report

The statistics and evidence to support your report should also be present. The reason for having to add evidence for a progress report is to show your professors or your superiors enough to compare the previous progress reports to the current report, regardless if there is any progress or the lack of it.

What is a research progress report?

A research progress report is a document that summarizes the progress of a research made by students. In order for their professors to know the exact ongoing of their research, the students are tasked to write about what is going on with their report and how far are they to achieving it.

Are there other ways to write a research progress report?

There are other ways, but the most common is writing it in an essay form. Of course, you can also fill out a form that states a research progress report form. But it is usual to present it in paragraph form in order for your professors to see the details of the statistics given.

Is a research progress report short or long?

A general research progress report is expected to be a page long. However, this would depend on how much progress you have made throughout your research and how much reports you have done in order to compare from your previous ones.

We are taught to write progress reports while we are still in school, so when we are out there in the real world, we are able to understand the reason and the purpose of writing these kinds of reports. A research progress report is simply just another kind of progress report that we are taught to write. It helps your teachers know where your progress is at the moment and how long are they going to expect your research project to be completed.

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• TABLE OF CONTENTS

Sample Progress Report

The following short progress report, written by a student in geology, provides an excellent example of how concrete and affirmative a progress report can be. Note the specificity even in the title, and how sections such as "Remaining Questions" and "Expected Results" demonstrate that the writer, even though he is two months away from the completion of his thesis, is thinking about the work in a professional manner.

Progress Report

"Stratigraphic Architecture of Deep-Ramp Carbonates: Implications for Deposition of Volcanic Ashes, Salona and Coburn Formations, Central Pennsylvania" by John Lerner

SCOPE AND PURPOSE

The Late Middle Ordovician-age Salona and Coburn formations of central Pennsylvania show cyclic patterns on a scale of tens of meters.  Little research has been done on sequence stratigraphy of deep-water mixed carbonate/siliciclastic systems, and a depositional model for this environment is necessary to understand the timing and processes of deposition. The stratigraphic position of the bentonites at the base of the larger cycles is significant because it indicates that they accumulated during a time of non-deposition in a deep water environment.

To date, I have described five lithofacies present in the Salona and Coburn formations. Two lithofacies are interpreted as storm deposits and make up the limestone component of the thinly-bedded couplets. Some trends were observed in the raw data; however, because of the "noisy" nature of the data, a plot of the five-point moving average of bed thickness was created to define the cycles better.

ADDITIONAL WORK

Two key tasks are to be completed in the coming weeks. With the results of these tests and the field observations, I will create a model for deposition of a deep-ramp mixed carbonate/siliciclastic system in a foreland basin environment. The model will include depositional processes, stratigraphic architecture, and tectonic setting.

REMAINING QUESTIONS

Questions remain regarding the depositional processes responsible for the featureless micrite at the base of the Salona Formation. . . . How rapid was the transition? What record (if any?) remains of the transition?  Were bentonites not deposited, or were they selectively removed at certain locations by erosive storm processes?

EXPECTED RESULTS

I expect to find that the large-scale cycles represent parasequences. Flooding surfaces are marked by bentonites and shales, with bentonites removed in some locations. If the cycles are true parasequences, the implication is that eustatic sea level changes and not tectonic influences controlled the depositional changes over the interval.

Writing a progress/status report

By michael ernst, january, 2010.

Writing a weekly report about your research progress can make your research more successful, less frustrating, and more visible to others, among other benefits.

One good format is to write your report in four parts:

• Quote the previous week's plan. This helps you determine whether you accomplished your goals.
• State this week's progress. This can include information such as: what you have accomplished, what you learned, what difficulties you overcame, what difficulties are still blocking you, your new ideas for research directions or projects, and the like.
• Give the next week's plan. A good format is a bulleted list, so we can see what you accomplished or did not. Try to make each goal measurable: there should be no ambiguity as to whether you were able to finish it. It's good to include longer-term goals as well.
• Give an agenda for the meeting. Some people like to send this as a separate message, which is fine.

The report need not be onerous. It can be a few paragraphs or a page, so it shouldn't take you long to write. Minimize details that are not relevant to your audience, such as classwork and the like, in order to keep the report focused; you will spend less time writing it, and make it more likely to be read.

Writing the progress report has many benefits.

Writing the report will make you more productive, because it will force you to think about your work in a manner concretely enough to write down. Any time that you spend organizing your thoughts will more than pay itself back in better understanding and improved productivity. When a project is complete, it is all too easy to forget some of your contributions. You can look back over your progress reports to remember what was difficult, and to think about how to work more productively in the future. You may be able to re-use some of the text when writing up your results.

Writing the report will make your meetings more productive. When you have a weekly research meeting, the report should be sent 24 hours in advance, to help everyone prepare. (Two hours is not an acceptable alternative: it does not let everyone — both you and others — mull over the ideas.) Don't delay your report because you want to wait until you have better results to report. Instead, send the report on schedule, and if you get more results in the next 24 hours, you can discuss those at the meeting.

Writing the report will give you feedback from a new point of view. The report enables others outside your research project to know what you are doing. Those people may respond with ideas or suggestions, which can help get you unstuck or give you additional avenues to explore. It also keeps you on their radar screen and reminds them of your work, which a good thing if you don't meet with them frequently. (For PhD students, a periodic report to the members of your thesis committee can pay big dividends.)

Writing the report helps explain (to yourself especially, but also to others) how you spent your time — even if there isn't as much progress as you would have preferred, you can see that you did work hard, and how to be more efficient or effective in the future.

If your meetings are more frequent than weekly, then the progress report should also be more frequent. If your meetings are less frequent, it's a good idea to still send a progress report each week.

Important tip: Throughout the day, maintain a log of what you have done. This can be a simple text file. You can update it when you start and end a task, or at regular intervals throughout the day. It takes only a moment to maintain the log, and it makes writing the report easy. By contrast, without a log you might forget what you have done during the week, and writing the report could take a long time.

Back to Advice compiled by Michael Ernst .

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Tracking the follow-up of work in progress papers

1 Western Sydney University, Sydney, Australia

Mudassar Arsalan

2 RW Corkery Pty Limited, Brooklyn, NSW Australia

Abdullah Al Mahmud

3 Swinburne University of Technology, Melbourne, Australia

Academic conferences offer numerous submission tracks to support the inclusion of a variety of researchers and topics. Work in progress papers are one such submission type where authors present preliminary results in a poster session. They have recently gained popularity in the area of Human Computer Interaction (HCI) as a relatively easier pathway to attending the conference due to their higher acceptance rate as compared to the main tracks. However, it is not clear if these work in progress papers are further extended or transitioned into more complete and thorough full papers or are simply one-off pieces of research. In order to answer this we explore self-citation patterns of four work in progress editions in two popular HCI conferences (CHI2010, CHI2011, HRI2010 and HRI2011). Our results show that almost 50% of the work in progress papers do not have any self-citations and approximately only half of the self-citations can be considered as true extensions of the original work in progress paper. Specific conferences dominate as the preferred venue where extensions of these work in progress papers are published. Furthermore, the rate of self-citations peaks in the immediate year after publication and gradually tails off. By tracing author publication records, we also delve into possible reasons of work in progress papers not being cited in follow up publications. In conclusion, we speculate on the main trends observed and what they may mean looking ahead for the work in progress track of premier HCI conferences.

Introduction

Conferences, symposiums and workshops are one of the primary means of disseminating research and presenting state of the art results (Lisée et al. 2008 ). A typical conference is structured as a multi-day event with parallel tracks of presentations. Most full paper presentations are oral and other modes of presentation such as short papers are also witnessed depending on the content of the conference. These include shorter oral talks, demos, video presentations, poster presentations and more. Not only do conferences allow for discussion of latest findings but also provide networking opportunities for attendees. In addition, discussions held in such a platform allow researchers to explore collaborations and avenues of extending their presented work. Therefore attending conferences is an integral component of the professional duties of researchers and academics alike.

With budget deficits and financial cuts affecting the academic and research profession, researchers in most instances need to fully justify their rationale for attending a conference. Most organizations or travel grant applications require active participation, such as some form of oral presentation as the base prerequisite to support conference attendance. The size of the conference and its expected attendees is likely dependent on the number of main track or full paper presentations that take place which is related to the overall acceptance rate of the conference. The lower the acceptance rate of the conference the more difficult it may be for a larger number of researchers to justify their attendance. Most decent quality conferences only accept approximately one quarter of their submissions (Derntl 2014 ). Authors may also abandon thoughts of submitting manuscripts to full paper tracks at the last minute due to an inclination that their piece of research is not complete and will hence most likely get rejected (Scherer et al. 2015 ). However, over time, we have witnessed secondary tracks accepting paper or poster submissions of shorter length and consequently lesser content—such as work in progress submissions. These alternate tracks more often than not promote and allow presentation of snippets of research as work in progress with higher rates of acceptance through a less rigorous peer review process. This presents a win win situation for conference organizers and researchers alike (Bartneck 2010 ); providing the former with additional attendees and the latter with an opportunity to attain feedback on initial results and the rationale to justify their conference attendance through active participation.

Our purpose is to most certainly not doubt author publishing intentions and habits, in fact we believe that having various tracks at a conference allows researchers to be part of the community, network and both give and receive feedback. Work in progress tracks, short paper tracks, poster tracks and the like provide researchers with an opportunity to not only actively participate in the conference but more importantly present preliminary (innovative) ideas. The elementary purpose of attaining feedback on a conference presentation is the value it provides to advance the work and develop it further through additional research or collaborations. One would expect that work in progress papers would ultimately translate and transition into more established and elaborate research papers (such as conference or journal articles) after being presented at the conference.

Across most fields of research, journal articles are generally preferred in comparison to conference articles as a matter of convention. The conference versus journal debate is a longstanding one and one key concern raised against conference articles is that the research presented is not significantly polished through an iterative peer review process (Bowyer 2012 ). Therefore by logical extension most conference articles should be extended to journal articles, although it seems that this does not happen as often as one would expect in some disciplines (Vardi 2009 ). The field of scientometrics and infometrics comprises of works from other researchers aiming to analyze the follow up and nature of extension of research articles in conferences. However, most prior work has focused on the extension of full papers in academic venues [such as a simple conference to journal extension (Eckmann et al. 2011 )] and discussion surrounding specifically work in progress papers is not explored. For example, previous research (Montesi and Owen 2008 ) has investigated the tendencies, habits and preferences of authors when extending conference articles through qualitative surveys. To the best of our knowledge there is only one quantitative study (Wainer and Valle 2013 ) that aims to explore the extension of Computer Science academic articles from ACM conferences and journals. We contribute towards scientomteric literature by leveraging on study of Wainer and Valle ( 2013 ) through some key advancements. Firstly, our investigation is focused on work in progress papers and not main track full papers. Secondly, although, an analysis of the type of self-citations is indicated in Wainer and Valle ( 2013 ) however in the same study only speculations are presented as to why some papers do not generate self-citations. We aimed to address both aspects in our investigation. Thirdly, in addition we also aimed to determine if the research extension trends observed were particular to our dataset or extended to other academic venues in different areas of research. In conclusion, we closely base our methodology on the study of Wainer and Valle ( 2013 ) allowing us to replicate their quantitative analysis of self-citations of conference articles on a set of work in progress articles.

As stated prior, we are gradually observing the emergence of a number of work in progress submission tracks at conferences. However, are they really an avenue of attaining feedback and extending the research or merely a solitary outcome from a research endeavour? That is, are there follow ups of such work in progress papers or are these papers written in isolation; never to be extended. Unless a work in progress paper receives negative feedback it would be difficult to assume that the embryonic research is accomplished—a possible hypothesis that could be used to explain the non-continuation of full papers (Wainer and Valle 2013 ). After all, most papers are expected to have a future work section (Hu and Wan 2015 ) but in the case of these work in progress papers does this future work really ever transpire? In this paper, we present our findings from an empirical study where we delved into the work in progress papers from four separate conference editions in the area of Human Computer Interaction to determine their follow up by recording their self-citations and type of follow up extensions. For a chosen set of work in progress papers we set out to determine the likelihood of the research being extended by measuring self-citations. Furthermore, we aimed to extract an extension pattern in work in progress papers through their rate and type of self-citations. We also aimed to check whether this rate was comparable to work in progress venues from other domains and also to the rate of extension of conference articles. We also endeavoured to deduce possible reasons for why work in progress articles are not self cited in subsequent research. In the remaining part of this paper, we summarize our data collection strategy across the work in progress venues, our main findings and their implications.

