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How To Write Chapter Four Of Your Final Year Project (Data Analysis And Presentation) | ResearchWap Blog

• Posted: Monday, 06 July 2020
• By: ResearchWap Admin

Easiest steps to write chapter four of your final year project effectively and perfectly with ease.

In writing the final year project, Students at times find it difficult to document their findings properly. In every research project, chapter four is the heart of the research work and sometimes, supervisors do not even start the reading of the research work from chapter one, but they jump to chapter four because that is the chapter that tells the reader all that was done, the instrument you used, how you analyzed your data and finally your findings.

The purpose of this chapter four in your final year project is to summarize the collected data and the statistical treatment, and or mechanics of analysis. The first paragraph should briefly restate the problem, taken from Chapter one, and explain the object of each experiment, question, or objective, point out salient results, and present those results by the table, figure, or other forms of summarized data. Select tables and figures carefully. Some studies are easier to defend if all the raw data is in this chapter; some are better if the bulk of the raw data is in an appendix.

Also, read this article - Step By Step Guide To Write A Good Research Proposal

Chapter four of a Qualitative Research work carries different titles such as ‘Analysis of Data’, ‘Results of Study’, ‘Analysis and Results’ and so forth but the keywords are ‘analysis’ and ‘results’ which implies that you have ‘analyzed’ the raw data and presenting the ‘results’ or what you discovered in the fieldwork carried out, in this Chapter.

Studies have shown that a greater number of students always find it difficult to document their findings correctly. You may have done a good job writing Chapter one (Introduction), Chapter two (Literature Review), and Chapter three (Methodology) with such clarity and end up making a mess of Chapter four (Findings and Data Analysis).

Since chapter four is the heart of your research work and if your supervisor does not start the reading of your work from chapter one, but jump to chapter four which you have spent so much time collecting and analyzing data but do a poor job of reporting the results of the findings.

Also, read this article - Step By Step Instructions To Design And Develop A Questionnaire For A Final Year Project

Alternatively, after collecting all the data and your presentation of your results lack organization and clarity, your reader would struggle by trying to figure out what you have written, and by this, you’ve just wasted your precious time and possibly the cost of compiling the chapter.

Chapter four should ‘stand-alone:

 what does this mean?

This means that you could ask a friend to read it and he or she would understand what you discovered in your study without having to read Chapters one to three.

For you to achieve this, your chapter four should be aligned to the purpose of the study, the research questions, why the study was important