Two of the three authors have their primary research interest in the field of Human Computer Interaction (HCI) and hence we focused on collecting data from work in progress papers in 2 major HCI conferences. The Special Interest Group in HCI (SIGCHI) (SIGCHI 2017 ) is the premier association and body that organizes conferences in the field of HCI. The Human Factors in Computing Systems (CHI) conference is the most renowned conference from SIGCHI held on an annual basis for more than 30 years (Bartneck and Hu 2009 ; Mubin et al. 2017 ), presenting research on various aspects related to human interaction with technology. Several thousand submissions are received in the full paper main track of which only around 20% are accepted through a stringent and refereed peer review process. However, the CHI conference has since 1995 been organizing a work in progress track (albeit in different names) with the primary purpose of allowing fresh and not fully mature research a chance to be nurtured to completion (Mentis 2016 ). Usually, CHI work in progress papers are reviewed in a juried manner. We shortlisted the work in progress track of the CHI 2011 (CHI Work in Progress 2011 ) and CHI 2010 (CHI Work in Progress 2010 ) editions as the primary source of our data. The acceptance rate of the work in progress track in these editions was around 40%, with nearly 500 submissions per edition. Picking two editions would allow comparisons and we did not select very recent editions simply to account for the time it would take for work in progress papers to be extended to other richer forms of articles. Both editions in their call for papers solicited work in progress papers of 6 pages in length in the SIGCHI extended abstract template, which is essentially an abridged format. Presentation was to be made as poster form allowing for interactive discussions between researchers and attendees. Both call for papers explicitly referred to the motivation and rationale of the track as a means to attain feedback on novel work with the ultimate goal of advancing the mentioned research. We also collected data from work in progress submissions from the Human Robot Interaction (HRI) 2010 and 2011 conference (HRI 2011 Call for Participation 2011 ). The HRI conference is a popular SIGCHI conference having a full paper acceptance rate of also around 20%. The work in progress track of the HRI conference is termed as the late breaking reports but in essence the goals are identical to the CHI work in progress track. The HRI late breaking reports track solicits submissions in a 2 page double column ACM format.

Data collection process

All four chosen venues (CHI2010, CHI2011, HRI2010 and HRI2011) had their work in progress papers archived in the digital library of ACM. For each work in progress paper we recorded their total citation count ( including self-citations ) and self-citation count as evidenced in Google Scholar, purely because of the citation coverage provided by Google Scholar (Meho and Yang 2007 ). A self-citation was treated as such if there was at least one author from the original publication listed in the follow up publication (Aksnes 2003 ). Using the proceedings from ACM digital library, a work in progress article was searched by title in Google Scholar and the “Cited By N” link was clicked to extract the citations. The self-citations were then extracted and counted separately. The entire data collection process was manually done. All citation data was recorded over a week in the month of May 2017. The year of the self-citation was also recorded. Each self-citation was then coded into type of publication by analyzing its bibliographic information:

• Book Section (or a book chapter)
• Conference Proceedings
• Journal Article

An article was placed into the “Generic” category if we could not place it in any of the other categories due to incomplete bibliographic information. Initially a process of cross checking and verification was completed. Two authors categorized papers for CHI2011 to ensure there were no reliability issues when interpreting bibliographic information; upon which a single author completed the data acquisition phase. The crux of our analysis concentrated on determining the following aspects:

• Self-citation trends, including yearly spreads of self-citations, average number of citations and self-citations and popular venues where work in progress papers get self cited
• The type of self-citations, that is whether a self-citation could be classified as a true extension or simply a referral in the literature review section of the follow up paper
• Possible reasons as to why some work in progress papers do not receive any self-citations
• Comparison with a set of work in progress papers from another area of Computer Science research to ground our findings with respect to the two HCI conferences of CHI and HRI

A number of descriptive analysis techniques were conducted to interpret our data. A table (see Table ​ Table1) 1 ) is presented that summarizes the sample size and average number of total citations (including self-citations) and self-citations per paper across the four venues. Total number of self-citations for the four editions of CHI2010, CHI2011, HRI2010 and HRI2011 were 293, 244, 91 and 138 respectively. As a next step we explored the relationship between the total citations and self-citations a paper would receive. We subtracted the self-citation count from the total citation count at this stage. Thereafter, we computed means for total citations when there were no self-citations against when there was at least one self-citation (see Table ​ Table2 2 ).

Average citation and self-citation data per paper with standard deviations in brackets

Mean total citations across self-citations with standard deviations in brackets

Self-citation trends

A frequency table (see Table ​ Table3) 3 ) was charted that depicted the spread of self-citations for the three venues. The results showed that 42.6% of CHI2010, 44.8% of CHI2011, 48.5% of HRI2010 and 44.8% of HRI2011 submissions did not have any self-citations (a total of 78, 90, 32 and 43 papers respectively). The maximum self-citations for the CHI2010, CHI2011, HRI2010 and HRI2011 work in progress submissions were 15, 13, 6 and 10 respectively. HRI2011 had 10 work in progress papers with no citations other than self-citations (18.9% of papers with self-citations), followed by CHI2011 with 7 (6.3% of papers with self-citations) and CHI2010 with 2 (1.9% of papers with self-citations); HRI2010 had no such paper.

Self-citation frequency spread

We also plotted the yearly spread of self-citations (see Fig. ​ Fig.1), 1 ), which showed us that in general self-citations of work in progress submission for our four editions peaked a year after publication and gradually petered out. Approximately one third of the total self-citations were attributed in the next year after publication for the four editions (see Fig. ​ Fig.2). 2 ). An additional graph was plotted for the type of self-citations (see Fig. ​ Fig.3), 3 ), which indicated that conference articles were the most popular type of paper where work in progress papers were cited. Yet another graph (see Fig. ​ Fig.4) 4 ) indicated in relative terms that the proportion of conference articles and journal articles which self cite work in progress articles was very similar across the four editions.

Graph of yearly trend of self-citations

Graph of yearly trend of self-citations based on period after publication

Graph of type of self-citation

Graph of type of self-citation relative (in %) to total number of self-citations

We further explored the common venues where the work in progress submissions were subsequently cited. The top 4 most frequent venues across the four editions are presented in a table (see Table ​ Table4). 4 ). Since CHI work in progress papers are located in an adjunct proceedings (separately located within ACM Digital Library and hence distinctly named as extended abstracts) they were easier to identify amongst the self-citations. At least for CHI2010 and CHI2011, it was fairly obvious that work in progress papers were being cited in subsequent CHI publications be that work in progress or full papers (both on average approximately 6%). Most work in progress papers were cited in papers from venues that were SIGCHI conferences; and journals were few and far in between (only one journal appeared as a popular follow up choice—The International Journal of Social Robotics).

Popular venues where work in progress submissions are cited

Numbers in brackets indicate frequency; all 16 entries are conferences except for the International Journal of Social Robotics

Qualitative Coding of self-citations

We acknowledge that the true reflection of whether a paper is an extension of another paper is more complicated than simply checking if one cites the other. Ideally, some form of qualitative determination would need to be carried out. In our current study, we utilized the classification coding scheme presented in Wainer and Valle ( 2013 ) as a means to dig deeper into the types of self-citations in parts of our sample. Wainer and Valle present three different types of follow ups, which are measured by analyzing the content of the citing article against the original article. These are (1) State of the Art, (2) Extension and (3) Republication. We would now like to present an example of the variation in how self-citations can present themselves. We consider two self-citations of a work in progress paper from CHI2010 (Lucero et al. 2010 ). In the first paper (Lucero et al. 2012 ) the technical platform presented in Lucero et al. ( 2010 ) is used as a testing medium to conduct further empirical research ( Extension ). Whereas in the second paper (Lucero et al. 2011 ) the technical platform is only mentioned in the introduction section as a means to motivate the newer form of research and state the background or related work ( State of the Art ). Republication as the third category is simply when the content is duplicated with minor editorial changes or change in format. We selected HRI2011 and CHI2011 as the cases of further investigation and randomly sampled approximately 25% of work in progress papers from each of the two editions, giving us a total pool of papers which was in number comparable to the sample of Wainer and Valle ( 2013 ). Self-citations of 49 CHI2011 papers and 25 HRI2011 papers were scanned in detail by the authors and disagreements were resolved by discussion. The coding process concentrated on locating the citing point within the follow up paper and then the overall influence of the cited paper as per the context was determined. A similar set of results were obtained across both conferences. There were 51 self-citations in our pool of 25 HRI2011 work in progress papers out of which 29 were deemed to be of state of the art (56.9%) and 22 as extension (43.1%). There were 80 self-citations in our pool of 49 CHI2011 work in progress papers out of which 41 were deemed to be of state of the art (51.2%) and 38 as extension (47.5%) and 1 (1.2%) as a republication.

The nature of self-citations (state of the art, extension and republication) was qualitatively determined by manual annotations as described prior. However, in an attempt to automate this process and in the endeavour of determining the textual similarity between work in progress articles and their follow up articles we carried out a pilot investigation. Using an online text similarity engine (Compare Two Documents 2017 ), we computed the level of similarity across work in progress articles and articles that had self-cited them (for both state of the art and extension type of self-citations). A random sample of 32 self-citations (approximately 10% of available self-citations) across HRI11 and CHI11 were considered (18 of which were categorized as Extensions and 14 as state of the art). For those self-citations that we categorized as Extensions, the range of textual similarity between the work in progress articles and their corresponding self-citations was 0.2–65.9% with a Mean of 11.7% and a Median of 4.85%. For those self-citations that we categorized as state of the art, the range of textual similarity between the work in progress articles and their corresponding self-citations was 0.2–8.6% with a Mean of 3.35% and a Median of 2.45%. An independent samples T-Test revealed that there was no significant difference between the two sets (extension and state of the art) of similarity percentages [ t (32) = 1.63,  p = 0.11 ]. Therefore, it was gradually transpiring that the true determination of the nature of the self-citation is best deduced through a contextual, semantic and qualitative examination and not through a more objective textual similarity metric.

Analyzing papers with zero self-citations

A number of papers in our sample were attributed to having not received a single self-citation. This seemingly worrying aspect was only speculated upon by Wainer and Valle ( 2013 ), however we aimed to delve into this issue a bit further. We carried out yet another pilot investigation on a 25% random sample of CHI2011 and HRI2011 work in progress papers having 0 self-citations in order to investigate if there were any follow ups that did not cite the original paper (and if so—why). To locate any follow up research papers of the work in progress paper we checked the ACM profile page and the Google Scholar page (where available) of each author listed in the work in progress publication. We scanned their publications and attempted to find papers on similar topics through either keywords or the paper title itself. If an interesting match was found the PDF of that paper was opened to explore the content further. From our sample of 50 CHI2011 papers that had no self-citations, we observed that 10 work in progress papers had related papers which could be classified as possible extensions written by one or more of the authors of the work in progress article. Obviously the work in progress article was not cited in the follow up article. 4 of these 10 papers were published in the year 2011 itself and 5 of them were adapted and republished in conferences. There was an interesting case of a 2011 work in progress article being an extension of a 2010 work in progress article also from the CHI conference. 9 work in progress papers from the sample of 50 were the only paper on that particular topic in the ACM digital library. 4 papers that were deemed to have no extension were first authored by students; perhaps more CHI2011 work in progress papers would have been first authored by students but typically (postgrad or undergrad) students would not have an active Google Scholar or ACM author profile nor would have an online academic presence that could be easily searched.

From our deeper analysis on the sample of 25 HRI2011 papers having 0 self-citations, it was revealed that 11 of them had similarity to other papers to such an extent that the new papers could be considered as a follow up or extension. 5 of these follow ups were in the instance when the work in progress paper was emerging from a larger research program or project and 2 of these follow ups were published as work in progress articles themselves (CHI 2012 and HRI 2012). Similar to the anomaly in the CHI2011 data, there were two instances when the work in progress paper in HRI2011 was actually a follow up of a conference article from prior; in this case 2010. From the 14 papers where we could not establish an extension through our search, 5 were first authored by students (where at least one first author was currently working in an industrial capacity). In the analysis of HRI2011 work in progress papers with 0 self-citations, there were at least 3 papers where we could not trace any precedent or followup, with little to no online presence of the authors; perhaps such cases were one off projects.

Comparison with the ICWS conference

We introduced an additional step in our analysis by collecting self-citation trends of a conference from a different research area other than HCI. Although HCI as a sub-domain emerges from Computer Science it is a rapidly evolving topic calling on discipline knowledge from a number of other (at times non-technical) areas of research (Grudin 2008 ). Therefore we were led to believe that the particular citation patterns depicted in HCI work in progress venues might not be mirrored in other more traditional Computer Science research areas. In addition, typically work in progress tracks are avenues to present incremental updates to systems, applications and algorithms so we focused on sourcing a conference that had such a track from any sub-discipline within Computer Science but not necessarily Human Computer Interaction. We selected the International Conference on Web Services (ICWS) (edition 2011—ICWS 2011 Work-in-Progress Track 2011 ) as its goals of the work in progress track were very similar to that of CHI and HRI and is also a very highly ranked conference (CORE Ranking A and a full paper acceptance rate of  < 20 %). A similar data collection process was carried out as described earlier for the two Human Computer Interaction conferences, although data was collected in September 2017. From a total of 30 work in progress papers presented in the 2011 edition of the ICWS conference, 17 papers had no self-citations (56.7%). Almost half of the self-citations were found in conference articles (47%) and one third in journal papers. Similar to our previously found trends across HRI and CHI, self-citations peaked in the immediate year following publication; ICWS had 14 self-citations in the year 2012 (38.8%). The average total citations for ICWS was 7.63 (standard deviation of 8.14) and the average self-citation was 1.2 (standard deviation of 1.83).

In this study we have analyzed self-citation patterns of work in progress papers in four Human Computer Interaction related conferences from the special interest group SIGCHI; namely CHI2010, CHI2011, HRI2010 and HRI2011. Our results show that almost 50% of the papers do not have any self-citations and apparently no extension. This is comparable to prior work that investigated the follow up of conference articles (Wainer and Valle 2013 ; Eckmann et al. 2011 ). However the thinking behind the work in progress track in both CHI and HRI is to promote discussion and future extensions of research, so in reality we should expect a higher self-citation rate as compared to more mature conference articles. This is clearly mentioned in the call for papers for CHI2011 (CHI Work in Progress 2011 ): “A significant benefit of a Work-in-Progress derives from the discussion between the author and conference attendees that will be fostered by the face-to-face presentation of the work.” Almost half of the articles that we considered in our sample are not cited again by their authors in newer papers. Could this indicate that researchers are using the work in progress track as a means to justify attendance to a flagship conference; or is the work in progress track being used as a means to test the waters so to speak, gauging the community’s interest in new ideas and concepts. If it is the latter, we would expect a higher self-citation rate.

We also speculate that at times some authors do not cite their work in progress papers when extending the work since occasionally in work in progress papers authors own the copyright (as indicated by our pilot analysis of CHI2011 and HRI2011 papers with 0 self-citations). Both CHI2010 and CHI2011 are explicit in their copyright ownership regulations clearly specifying that it belongs to the authors and text from work in progress papers can be used in further publications as long as they are significant revisions . HRI2011 interestingly provides an opt out option where authors can choose to have their work in progress papers to be not archived in the ACM Digital Library. This caveat should not have affected our results as we only considered HRI2011 papers that were available in the ACM Digital Library. The clear reason why authors would not cite their work in progress article is difficult to determine with conformity but we did observe a number of replication trends—such as using the exact figures and data or indirect extensions (papers on roughly the same topic but with different research processes or outputs). The nature of the work in progress track both at CHI and HRI is such that it allows a publication opportunity for incremental projects (such as student projects undertaken in the course of a semester). As mentioned prior, accurately determining how many papers were driven by the work of students (undergrad or postgrad but not PhD) is difficult but this should be considered as a plausible reason for the research presented in work in progress papers to not be extended. Students would either graduate or finish their project and would not need to extend or carry it further. Other reasons include one-off attempts at getting projects published or in the other instances when the work in progress paper is part of a larger research program, where the authors do not deem necessary to cite the work in progress paper in the follow up.

Our dissection of a random sample of CHI11 and HRI11 self-citations revealed that when self-citations did eventuate around half of them could be only considered as true extension of the work in progress article. This was realized through the qualitative analysis of self-citations. It was usually fairly simple to identify whether the new research was being extended on the basis of the work in progress article as the authors were very explicit—either by using terms such as “initial results are presented in”, “in extension of”, etc. There was even one instance when in the Acknowledgement section of the follow up paper the following sentence was added: “This paper is a heavily revised and extended adaptation of a previous CHI work-in-progress publication.” We also witnessed on at least 3 separate occasions, where the follow up publication was a subsequent extended iteration in the first author’s PhD candidature (and hence a citation to the preceding work in progress article was expected). In other instances the work in progress article presented the design and/or implementation or pilot evaluation of a specific module of a larger computing system, which was then rigorously evaluated or fully developed in the follow up research. In summary, when the follow up paper was a true extension of the work in progress article the linkage or relationship between the two was established through various means and sources; such as sharing the data source or platform/tool or even at times the methodology. When the follow up paper cited the work in progress paper in the related work section or as state of the art in most instances the author did not attempt to signify that this was their previous piece of research (or did so in third person)—a clear indication that they did not want the new paper to be linked to the previously published work in progress paper. Furthermore, a mini-investigation of sorts on a self-citation sub-sample illustrated that textual similarity levels across the two types of citations were not significantly different. In summary, authors adopted various techniques and norms to link their new pieces of research with previously published work in progress articles.

We also noticed that up to 50% of the self-citations were located in conference articles. Human computer interaction is a sub-discipline of Computer Science, where conferences such as the CHI conference are of international repute. Therefore we can expect that authors should be comfortable in extending their work in conferences (Vardi 2009 ; Freyne et al. 2010 ). Most of these venues were from SIGCHI and interestingly subsequent work in progress editions were considered a viable option to submit the extended research (34 self-citations of CHI2010 and CHI2011 papers were in subsequent CHI work in progress papers). The rate of self-citations of work in progress papers was on average highest in the immediate year following publication. This is further exemplified by the average time for CHI work in progress to appear as self-citations in the CHI full paper track was 1.65 years for CHI2011 and 1.60 for CHI2010. In addition, we can only speculate if the nature of the research presented and discussed in work in progress papers is such that it is most suited to SIGCHI venues and not other journals or conferences. Both HRI and CHI have associated journals (TOCHI and JHRI-now renamed as ACM Transactions on HRI), of whose accepted papers are presented orally at the conference. We may have anticipated that such journals would have been appropriate venues to publish extended work from work in progress papers. However both journals were underrepresented, TOCHI only appeared once as a venue where a work in progress paper was self cited in CHI2010, four times in CHI2011 and JHRI only had 2 relevant self-citations. Thesis publications were the third most popular source of self-citations, which probably indicates that the work in progress track is a popular presentation outlet for Master or PhD students. For such students the possibility of multiple subsequent publications maybe low (there will only be one thesis) thereby reducing the overall rate of self-citations.

We utilized the ICWS2011 edition was a means to ground our findings obtained from analyzing the two CHI and HRI work in progress tracks. Although the two CHI editions seem to have higher impact as realized through the citation rate, the trends across the entire data set were similar; with the three (ICWS, CHI and HRI) conference tracks indicating a generally low level of follow up (particularly in journals) as one could expect with such an exploratory paper type. This mirroring lends some credibility to our overall results. Most self-citations in the CHI and HRI conferences were observed to exist in SIGCHI conferences and although such venues are reputable [with high CORE rankings (confportal 2016 )], perhaps the SIGCHI association can promote and advertise additional special issue journals where submissions of extensions of work in progress papers are encouraged.

As a final discussion point we would like to relate our results with those of Wainer and Valle ( 2013 ). Although their research was based on the extension of Computer Science research articles (both conferences and journals); we attempt to summarize some of our key results by directly comparing them to those from Wainer and Valle (see Table ​ Table5). 5 ). The rate of a paper having no follow ups whatsoever was similar (see row 2 of Table ​ Table5). 5 ). Although the rationale behind a work in progress track (which was our focus) is different from a full paper track (which was the focus of Wainer and Valle 2013 ) the mirroring of these results is interesting. True extensions of papers across both studies were about half of the total self-citations (see row 4 of Table ​ Table5). 5 ). Work in progress papers in our sample were cited less frequently in journals in comparison to full papers analyzed by Wainer and Valle ( 2013 ) (see row 6 of Table ​ Table5), 5 ), but this may just be a tendency of researchers in the field of HCI to prefer publishing in SIGCHI associated conferences.

Comparing our results with Wainer and Valle ( 2013 )

Limitations and conclusion

We would like to acknowledge certain limitations of our presented results. Firstly, by no means is our sample size comprehensive and complete. We have only considered data from four particular editions of the CHI and HRI conferences and as such our data is susceptible to tendencies of the field. However, as stated prior our rationale of considering editions from 2010 or 2011 was to provide enough time for the papers to mature. In retrospect, our results did show that most self-citations take place in the immediate year after publication. We did attempt to generalize our results by running a similar analysis on a conference from another area of research, however we have only compared results from the two HCI venues to only a single edition of the ICWS work in progress track ( 2011 ). In the future it maybe worthwhile to consider work in progress papers from other areas of Computing research and to even investigate extension patterns of work in progress papers from other HCI venues; such as the Designing Interactive Systems conference (DIS).

Secondly, we acknowledge that some work in progress research maybe extended into longer articles implicitly without citations taking place and we have tried to dissect this possibility by coding a sub-sample of our data. Thirdly, we acknowledge that it is challenging to determine the exact reasons why a project described in a work in progress paper is not extended unless the authors themselves are contacted or surveyed. Whilst we have attempted to dissect and track the trail of a work in progress paper post publication, we have only considered a random sample of CHI2011 and HRI2011 work in progress papers—in line with the work of Wainer and Valle ( 2013 ). Consequently, our speculations with regards to why work in progress papers are not cited in follow up publications must be treated with caution. Lastly, given that our data gathering process from Google Scholar was manual in nature and although the extraction was carried with utmost care, unintentional omissions or errors might have been introduced.

In conclusion, we believe that the self-citation rate of work in progress papers appears to be low as exemplified through our data sample. A deeper analysis revealed that true extensions of work in progress articles were about half in number of the total self-citations. We also closely scrutinized a sub sample of our data set with no self-citations and found between 20 and 50% papers were extended but not cited. Reasons for not citing may simply be an issue of the author owning the copyright or double blind peer reviewing requirements. The work in progress track of conferences is designed to function as an interactive track providing quick and real time feedback to participants on initial results. As such it is an ideal platform for incremental pieces of research which may be accomplished by smaller research groups or even students. This could be one additional and plausible explanation of why many work in progress papers are not extended. As observed in our sample, most work in progress articles are cited by their own authors in conference papers only. This may simply be a tendency that HCI researchers have; which is a preference towards SIGCHI conferences as the first “go to” venue to publish their research. Specifically the HCI research community probably requires pathways, guidelines and guidance from the SIGCHI body in advancing their work in progress articles to more extensive pieces of research.

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• Writing Strong Research Questions | Criteria & Examples

Writing Strong Research Questions | Criteria & Examples

Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.

A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .

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

Table of contents

How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.

You can follow these steps to develop a strong research question:

• Choose your topic
• Do some preliminary reading about the current state of the field
• Narrow your focus to a specific niche
• Identify the research problem that you will address

The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.

Using your research problem to develop your research question

Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.

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Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.

Focused and researchable

Feasible and specific

Complex and arguable

Relevant and original

Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.

Good sub-questions should be:

• Less complex than the main question
• Focused only on 1 type of research
• Presented in a logical order

Here are a few examples of descriptive and framing questions:

• Descriptive: According to current government arguments, how should a European bank tax be implemented?
• Descriptive: Which countries have a bank tax/levy on financial transactions?
• Framing: How should a bank tax/levy on financial transactions look at a European level?

Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.

Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.

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

Methodology

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

 Statistics

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

Research bias

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

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.

As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.

This involves:

• Reading abstracts , prefaces, introductions , and conclusions
• Looking at the table of contents to determine the scope of the work
• Consulting the index for key terms or the names of important scholars

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

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

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Why Are Progress Reports Important in Research?

Did your supervisor ask you to write a progress report? A significant part of your supervisor’s job is to be a project manager and be accountable to funders. Remember, your research project is just one cog in the wheel of science in your lab. Therefore, your supervisor will need reports on the progress of each project. Their job is to evaluate your progress and adjust your action plan if things go wrong. These reports are not simply a report of your results.

Set SMART Goals

First, set “SMART” goals for your project (SMART = Specific, Measurable, Attainable, Realistic and Time-targeted goals). I like SMART goals because they are more than a list of things to achieve. They are part of an action plan. Your progress reports will help you check whether your goals are on track.

Progress Report Intervals

Your supervisor will tell you how often they need progress reports. The time interval depends on the nature of your work. I like to monitor my projects regularly , on a daily, weekly and monthly basis.

• Daily: this is an informal walk around the lab where I have a quick chat with my team members on what they are doing. I also set myself a daily “to do” list.
• Weekly: my team meets once a week for coffee and an informal journal club. After discussing a paper, we give a quick verbal report on our progress during the past week and any challenges that have arisen. If we find that someone is struggling or their work needs further discussion, we schedule a meeting.
• Monthly: once a month we write a formal progress report of our work and meet on a one-to-one basis to discuss it.

Purpose of Progress Reports

Your report should include your results obtained so far, experiments you are working on, plans for future work and any problems you might have with your work. It is a report on your overall plan. This plan needs constant assessment to ensure you reach your goals and to help you make informed decisions and justify any changes.

Progress reports also keep stakeholders informed. Anyone involved with your project wants to know:

• That you are working on the project and making progress.
• What findings you have made so far.
• That you are evaluating your work as you
• If you foresee any challenges.
• Any problems you encounter are being addressed.
• That you can manage your plan and schedule.
• That your project will be completed on time.

How to Write a Progress Report

Ask your supervisor if they have a template that they want you to use. Supervisors that manage many projects find it easier to keep track of all the information if it is presented in a consistent format. Write your report in concise, simple language. Progress report styles vary. However, most reports require the following sections :

• Project information . State the project name, any project ID codes, the names of all the researchers involved, report date and anticipated completion date.
• Introduction : This is a summary of your Write a short overview of the purpose of the project and its main objectives. You could add a summary of the results obtained so far, future goals, how much of the project has been completed, whether it will be completed on time, and whether you are within the budget.
• Progress: This section gives details of your objectives and how much you have completed so far. List your milestones, give details of your results, and include any tables and figures here. Some stakeholders like a completion rate which can be given as a percentage.
• Risks and Issues: Discuss any challenges that have arisen or that you Describe how you plan to solve them. If you need to make changes to your project, give reasons in this section.
• Round off with a reassuring paragraph that your research is on schedule. Give a summary of goals you will be working on next and when you expect to complete them.

Progress reports are an essential part of the research. They help to manage projects and secure funding. Many stakeholders need to know that you have completed certain stages of your project before releasing further funds.

Have you written any progress reports?  Let us know how you manage your projects in the comments section below.

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Research Progress Report | MS Word | Google Docs | Apple Pages

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Literature Review: Work in Progress

• Literature Review
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• Compiling & Writing
• Books, Articles, & Web Pages
• Types of Literature Reviews
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• Know the Difference! Systematic Review vs. Literature Review

Process of a Literature Review

The process of writing a literature review is not necessarily a linear process, you will often have to loop back and refine your topic, try new searches and altar your plans. The info graphic above illustrates this process.  It also reminds you to continually keep track of your research by citing sources and creating a bibliography.

• Know what the review is for; each assignment will offer the purpose for the review.  For example, is it for “background”, or a “pro and con discussion”, "integration", “summarizing”, etc.
• Create a “search plan”, decide where you will search for information, what type of information you will need.
• Research   - Preform Searches; choose sources and collect information to use in your paper.  Make sure you cite the sources used.
• Think  - Analyze information in a systematic manner and begin your literature review (e.g., summarize, synthesize, etc.). Make sure you cite the sources used.
• Complete  - Write your paper, proof & revise and create your finished bibliography.

Analytic Reading

Analytic reading is when a skilled researcher evaluates their sources and evidence very carefully by asking questions of the readings.

For example, they ask such questions as:

• For example, finding articles about crime in a Shakespearian Journal would not necessarily offer valid research for a criminal justice paper.
• Who is the Author(s)? What do you know about them?
• For example, is it reporting on an experiment? a new theory? reviewing previous research? a literature review?
• What is already know about this topic? Is it pointed on in the article?
• Are there known gaps in research?
• For example, A study of the biological effects of microwave radiation done in the 50s or 2000s?
• For example, what credence can be given to a study on tobacco safety sponsored by Phillip Morris or RJ Reynolds?  Is this the ONLY study showing these results?
• Who actually performed the research?
• For example, what should a researcher conclude about medical experiments performed in Nazi Germany?
•   For example, a study that showed that slaves brain size made them want to escape, not the conditions they lived under.
• For example, The teaching of Creation in school was expected, and as late as the 1980s laws were passed that required “creation science” to be taught in public schools together with evolution.
• What specific problem does this research address? Why is it important? How will it relate to my research?
• Is the method used a good one? The best one? How does it compare with the other research I have found?
• What are the specific findings?
• Are the findings supported by persuasive evidence?
• Is there an alternative interpretation of the data that the author did not address?
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How to Write an Abstract Before You Have Obtained Your Results

Updated: Jun 25

When you need to produce an abstract for research that has not yet been carried out, you should write what is known as a descriptive abstract . In this type of abstract, you explain the background, purpose, and focus of your paper but not the results or conclusion.

Obviously, it is preferable to write the abstract for your research after you have obtained your results. While you might be under pressure to submit an abstract months before your research has been completed, it is still best to postpone writing your abstract until you have your results if this is at all possible. The advice given in this article is intended for authors who have no choice but to submit an abstract before they have their results.

Guidelines and Tips for Writing an Abstract without Results

When you need to write an abstract but haven’t yet gathered your results, you can write a descriptive abstract . While these are typically used for papers written in the humanities and social sciences, you may adapt them to a scientific work if you have no other option — for example, if you need to submit an abstract eight months before your research is scheduled to be completed.

A typical descriptive abstract accomplishes three things — namely, it (1) provides background information about your study topic, (2) expresses the purpose of your study, and (3) explains what you will do to accomplish your study’s purpose. Descriptive abstracts do not usually make any mention of a study’s results. However, if a description of the results is a general requirement for your abstract, you can briefly state that you intend to express your results at a later time (after you have gathered your data).

This article will guide you through writing all three parts of a descriptive abstract for a scientific paper. Afterward, examples of full abstracts written in this style are provided.

1. Background: Give general information about your topic.

The background section of a descriptive abstract is longer than that of an informative abstract (which is the abstract style used in most scientific works). The background information provided in an informative abstract is often restricted to two sentences, one mentioning the study topic and the other introducing the general problem to be addressed. A further discussion of these kinds of abstracts can be found here . In a descriptive abstract, you can use two sentences for each of these purposes, which allows you to give more detailed background information.

The background section of an informative abstract might read as follows:

Body dissatisfaction has adverse effects on women of all ages. However, research suggests that women can apply self-compassion to reduce body dissatisfaction and create a positive body image instead. This paper aims to…

In this example, the author very quickly lets the reader know the overall topic of their paper (body dissatisfaction among women) and what avenue of this topic they will explore. They then immediately transition into discussing the purpose of their paper.

If the author had written a descriptive abstract instead, the background section might look like this:

Body dissatisfaction has adverse effects on women of all ages. It has been linked to low self-esteem, depression, social anxiety, and eating disorders. These problems can be made worse when a woman criticizes herself because of her body. Conversely, practicing self-compassion, which entails being warm towards oneself when recognizing one’s failures or inadequacies, can reduce body dissatisfaction and help to create a positive body image. This paper aims to…

In this second example, the author uses an extra sentence to list some of the specific adverse effects of body dissatisfaction. The author also defines the key term of “self-compassion” to give non-experts of the subject a better understanding of the topic.

2. Purpose: Describe the general problem that your research aims to explore.

This part of a descriptive abstract is typically made up of a single sentence. Here, you should describe your purpose for conducting your research work. This sentence should be more specific than the preceding sentences, as it should describe the specific constructs that the study will investigate. Unlike the other parts of a descriptive abstract, the sentence describing the study’s purpose should be the same as it would appear if you were writing an informative abstract.

This paper aims to explore sources of positive and negative body image by investigating whether the association between self-esteem and body image avoidance behaviors is mediated by self-compassion and appearance contingent self-worth.

This example was taken from an informative abstract but could just as well be included in a descriptive abstract.

3. Focus: Explain what you intend to do to solve the problem.

Normally, you would now describe what you did to accomplish your research goal. However, if you have not yet carried out your research, you have nothing to report. As such, you should instead explain what you intend to do to accomplish your goal. It is best to be specific regarding what tools you will use and what parameters you will measure.

In an informative abstract, the author could express the focus of their research as follows:

Using a multiple mediation model, we assessed the responses of 222 female participants who completed the Body Image Avoidance Questionnaire.

Here, the author quickly explains who the participants were, what the researchers measured, and what tool they used.

If you are writing a descriptive abstract because you do not yet have your results, then this part of your abstract will be different in two ways. First, you will have to leave out information that you do not have (e.g., the number of participants). Second, you cannot write this sentence in the past tense since you haven’t done anything yet. If the example sentence above were part of a descriptive abstract, it might read as follows:

We will employ a multiple mediation model to assess the responses given by a group of females to the Body Image Avoidance Questionnaire.

Here, the author has not included the number of participants, and they have stated what they will do rather than what they have done.

Do not in any way express what you expect or hope to find.

If you were writing an informative abstract, the next step would be to describe your results. If you are writing a descriptive abstract instead, you might be tempted to describe what you expect or hope to find. However, this should be avoided, as it reflects a lack of scientific integrity and will be perceived as misleading if you do not obtain the expected results.

On this note, you must be very careful about how you express the purpose of your study. To clarify this, I will revisit a previous example.

The use of the word “whether” is crucial in this sentence, as it expresses doubt. That is, it indicates that you don’t know what you will find. Therefore, no matter what results you obtain, this sentence cannot be considered misleading.

The following example includes a subtle change in wording, but it changes the implied meaning of the sentence:

This paper aims to explore sources of positive and negative body image by showing that the association between self-esteem and body image avoidance behaviors is mediated by self-compassion and appearance contingent self-worth.

“Investigating whether” has been changed to “showing that.” Because of this change, the author is now claiming that they will obtain a certain result (i.e., that self-compassion and appearance contingent self-worth mediate the relationship in question). This statement will be considered misleading if either variable does not turn out to be a mediating factor.

Examples of Abstracts without Results

I will begin with an abstract from the field of English literature, where descriptive abstracts are common. Afterward, I will provide a second example that shows how you can adapt this style to an abstract written in a scientific field.

(1) Revolutions are considered as a way to replace a situation or system of government with a better one. (2) However, many writers have addressed the question of whether revolution really is the right way to improve people’s lives or if it merely changes the faces of rulers or the names of governments. (3) George Orwell, who was considered an apolitical writer, is one of the writers who tackled this issue. (4) His novella Animal Farm is an allegorical story of some animals living on a farm who successfully revolt against their owner, only to create a dystopia in the end. (5) This paper aims to explore the nature of revolution throughout human history in general and how this phenomenon is treated by Orwell in his novella. (6) Specifically, we intend to use examples from Animal Farm to investigate whether we should consider revolution as an appropriate way to generate a true change in a political system and in the way people think.

The above abstract is a modified version of the abstract from “The Nature of Revolution on Animal Farm.” It contains the three main parts that have been described in this article:

First, Sentences 1–4 provide background information for the present study. In Sentence 1, the author makes a very broad statement about a widespread topic (i.e., revolutions). Sentence 2 describes the general problem that the paper addresses. The author then gets more specific in Sentences 3 and 4, mentioning a specific writer and a specific novella.

Second, the author states their purpose for writing the paper in Sentence 5, indicated by the introductory phrase “this paper aims to.” Notice that the purpose stated in this sentence is quite general, though it is more specific than the problem described in Sentence 2.

Third, in Sentence 6, the author explains what particular question they intend to answer (i.e., “Should we consider revolution as an appropriate way to generate a true change in a political system?”), and they mention what tools they will use to do this (i.e., examples from Animal Farm ).

(1) The physical self has been considered one of the most important factors impacting global self-esteem. (2) Moreover, the physical self has recently become widely accepted as a multidimensional construct that contains several specific perceptions across various domains. (3) However, limited research has examined the physical self of athletes with physical disabilities, especially in Middle-Eastern countries. (4) Therefore, the purpose of this study is to explore the physical self-esteem and global self-esteem of wheelchair basketball players from Middle-Eastern countries. (5) Using the Physical Self-Description Questionnaire (PSDQ) as a measurement tool, this study aims to determine (i) whether there is a correlation between physical self-esteem and global self-esteem and (ii) which of the nine domains of the PSDQ (Health, Coordination, Activity, Body Fat, Sport Competence, Appearance, Strength, Flexibility, and Endurance) are correlated with physical self-esteem.

The above abstract is a modified version of the abstract of the article entitled “Physical self-esteem of wheelchair basketball players.” It has the same three main parts as the first example:

First, Sentences 1–3 are devoted to providing the background of the study. Specifically, Sentences 1 and 2 describe the general topic that will be investigated, while Sentence 3 states the general problem that the author intends to explore.

Second, in Sentence 4, the author states the overall purpose of their study by explaining what aspect of the issue mentioned in Sentence 3 they will be tackling.

Third, Sentence 5 describes the specific questions that the study will address (i.e., “Is there a correlation between physical self-esteem and global self-esteem, and which of the nine domains of the PSDQ are correlated with physical self-esteem?”). It also lets the reader know what kind of data will be used to answer these questions (i.e., PDSQ scores). Notice that the authors do not state that they expect to find any correlations.

• How to Write an Abstract

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Cutoff for a paper "in progress" on CV

I currently work at a research org, and will be applying to PhD programs soon. For my CV, I am a co-author on a few publications that I'll be able to add, but have been recommended to add some in-progress or under review reports.

While "under review" is pretty straightforward, I'm curious what the cutoff should be for a report that is "in progress"? I have some projects that still have a year remaining, but we've written roughly half of the report. For others, we have less time remaining but have only written the introduction, or something like that. I'm guessing people will have very different opinions here, looking forward to seeing what you all think.

• publications

• 3 I came across some CVs that used the term in preparation . –  FuzzyLeapfrog Commented Jun 25, 2018 at 22:28
• I haven't done this (but am very curious, +1), but my intuition would have been only to list it once the draft is being circulated regularly. –  Azor Ahai -him- Commented Jun 25, 2018 at 22:46
• 2 the only danger is they may ask to see a manuscript. –  A Simple Algorithm Commented Jun 26, 2018 at 1:43
• 1 @FuzzyLeapfrog is that considered different from "In progress"? And the same question still applies, about the cutoff point... –  Blaise S Commented Jun 26, 2018 at 13:54
• @Blaise I don't know what any of the other users of the term in preparation were thinking. In my working group, we used it whenever a text, i.e. the real text of the publication, was structured and partly written and when we could estimate how long it would take from this point to the submission/finalisation. –  FuzzyLeapfrog Commented Jun 26, 2018 at 13:59

4 Answers 4

As an applicant to a PhD program, you want to demonstrate that you have been involved in projects that have lead to publishable results. It is common in my field (let's call it neuroscience today), for junior researchers to list in prep manuscripts. As to what constitutes an in prep manuscript, you should list anything that has a large enoguh scope that you can confidentially discuss the research methods, results, analysis, conclusions and implications. If you can do that, it doesn't matter if you have anything written (although if you are that far along, you should be writing it up).

• But for a long-term research project (say a 4 year evaluation of a STEM job training program), you might be 2 years and nine months into it, have written a decent amount of the final report, and done more than half of the total work, but you can't actually speak to final results/conclusions/implications yet. This isn't exactly my scenario, but is more the example that I was thinking of because it is similar. It is truly "in progress" in the literal sense of the phrase. –  Blaise S Commented Jun 26, 2018 at 3:06
• 1 “As an applicant to a PhD program, you want to demonstrate that you have been involved in projects that have lead to publishable results” — Really? Is this a requirement nowadays? Shocking. –  Konrad Rudolph Commented Jun 26, 2018 at 16:47

For me, it looks bad to list in-progress papers under the same heading as published and submitted papers. It comes across like you want people to skim your CV and think you've completed more papers than you really have. And after all, anyone can say they have tons of great papers in progress. It's not verifiable.

But for an early career researcher, it's understandable to want to advertise your research experiences that haven't led to papers yet. A separate section titled something like "ongoing research projects" with a short description of each, would get the desired information across, and you wouldn't have to worry about where to draw the line, because you wouldn't be implicitly claiming that the projects are almost done.

• This is what I was planning--to have a heading that says "in progress" or "ongoing" or something similar. The original person who recommended me doing this for my PhD application suggested as much, but gave a vague definition of what that meant: "if the report has a title, and a little bit of text written, include it". –  Blaise S Commented Jun 26, 2018 at 15:48

In principle you could list any unfinished manuscript which you can immediately show if requested.

However, be careful. This is highly dependent on local culture and practice. I have included two manuscripts "in prep" to my online CV prior to applying to a PhD position. I was recommended to do so by a senior friend and colleague. I think overall it was advantageous, though surely there will always be someone who will not see that with good eyes.

So, to make sure, ask around trusted senior colleagues . If you believe you have "enough" published papers, I'd recommend not officially listing any under preparation, though you may mention their existence more noncommittally.

Perhaps - Unless you know that a report/work has been accepted for publication, I would not suggest listing it. However for work in progress that has some sort of verifiable references (grant's, fellowships), consider making a stand-alone section named something like: "Research in Progress", and here I would suggest making a table of Sponsors, and the title of the actual program, followed by the estimated due date. However if you decide to include this information block, it may accidentally confuse your reader if they are considering you for a job, as they may consider you will be overloaded with work. So, an alternative would be to NOT include any in-progress work as you don't want to put your efforts at risk for the goal you are seeking just to pad your resume. Both options are workable. It depends upon the situation. Good luck.

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A Sample Research Paper on Child Abuse

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The significance of research paper examples in the academic journey of students cannot be overstated. These examples serve not only as a blueprint for structuring and formatting academic papers but also as a beacon guiding students through the complex landscape of academic writing standards. iResearchNet recognizes the pivotal role that high-quality research paper examples play in fostering academic success and intellectual growth among students.

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In essence, research paper examples are a fundamental resource that can significantly enhance the academic writing and research capabilities of students. iResearchNet’s commitment to providing access to a diverse collection of exemplary papers reflects its dedication to supporting academic excellence. Through these examples, students are equipped with the tools necessary to navigate the challenges of academic writing, foster innovative thinking, and contribute meaningfully to the scholarly community. By leveraging these resources, students can elevate their academic pursuits, ensuring their research is not only rigorous but also impactful.

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At iResearchNet, we understand the pivotal role that research papers play in the academic and professional development of students. With this understanding at our core, we offer comprehensive writing services that cater to the intricate process of research paper creation. Our services are designed to guide students through every stage of the writing process, from initial research to final submission, ensuring clarity, coherence, and scholarly rigor.

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Navigating the complexities of academic writing and research can be a daunting task for many students. The challenges of identifying credible sources, synthesizing information, adhering to academic standards, and articulating arguments cohesively are significant. Furthermore, the pressures of tight deadlines and the high stakes of academic success can exacerbate the difficulties faced by students. iResearchNet’s research paper writing services are crafted to address these challenges head-on, providing expert assistance that empowers students to achieve their academic goals with confidence.

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A research paper is an academic piece of writing, so you need to follow all the requirements and standards. Otherwise, it will be impossible to get the high results. To make it easier for you, we have analyzed the structure and peculiarities of a sample research paper on the topic ‘Child Abuse’.

The paper includes 7300+ words, a detailed outline, citations are in APA formatting style, and bibliography with 28 sources.

To write any paper you need to write a great outline. This is the key to a perfect paper. When you organize your paper, it is easier for you to present the ideas logically, without jumping from one thought to another.

In the outline, you need to name all the parts of your paper. That is to say, an introduction, main body, conclusion, bibliography, some papers require abstract and proposal as well.

A good outline will serve as a guide through your paper making it easier for the reader to follow your ideas.

I. Introduction

Ii. estimates of child abuse: methodological limitations, iii. child abuse and neglect: the legalities, iv. corporal punishment versus child abuse, v. child abuse victims: the patterns, vi. child abuse perpetrators: the patterns, vii. explanations for child abuse, viii. consequences of child abuse and neglect, ix. determining abuse: how to tell whether a child is abused or neglected, x. determining abuse: interviewing children, xi. how can society help abused children and abusive families, introduction.

An introduction should include a thesis statement and the main points that you will discuss in the paper.

A thesis statement is one sentence in which you need to show your point of view. You will then develop this point of view through the whole piece of work:

‘The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood.’

Child abuse is a very real and prominent social problem today. The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood. Most children are defenseless against abuse, are dependent on their caretakers, and are unable to protect themselves from these acts.

Childhood serves as the basis for growth, development, and socialization. Throughout adolescence, children are taught how to become productive and positive, functioning members of society. Much of the socializing of children, particularly in their very earliest years, comes at the hands of family members. Unfortunately, the messages conveyed to and the actions against children by their families are not always the positive building blocks for which one would hope.

In 2008, the Children’s Defense Fund reported that each day in America, 2,421 children are confirmed as abused or neglected, 4 children are killed by abuse or neglect, and 78 babies die before their first birthday. These daily estimates translate into tremendous national figures. In 2006, caseworkers substantiated an estimated 905,000 reports of child abuse or neglect. Of these, 64% suffered neglect, 16% were physically abused, 9% were sexually abused, 7% were emotionally or psychologically maltreated, and 2% were medically neglected. In addition, 15% of the victims experienced “other” types of maltreatment such as abandonment, threats of harm to the child, and congenital drug addiction (National Child Abuse and Neglect Data System, 2006). Obviously, this problem is a substantial one.

In the main body, you dwell upon the topic of your paper. You provide your ideas and support them with evidence. The evidence include all the data and material you have found, analyzed and systematized. You can support your point of view with different statistical data, with surveys, and the results of different experiments. Your task is to show that your idea is right, and make the reader interested in the topic.

In this example, a writer analyzes the issue of child abuse: different statistical data, controversies regarding the topic, examples of the problem and the consequences.

Several issues arise when considering the amount of child abuse that occurs annually in the United States. Child abuse is very hard to estimate because much (or most) of it is not reported. Children who are abused are unlikely to report their victimization because they may not know any better, they still love their abusers and do not want to see them taken away (or do not themselves want to be taken away from their abusers), they have been threatened into not reporting, or they do not know to whom they should report their victimizations. Still further, children may report their abuse only to find the person to whom they report does not believe them or take any action on their behalf. Continuing to muddy the waters, child abuse can be disguised as legitimate injury, particularly because young children are often somewhat uncoordinated and are still learning to accomplish physical tasks, may not know their physical limitations, and are often legitimately injured during regular play. In the end, children rarely report child abuse; most often it is an adult who makes a report based on suspicion (e.g., teacher, counselor, doctor, etc.).

Even when child abuse is reported, social service agents and investigators may not follow up or substantiate reports for a variety of reasons. Parents can pretend, lie, or cover up injuries or stories of how injuries occurred when social service agents come to investigate. Further, there is not always agreement about what should be counted as abuse by service providers and researchers. In addition, social service agencies/agents have huge caseloads and may only be able to deal with the most serious forms of child abuse, leaving the more “minor” forms of abuse unsupervised and unmanaged (and uncounted in the statistical totals).

While most laws about child abuse and neglect fall at the state levels, federal legislation provides a foundation for states by identifying a minimum set of acts and behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA), which stems from the Keeping Children and Families Safe Act of 2003, defines child abuse and neglect as, at minimum, “(1) any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse, or exploitation; or (2) an act or failure to act which presents an imminent risk or serious harm.”

Using these minimum standards, each state is responsible for providing its own definition of maltreatment within civil and criminal statutes. When defining types of child abuse, many states incorporate similar elements and definitions into their legal statutes. For example, neglect is often defined as failure to provide for a child’s basic needs. Neglect can encompass physical elements (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision), medical elements (e.g., failure to provide necessary medical or mental health treatment), educational elements (e.g., failure to educate a child or attend to special educational needs), and emotional elements (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs). Failure to meet needs does not always mean a child is neglected, as situations such as poverty, cultural values, and community standards can influence the application of legal statutes. In addition, several states distinguish between failure to provide based on financial inability and failure to provide for no apparent financial reason.

Statutes on physical abuse typically include elements of physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child. Such injury is considered abuse regardless of the intention of the caretaker. In addition, many state statutes include allowing or encouraging another person to physically harm a child (such as noted above) as another form of physical abuse in and of itself. Sexual abuse usually includes activities by a parent or caretaker such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials.

Finally, emotional or psychological abuse typically is defined as a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often the most difficult to prove and, therefore, child protective services may not be able to intervene without evidence of harm to the child. Some states suggest that harm may be evidenced by an observable or substantial change in behavior, emotional response, or cognition, or by anxiety, depression, withdrawal, or aggressive behavior. At a practical level, emotional abuse is almost always present when other types of abuse are identified.

Some states include an element of substance abuse in their statutes on child abuse. Circumstances that can be considered substance abuse include (a) the manufacture of a controlled substance in the presence of a child or on the premises occupied by a child (Colorado, Indiana, Iowa, Montana, South Dakota, Tennessee, and Virginia); (b) allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used (Arizona, New Mexico); (c) selling, distributing, or giving drugs or alcohol to a child (Florida, Hawaii, Illinois, Minnesota, and Texas); (d) use of a controlled substance by a caregiver that impairs the caregiver’s ability to adequately care for the child (Kentucky, New York, Rhode Island, and Texas); and (e) exposure of the child to drug paraphernalia (North Dakota), the criminal sale or distribution of drugs (Montana, Virginia), or drug-related activity (District of Columbia).

One of the most difficult issues with which the U.S. legal system must contend is that of allowing parents the right to use corporal punishment when disciplining a child, while not letting them cross over the line into the realm of child abuse. Some parents may abuse their children under the guise of discipline, and many instances of child abuse arise from angry parents who go too far when disciplining their children with physical punishment. Generally, state statutes use terms such as “reasonable discipline of a minor,” “causes only temporary, short-term pain,” and may cause “the potential for bruising” but not “permanent damage, disability, disfigurement or injury” to the child as ways of indicating the types of discipline behaviors that are legal. However, corporal punishment that is “excessive,” “malicious,” “endangers the bodily safety of,” or is “an intentional infliction of injury” is not allowed under most state statutes (e.g., state of Florida child abuse statute).

Most research finds that the use of physical punishment (most often spanking) is not an effective method of discipline. The literature on this issue tends to find that spanking stops misbehavior, but no more effectively than other firm measures. Further, it seems to hinder rather than improve general compliance/obedience (particularly when the child is not in the presence of the punisher). Researchers have also explained why physical punishment is not any more effective at gaining child compliance than nonviolent forms of discipline. Some of the problems that arise when parents use spanking or other forms of physical punishment include the fact that spanking does not teach what children should do, nor does it provide them with alternative behavior options should the circumstance arise again. Spanking also undermines reasoning, explanation, or other forms of parental instruction because children cannot learn, reason, or problem solve well while experiencing threat, pain, fear, or anger. Further, the use of physical punishment is inconsistent with nonviolent principles, or parental modeling. In addition, the use of spanking chips away at the bonds of affection between parents and children, and tends to induce resentment and fear. Finally, it hinders the development of empathy and compassion in children, and they do not learn to take responsibility for their own behavior (Pitzer, 1997).

One of the biggest problems with the use of corporal punishment is that it can escalate into much more severe forms of violence. Usually, parents spank because they are angry (and somewhat out of control) and they can’t think of other ways to discipline. When parents are acting as a result of emotional triggers, the notion of discipline is lost while punishment and pain become the foci.

In 2006, of the children who were found to be victims of child abuse, nearly 75% of them were first-time victims (or had not come to the attention of authorities prior). A slight majority of child abuse victims were girls—51.5%, compared to 48% of abuse victims being boys. The younger the child, the more at risk he or she is for child abuse and neglect victimization. Specifically, the rate for infants (birth to 1 year old) was approximately 24 per 1,000 children of the same age group. The victimization rate for children 1–3 years old was 14 per 1,000 children of the same age group. The abuse rate for children aged 4– 7 years old declined further to 13 per 1,000 children of the same age group. African American, American Indian, and Alaska Native children, as well as children of multiple races, had the highest rates of victimization. White and Latino children had lower rates, and Asian children had the lowest rates of child abuse and neglect victimization. Regarding living arrangements, nearly 27% of victims were living with a single mother, 20% were living with married parents, while 22% were living with both parents but the marital status was unknown. (This reporting element had nearly 40% missing data, however.) Regarding disability, nearly 8% of child abuse victims had some degree of mental retardation, emotional disturbance, visual or hearing impairment, learning disability, physical disability, behavioral problems, or other medical problems. Unfortunately, data indicate that for many victims, the efforts of the child protection services system were not successful in preventing subsequent victimization. Children who had been prior victims of maltreatment were 96% more likely to experience another occurrence than those who were not prior victims. Further, child victims who were reported to have a disability were 52% more likely to experience recurrence than children without a disability. Finally, the oldest victims (16–21 years of age) were the least likely to experience a recurrence, and were 51% less likely to be victimized again than were infants (younger than age 1) (National Child Abuse and Neglect Data System, 2006).

Child fatalities are the most tragic consequence of maltreatment. Yet, each year, children die from abuse and neglect. In 2006, an estimated 1,530 children in the United States died due to abuse or neglect. The overall rate of child fatalities was 2 deaths per 100,000 children. More than 40% of child fatalities were attributed to neglect, but physical abuse also was a major contributor. Approximately 78% of the children who died due to child abuse and neglect were younger than 4 years old, and infant boys (younger than 1) had the highest rate of fatalities at 18.5 deaths per 100,000 boys of the same age in the national population. Infant girls had a rate of 14.7 deaths per 100,000 girls of the same age (National Child Abuse and Neglect Data System, 2006).

One question to be addressed regarding child fatalities is why infants have such a high rate of death when compared to toddlers and adolescents. Children under 1 year old pose an immense amount of responsibility for their caretakers: they are completely dependent and need constant attention. Children this age are needy, impulsive, and not amenable to verbal control or effective communication. This can easily overwhelm vulnerable parents. Another difficulty associated with infants is that they are physically weak and small. Injuries to infants can be fatal, while similar injuries to older children might not be. The most common cause of death in children less than 1 year is cerebral trauma (often the result of shaken-baby syndrome). Exasperated parents can deliver shakes or blows without realizing how little it takes to cause irreparable or fatal damage to an infant. Research informs us that two of the most common triggers for fatal child abuse are crying that will not cease and toileting accidents. Both of these circumstances are common in infants and toddlers whose only means of communication often is crying, and who are limited in mobility and cannot use the toilet. Finally, very young children cannot assist in injury diagnoses. Children who have been injured due to abuse or neglect often cannot communicate to medical professionals about where it hurts, how it hurts, and so forth. Also, nonfatal injuries can turn fatal in the absence of care by neglectful parents or parents who do not want medical professionals to possibly identify an injury as being the result of abuse.

Estimates reveal that nearly 80% of perpetrators of child abuse were parents of the victim. Other relatives accounted for nearly 7%, and unmarried partners of parents made up 4% of perpetrators. Of those perpetrators that were parents, over 90% were biological parents, 4% were stepparents, and 0.7% were adoptive parents. Of this group, approximately 58% of perpetrators were women and 42% were men. Women perpetrators are typically younger than men. The average age for women abusers was 31 years old, while for men the average was 34 years old. Forty percent of women who abused were younger than 30 years of age, compared with 33% of men being under 30. The racial distribution of perpetrators is similar to that of victims. Fifty-four percent were white, 21% were African American, and 20% were Hispanic/Latino (National Child Abuse and Neglect Data System, 2006).

There are many factors that are associated with child abuse. Some of the more common/well-accepted explanations are individual pathology, parent–child interaction, past abuse in the family (or social learning), situational factors, and cultural support for physical punishment along with a lack of cultural support for helping parents here in the United States.

The first explanation centers on the individual pathology of a parent or caretaker who is abusive. This theory focuses on the idea that people who abuse their children have something wrong with their individual personality or biological makeup. Such psychological pathologies may include having anger control problems; being depressed or having post-partum depression; having a low tolerance for frustration (e.g., children can be extremely frustrating: they don’t always listen; they constantly push the line of how far they can go; and once the line has been established, they are constantly treading on it to make sure it hasn’t moved. They are dependent and self-centered, so caretakers have very little privacy or time to themselves); being rigid (e.g., having no tolerance for differences—for example, what if your son wanted to play with dolls? A rigid father would not let him, laugh at him for wanting to, punish him when he does, etc.); having deficits in empathy (parents who cannot put themselves in the shoes of their children cannot fully understand what their children need emotionally); or being disorganized, inefficient, and ineffectual. (Parents who are unable to manage their own lives are unlikely to be successful at managing the lives of their children, and since many children want and need limits, these parents are unable to set them or adhere to them.)

Biological pathologies that may increase the likelihood of someone becoming a child abuser include having substance abuse or dependence problems, or having persistent or reoccurring physical health problems (especially health problems that can be extremely painful and can cause a person to become more self-absorbed, both qualities that can give rise to a lack of patience, lower frustration tolerance, and increased stress).

The second explanation for child abuse centers on the interaction between the parent and the child, noting that certain types of parents are more likely to abuse, and certain types of children are more likely to be abused, and when these less-skilled parents are coupled with these more difficult children, child abuse is the most likely to occur. Discussion here focuses on what makes a parent less skilled, and what makes a child more difficult. Characteristics of unskilled parents are likely to include such traits as only pointing out what children do wrong and never giving any encouragement for good behavior, and failing to be sensitive to the emotional needs of children. Less skilled parents tend to have unrealistic expectations of children. They may engage in role reversal— where the parents make the child take care of them—and view the parent’s happiness and well-being as the responsibility of the child. Some parents view the parental role as extremely stressful and experience little enjoyment from being a parent. Finally, less-skilled parents tend to have more negative perceptions regarding their child(ren). For example, perhaps the child has a different shade of skin than they expected and this may disappoint or anger them, they may feel the child is being manipulative (long before children have this capability), or they may view the child as the scapegoat for all the parents’ or family’s problems. Theoretically, parents with these characteristics would be more likely to abuse their children, but if they are coupled with having a difficult child, they would be especially likely to be abusive. So, what makes a child more difficult? Certainly, through no fault of their own, children may have characteristics that are associated with child care that is more demanding and difficult than in the “normal” or “average” situation. Such characteristics can include having physical and mental disabilities (autism, attention deficit hyperactivity disorder [ADHD], hyperactivity, etc.); the child may be colicky, frequently sick, be particularly needy, or cry more often. In addition, some babies are simply unhappier than other babies for reasons that cannot be known. Further, infants are difficult even in the best of circumstances. They are unable to communicate effectively, and they are completely dependent on their caretakers for everything, including eating, diaper changing, moving around, entertainment, and emotional bonding. Again, these types of children, being more difficult, are more likely to be victims of child abuse.

Nonetheless, each of these types of parents and children alone cannot explain the abuse of children, but it is the interaction between them that becomes the key. Unskilled parents may produce children that are happy and not as needy, and even though they are unskilled, they do not abuse because the child takes less effort. At the same time, children who are more difficult may have parents who are skilled and are able to handle and manage the extra effort these children take with aplomb. However, risks for child abuse increase when unskilled parents must contend with difficult children.

Social learning or past abuse in the family is a third common explanation for child abuse. Here, the theory concentrates not only on what children learn when they see or experience violence in their homes, but additionally on what they do not learn as a result of these experiences. Social learning theory in the context of family violence stresses that if children are abused or see abuse (toward siblings or a parent), those interactions and violent family members become the representations and role models for their future familial interactions. In this way, what children learn is just as important as what they do not learn. Children who witness or experience violence may learn that this is the way parents deal with children, or that violence is an acceptable method of child rearing and discipline. They may think when they become parents that “violence worked on me when I was a child, and I turned out fine.” They may learn unhealthy relationship interaction patterns; children may witness the negative interactions of parents and they may learn the maladaptive or violent methods of expressing anger, reacting to stress, or coping with conflict.

What is equally as important, though, is that they are unlikely to learn more acceptable and nonviolent ways of rearing children, interacting with family members, and working out conflict. Here it may happen that an adult who was abused as a child would like to be nonviolent toward his or her own children, but when the chips are down and the child is misbehaving, this abused-child-turned-adult does not have a repertoire of nonviolent strategies to try. This parent is more likely to fall back on what he or she knows as methods of discipline.

Something important to note here is that not all abused children grow up to become abusive adults. Children who break the cycle were often able to establish and maintain one healthy emotional relationship with someone during their childhoods (or period of young adulthood). For instance, they may have received emotional support from a nonabusing parent, or they received social support and had a positive relationship with another adult during their childhood (e.g., teacher, coach, minister, neighbor, etc.). Abused children who participate in therapy during some period of their lives can often break the cycle of violence. In addition, adults who were abused but are able to form an emotionally supportive and satisfying relationship with a mate can make the transition to being nonviolent in their family interactions.

Moving on to a fourth familiar explanation for child abuse, there are some common situational factors that influence families and parents and increase the risks for child abuse. Typically, these are factors that increase family stress or social isolation. Specifically, such factors may include receiving public assistance or having low socioeconomic status (a combination of low income and low education). Other factors include having family members who are unemployed, underemployed (working in a job that requires lower qualifications than an individual possesses), or employed only part time. These financial difficulties cause great stress for families in meeting the needs of the individual members. Other stress-inducing familial characteristics are single-parent households and larger family size. Finally, social isolation can be devastating for families and family members. Having friends to talk to, who can be relied upon, and with whom kids can be dropped off occasionally is tremendously important for personal growth and satisfaction in life. In addition, social isolation and stress can cause individuals to be quick to lose their tempers, as well as cause people to be less rational in their decision making and to make mountains out of mole hills. These situations can lead families to be at greater risk for child abuse.

Finally, cultural views and supports (or lack thereof) can lead to greater amounts of child abuse in a society such as the United States. One such cultural view is that of societal support for physical punishment. This is problematic because there are similarities between the way criminals are dealt with and the way errant children are handled. The use of capital punishment is advocated for seriously violent criminals, and people are quick to use such idioms as “spare the rod and spoil the child” when it comes to the discipline or punishment of children. In fact, it was not until quite recently that parenting books began to encourage parents to use other strategies than spanking or other forms of corporal punishment in the discipline of their children. Only recently, the American Academy of Pediatrics has come out and recommended that parents do not spank or use other forms of violence on their children because of the deleterious effects such methods have on youngsters and their bonds with their parents. Nevertheless, regardless of recommendations, the culture of corporal punishment persists.

Another cultural view in the United States that can give rise to greater incidents of child abuse is the belief that after getting married, couples of course should want and have children. Culturally, Americans consider that children are a blessing, raising kids is the most wonderful thing a person can do, and everyone should have children. Along with this notion is the idea that motherhood is always wonderful; it is the most fulfilling thing a woman can do; and the bond between a mother and her child is strong, glorious, and automatic—all women love being mothers. Thus, culturally (and theoretically), society nearly insists that married couples have children and that they will love having children. But, after children are born, there is not much support for couples who have trouble adjusting to parenthood, or who do not absolutely love their new roles as parents. People look askance at parents who need help, and cannot believe parents who say anything negative about parenthood. As such, theoretically, society has set up a situation where couples are strongly encouraged to have kids, are told they will love kids, but then society turns a blind or disdainful eye when these same parents need emotional, financial, or other forms of help or support. It is these types of cultural viewpoints that increase the risks for child abuse in society.

The consequences of child abuse are tremendous and long lasting. Research has shown that the traumatic experience of childhood abuse is life changing. These costs may surface during adolescence, or they may not become evident until abused children have grown up and become abusing parents or abused spouses. Early identification and treatment is important to minimize these potential long-term effects. Whenever children say they have been abused, it is imperative that they be taken seriously and their abuse be reported. Suspicions of child abuse must be reported as well. If there is a possibility that a child is or has been abused, an investigation must be conducted.

Children who have been abused may exhibit traits such as the inability to love or have faith in others. This often translates into adults who are unable to establish lasting and stable personal relationships. These individuals have trouble with physical closeness and touching as well as emotional intimacy and trust. Further, these qualities tend to cause a fear of entering into new relationships, as well as the sabotaging of any current ones.

Psychologically, children who have been abused tend to have poor self-images or are passive, withdrawn, or clingy. They may be angry individuals who are filled with rage, anxiety, and a variety of fears. They are often aggressive, disruptive, and depressed. Many abused children have flashbacks and nightmares about the abuse they have experienced, and this may cause sleep problems as well as drug and alcohol problems. Posttraumatic stress disorder (PTSD) and antisocial personality disorder are both typical among maltreated children. Research has also shown that most abused children fail to reach “successful psychosocial functioning,” and are thus not resilient and do not resume a “normal life” after the abuse has ended.

Socially (and likely because of these psychological injuries), abused children have trouble in school, will have difficulty getting and remaining employed, and may commit a variety of illegal or socially inappropriate behaviors. Many studies have shown that victims of child abuse are likely to participate in high-risk behaviors such as alcohol or drug abuse, the use of tobacco, and high-risk sexual behaviors (e.g., unprotected sex, large numbers of sexual partners). Later in life, abused children are more likely to have been arrested and homeless. They are also less able to defend themselves in conflict situations and guard themselves against repeated victimizations.

Medically, abused children likely will experience health problems due to the high frequency of physical injuries they receive. In addition, abused children experience a great deal of emotional turmoil and stress, which can also have a significant impact on their physical condition. These health problems are likely to continue occurring into adulthood. Some of these longer-lasting health problems include headaches; eating problems; problems with toileting; and chronic pain in the back, stomach, chest, and genital areas. Some researchers have noted that abused children may experience neurological impairment and problems with intellectual functioning, while others have found a correlation between abuse and heart, lung, and liver disease, as well as cancer (Thomas, 2004).

Victims of sexual abuse show an alarming number of disturbances as adults. Some dislike and avoid sex, or experience sexual problems or disorders, while other victims appear to enjoy sexual activities that are self-defeating or maladaptive—normally called “dysfunctional sexual behavior”—and have many sexual partners.

Abused children also experience a wide variety of developmental delays. Many do not reach physical, cognitive, or emotional developmental milestones at the typical time, and some never accomplish what they are supposed to during childhood socialization. In the next section, these developmental delays are discussed as a means of identifying children who may be abused.

There are two primary ways of identifying children who are abused: spotting and evaluating physical injuries, and detecting and appraising developmental delays. Distinguishing physical injuries due to abuse can be difficult, particularly among younger children who are likely to get hurt or receive injuries while they are playing and learning to become ambulatory. Nonetheless, there are several types of wounds that children are unlikely to give themselves during their normal course of play and exploration. These less likely injuries may signal instances of child abuse.

While it is true that children are likely to get bruises, particularly when they are learning to walk or crawl, bruises on infants are not normal. Also, the back of the legs, upper arms, or on the chest, neck, head, or genitals are also locations where bruises are unlikely to occur during normal childhood activity. Further, bruises with clean patterns, like hand prints, buckle prints, or hangers (to name a few), are good examples of the types of bruises children do not give themselves.

Another area of physical injury where the source of the injury can be difficult to detect is fractures. Again, children fall out of trees, or crash their bikes, and can break limbs. These can be normal parts of growing up. However, fractures in infants less than 12 months old are particularly suspect, as infants are unlikely to be able to accomplish the types of movement necessary to actually break a leg or an arm. Further, multiple fractures, particularly more than one on a bone, should be examined more closely. Spiral or torsion fractures (when the bone is broken by twisting) are suspect because when children break their bones due to play injuries, the fractures are usually some other type (e.g., linear, oblique, compacted). In addition, when parents don’t know about the fracture(s) or how it occurred, abuse should be considered, because when children get these types of injuries, they need comfort and attention.

Head and internal injuries are also those that may signal abuse. Serious blows to the head cause internal head injuries, and this is very different from the injuries that result from bumping into things. Abused children are also likely to experience internal injuries like those to the abdomen, liver, kidney, and bladder. They may suffer a ruptured spleen, or intestinal perforation. These types of damages rarely happen by accident.

Burns are another type of physical injury that can happen by accident or by abuse. Nevertheless, there are ways to tell these types of burn injuries apart. The types of burns that should be examined and investigated are those where the burns are in particular locations. Burns to the bottom of the feet, genitals, abdomen, or other inaccessible spots should be closely considered. Burns of the whole hand or those to the buttocks are also unlikely to happen as a result of an accident.

Turning to the detection and appraisal of developmental delays, one can more readily assess possible abuse by considering what children of various ages should be able to accomplish, than by noting when children are delayed and how many milestones on which they are behind schedule. Importantly, a few delays in reaching milestones can be expected, since children develop individually and not always according to the norm. Nonetheless, when children are abused, their development is likely to be delayed in numerous areas and across many milestones.

As children develop and grow, they should be able to crawl, walk, run, talk, control going to the bathroom, write, set priorities, plan ahead, trust others, make friends, develop a good self-image, differentiate between feeling and behavior, and get their needs met in appropriate ways. As such, when children do not accomplish these feats, their circumstances should be examined.

Infants who are abused or neglected typically develop what is termed failure to thrive syndrome. This syndrome is characterized by slow, inadequate growth, or not “filling out” physically. They have a pale, colorless complexion and dull eyes. They are not likely to spend much time looking around, and nothing catches their eyes. They may show other signs of lack of nutrition such as cuts, bruises that do not heal in a timely way, and discolored fingernails. They are also not trusting and may not cry much, as they are not expecting to have their needs met. Older infants may not have developed any language skills, or these developments are quite slow. This includes both verbal and nonverbal means of communication.

Toddlers who are abused often become hypervigilant about their environments and others’ moods. They are more outwardly focused than a typical toddler (who is quite self-centered) and may be unable to separate themselves as individuals, or consider themselves as distinct beings. In this way, abused toddlers cannot focus on tasks at hand because they are too concerned about others’ reactions. They don’t play with toys, have no interest in exploration, and seem unable to enjoy life. They are likely to accept losses with little reaction, and may have age-inappropriate knowledge of sex and sexual relations. Finally, toddlers, whether they are abused or not, begin to mirror their parents’ behaviors. Thus, toddlers who are abused may mimic the abuse when they are playing with dolls or “playing house.”

Developmental delays can also be detected among abused young adolescents. Some signs include the failure to learn cause and effect, since their parents are so inconsistent. They have no energy for learning and have not developed beyond one- or two-word commands. They probably cannot follow complicated directions (such as two to three tasks per instruction), and they are unlikely to be able to think for themselves. Typically, they have learned that failure is totally unacceptable, but they are more concerned with the teacher’s mood than with learning and listening to instruction. Finally, they are apt to have been inadequately toilet trained and thus may be unable to control their bladders.

Older adolescents, because they are likely to have been abused for a longer period of time, continue to get further and further behind in their developmental achievements. Abused children this age become family nurturers. They take care of their parents and cater to their parents’ needs, rather than the other way around. In addition, they probably take care of any younger siblings and do the household chores. Because of these default responsibilities, they usually do not participate in school activities; they frequently miss days at school; and they have few, if any, friends. Because they have become so hypervigilant and have increasingly delayed development, they lose interest in and become disillusioned with education. They develop low self-esteem and little confidence, but seem old for their years. Children this age who are abused are still likely to be unable to control their bladders and may have frequent toileting accidents.

Other developmental delays can occur and be observed in abused and neglected children of any age. For example, malnutrition and withdrawal can be noticed in infants through teenagers. Maltreated children frequently have persistent or untreated illnesses, and these can become permanent disabilities if medical conditions go untreated for a long enough time. Another example can be the consequences of neurological damage. Beyond being a medical issue, this type of damage can cause problems with social behavior and impulse control, which, again, can be discerned in various ages of children.

Once child abuse is suspected, law enforcement officers, child protection workers, or various other practitioners may need to interview the child about the abuse or neglect he or she may have suffered. Interviewing children can be extremely difficult because children at various stages of development can remember only certain parts or aspects of the events in their lives. Also, interviewers must be careful that they do not put ideas or answers into the heads of the children they are interviewing. There are several general recommendations when interviewing children about the abuse they may have experienced. First, interviewers must acknowledge that even when children are abused, they likely still love their parents. They do not want to be taken away from their parents, nor do they want to see their parents get into trouble. Interviewers must not blame the parents or be judgmental about them or the child’s family. Beyond that, interviews should take place in a safe, neutral location. Interviewers can use dolls and role-play to help children express the types of abuse of which they may be victims.

Finally, interviewers must ask age-appropriate questions. For example, 3-year-olds can probably only answer questions about what happened and who was involved. Four- to five-year-olds can also discuss where the incidents occurred. Along with what, who, and where, 6- to 8-year-olds can talk about the element of time, or when the abuse occurred. Nine- to 10-year-olds are able to add commentary about the number of times the abuse occurred. Finally, 11-year-olds and older children can additionally inform interviewers about the circumstances of abusive instances.

A conclusion is not a summary of what a writer has already mentioned. On the contrary, it is the last point made. Taking every detail of the investigation, the researcher makes the concluding point. In this part of a paper, you need to put a full stop in your research. You need to persuade the reader in your opinion.

Never add any new information in the conclusion. You can present solutions to the problem and you dwell upon the results, but only if this information has been already mentioned in the main body.

Child advocates recommend a variety of strategies to aid families and children experiencing abuse. These recommendations tend to focus on societal efforts as well as more individual efforts. One common strategy advocated is the use of public service announcements that encourage individuals to report any suspected child abuse. Currently, many mandatory reporters (those required by law to report abuse such as teachers, doctors, and social service agency employees) and members of communities feel that child abuse should not be reported unless there is substantial evidence that abuse is indeed occurring. Child advocates stress that this notion should be changed, and that people should report child abuse even if it is only suspected. Public service announcements should stress that if people report suspected child abuse, the worst that can happen is that they might be wrong, but in the grander scheme of things that is really not so bad.

Child advocates also stress that greater interagency cooperation is needed. This cooperation should be evident between women’s shelters, child protection agencies, programs for at-risk children, medical agencies, and law enforcement officers. These agencies typically do not share information, and if they did, more instances of child abuse would come to the attention of various authorities and could be investigated and managed. Along these lines, child protection agencies and programs should receive more funding. When budgets are cut, social services are often the first things to go or to get less financial support. Child advocates insist that with more resources, child protection agencies could hire more workers, handle more cases, conduct more investigations, and follow up with more children and families.

Continuing, more educational efforts must be initiated about issues such as punishment and discipline styles and strategies; having greater respect for children; as well as informing the community about what child abuse is, and how to recognize it. In addition, Americans must alter the cultural orientation about child bearing and child rearing. Couples who wish to remain child-free must be allowed to do so without disdain. And, it must be acknowledged that raising children is very difficult, is not always gloriously wonderful, and that parents who seek help should be lauded and not criticized. These kinds of efforts can help more children to be raised in nonviolent, emotionally satisfying families, and thus become better adults.

Bibliography

When you write a paper, make sure you are aware of all the formatting requirements. Incorrect formatting can lower your mark, so do not underestimate the importance of this part.

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Bibliography:

• American Academy of Pediatrics: https://www.aap.org/
• Bancroft, L., & Silverman, J. G. (2002). The batterer as parent. Thousand Oaks, CA: Sage.
• Child Abuse Prevention and Treatment Act, 42 U.S.C.A. § 5106g (1998).
• Childhelp: Child Abuse Statistics: https://www.childhelp.org/child-abuse-statistics/
• Children’s Defense Fund: https://www.childrensdefense.org/
• Child Stats.gov: https://www.childstats.gov/
• Child Welfare League of America: https://www.cwla.org/
• Crosson-Tower, C. (2008). Understanding child abuse and neglect (7th ed.). Boston: Allyn & Bacon.
• DeBecker, G. (1999). Protecting the gift: Keeping children and teenagers safe (and parents sane). New York: Bantam Dell.
• Family Research Laboratory at the University of New Hampshire: https://cola.unh.edu/family-research-laboratory
• Guterman, N. B. (2001). Stopping child maltreatment before it starts: Emerging horizons in early home visitation services. Thousand Oaks, CA: Sage.
• Herman, J. L. (2000). Father-daughter incest. Cambridge, MA: Harvard University Press.
• Medline Plus, Child Abuse: https://medlineplus.gov/childabuse.html
• Myers, J. E. B. (Ed.). (1994). The backlash: Child protection under fire. Newbury Park, CA: Sage.
• National Center for Missing and Exploited Children: https://www.missingkids.org/home
• National Child Abuse and Neglect Data System. (2006). Child maltreatment 2006: Reports from the states to the National Child Abuse and Neglect Data System. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
• New York University Silver School of Social Work: https://socialwork.nyu.edu/
• Pitzer, R. L. (1997). Corporal punishment in the discipline of children in the home: Research update for practitioners. Paper presented at the National Council on Family Relations Annual Conference, Washington, DC.
• RAND, Child Abuse and Neglect: https://www.rand.org/topics/child-abuse-and-neglect.html
• Richards, C. E. (2001). The loss of innocents: Child killers and their victims. Wilmington, DE: Scholarly Resources.
• Straus, M. A. (2001). Beating the devil out of them: Corporal punishment in American families and its effects on children. Edison, NJ: Transaction.
• Thomas, P. M. (2004). Protection, dissociation, and internal roles: Modeling and treating the effects of child abuse. Review of General Psychology, 7(15).
• U.S. Department of Health and Human Services, Administration for Children and Families: https://www.acf.hhs.gov/

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Home > Conferences > ECIS Proceedings > ECIS2022 > ECIS2022_RIP

ECIS 2022 Research-in-Progress Papers

Submissions from 2022 2022.

A Cluster Analysis for Research on Digital Transformation in Non-profit Organisations , Michele Cipriano and Stefano Za

A Curriculum Mining Method for Clustering Study Modules and Assessing their Uniqueness , Benjamin Matthies, Julian Koch, Kathrin Maassen, and André Coners

Applications and Challenges of Task Mining: A Literature Review , Alexander Mayr, Lukas-Valentin Herm, Jonas Wanner, and Christian Janiesch

A speech-based empathy training system - initial design insights , Florian Weber, Sebastian Schween, Thiemo Wambsganss, and Matthias Soellner

Blockchain-based Financial Infrastructure for Emerging Economies , Johannes Rude Jensen, Victor von Wachter, and Omri Ross

Business Model Configurations for Digital Platform Success - Towards a Typology of Digital Platform Business Models , Timo Phillip Böttcher, Valentin Bootz, Norman Schaffer, Jörg Weking, and Andreas Hein

CAN ICT ENHANCE WORKPLACE INCLUSION? THE ROLE OF ICT ENABLED INCLUSION PRACTICES , Monideepa Tarafdar, Irina Rets, and Yang Hu

Charged Less, Paid More - Non-optimal Tariff Choice Decisions in the Electric Vehicle Services Market , Emanuel Schuster and Martin Spann

Chatblood - Towards designing chatbots for blood donors , Helena Monika Müller and Melanie Reuter-Oppermann

CLAIM THE NAME: NAMES OF IT SOLUTIONS AND THE INFLUENCE ON OLDER ADULTS , Sophie Kniepkamp, Markus Noeltner, and Julia Sarah Kroenung

Conceptualization and Design of a Workflow Management System Front End for Augmented Reality Headsets , Johannes Damarowsky and Stephan Kühnel

Controlling Your Own Story Using a Digital Identity Solution: Creation Of Economic Identity for Financial Inclusion and Protection , Eric Lim, Felix Tan, and Chona Ryan

CRISIS COMMUNICATION DURING HEALTH CRISES: THE CASE OF CANADIAN OFFICIALS’ SOCIAL MEDIA PRESENCE DURING THE COVID-19 PANDEMIC , Hossein Azarpanah, Mohsen Farhadloo, and Rustam Vahidov

Decisions-making in Agile Information Systems Development: The Role of Empowerment and Authority , Veronika Huck-Fries and Stefan Maier

Deep Learning Enabled Consumer Research for Product Development , Sven Stahlmann, Oliver Ettrich, and Detlef Schoder

DESIGNING A DIGITAL ARTIFACT FOR DATA COLLECTION TO IMPROVE DAILY ADHD MEDICATION , Rikard Rosenbacke, Navid Tajhizi, Ioanna Constantiou, and Åsa Melhus

Digital Assistants for Self-Regulated Learning: Towards a State-Of-The-Art Overview , Sven Scheu and Ivo Benke

Disentangling the Effects of Instructor Credibility Cues in Bolstering Learners’ Engagement with Health Short Videos , Mengli Yu, Na Jiang, Eric Lim, and Chee-Wee Tan

Emergence Antecedents of Enterprise Social Media Networks: A Literature Review and Directions for Future Research , Sebastian Schötteler

Explanation Interfaces for Sales Forecasting , Tobias Benjamin Fahse, Ivo Blohm, Richard Hruby, and Benjamin van Giffen

Exploring Data Analytics Capability Building: An IS Success and Resource-Based View , Prashanth Madhala, Hongxiu Li, and Nina Helander

Exploring the Behavioral Sprouts of Smart Home Farming , Lars Andraschko, Philipp Wunderlich, Saonee Sarker, and Daniel Veit

FROM POTENTIAL TO REALIZED IMPACTS: THE BRIDGING ROLE OF DIGITAL INFRASTRUCTURES IN FAIR DATA , Angelo Romasanta, Gozal Ahmadova, and Jonathan Wareham

GIVE IT AWAY AND GET IT BACK? ON THE ROLE AND NATURE OF GIVEAWAY CAMPAIGNS BY SOCIAL MEDIA INFLUENCERS , Kevin Schwehm and Jana-Kristin Prigge

HEALTHCARE IN THE ERA OF DIGITAL TWINS: TOWARDS A DOMAIN-SPECIFIC TAXONOMY , Gero Strobel, Frederik Möller, and Hendrik van der Valk

How the Application of Machine Learning Systems Changes Business Processes: A Multiple Case Study , Pascal C. Kunz, Ekaterina Jussupow, Kai Spohrer, and Armin Heinzl

How the World Understood the White Island Eruption: The Tales that Different Social Media Actors Tell Us , Julia Kotlarsky, Shohil Kishore, Layla Branicki, and Bridgette Sullivan-Taylor

How To Cope With The Dynamics Of Urban Sustainability: Urban Experimentation Platforms As Tools For Adaptive Policy-Making , Sven-Volker Rehm, Shane J. Mcloughlin, and Brian Donnellan

IMPUTING OR SMOOTHING? MODELLING THE MISSING ONLINE CUSTOMER JOURNEY TRANSITIONS FOR PURCHASE PREDICTION , Jihao Lin, Christopher P. Holland, and ‪Nikolaos Argyris‬

Investigating Inconsistency Understanding to Support Interactive Inconsistency Resolution in Declarative Process Models , Sabine Nagel and Patrick Delfmann

Is Information Systems Research Concerned with Societal Grand Challenges? , Bastian Wolff, Lukas Kelter, Daniel Schlagwein, and Detlef Schoder

Let me decide: The importance of user autonomy in accepting online recommendations , Leorre Newman, Uriel Haran, and Lior Fink

LET'S GET PHYSIC(AI)L – TRANSFORMING AI-REQUIREMENTS OF HEALTHCARE INTO DESIGN PRINCIPLES , Marvin Braun, Christine Harnischmacher, Henrik Lechte, and Johannes Riquel

MEDIA FRAMING OF CYBERCRIME: IMPROVING VICTIMS’ REPORTING RATES , Lena Yuryna Connolly and Danica Čigoja Piper

ONLINE NETWORKING AT VIRTUAL CONFERENCES: A FEATURES-AFFORDANCES FRAMEWORK OF SOCIAL CAPITAL ACCUMULATION AND EMPIRICAL EVIDENCE FROM THE CLEAN ENERGY SECTOR , Lukas Falcke

Online Reviews in B2B Markets: A Qualitative Study of Underlying Motives , Janina Seutter

On the Influence of Explainable AI on Automation Bias , Max Schemmer, Niklas Kuehl, Carina Benz, and Gerhard Satzger

Opportunity or Threat: A Complementors’ Perspective on Platform Owner’s Acquisitions , Nicola Staub, Kazem Haki, and Stephan Aier

ORGANIZATIONAL READINESS FOR DIGITAL INTRAPRENEURSHIP: TOWARDS THE DESIGN OF AN ASSESSMENT TOOL , Lena-Marie Pätzmann, Michael Bitzer, and Andrea Back

Outcome-Oriented Predictive Process Monitoring to Predict Unplanned ICU Readmission in MIMIC-IV Database , QIFAN CHEN, Yang Lu, Charmaine Tam, and Simon Poon

OVERCOMING SILOS: A REVIEW OF BUSINESS MODEL MODELING LANGUAGES FOR BUSINESS ECOSYSTEMS , Christian Vorbohle and Dennis Kundisch

Paving the way toward Human-Algorithm Interactions: Understanding AI-CAD adoption for breast cancer detection , Stefanie Gante and Spyros Angelopoulos

Rethinking consumers' data sharing decisions with the emergence of multi-party computation: an experimental design for evaluation , Wirawan Agahari and Mark de Reuver

SMART METERS AND DEMAND SIDE MANAGEMENT IN SMART GRIDS – EXPLORING CHALLENGES AND OUTLINING FUTURE RESEARCH DIRECTIONS , Björn Johansson, Malin Granath, and Ulf Melin

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Sustaining Digital Transformation: The imperative to innovate continuously in the Australian financial services sector , Benjamin Jack Munns, Christine Van Toorn, Patrick Finnegan, Bradley James Kalgovas, and Alexander Benlian

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• Published: 09 September 2024

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

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

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

Metrics details

• Business and management

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

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Introduction.

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

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

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

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

Research theories, literature review, and hypotheses development

Research theories.

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

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

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

Literature review

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

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

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

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

Conceptual model and research hypothesis

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

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

Human capital and team scientific and technological performance

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

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

Structural capital and team scientific and technological Performance

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

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

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

Top management support as a moderator

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

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

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

Methods data and sample

Sample and procedures.

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

Measurement

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

Assessment of measurement model

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

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

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

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

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

Confirmatory factor analysis (CFA)

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

Hypotheses testing

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

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

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

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

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

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

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

Theoretical contribution

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

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

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

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

Practical implications

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

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

Limitations and future research direction

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

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

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

Data availability

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

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Muhammad Zada

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Imran Saeed

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

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

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

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

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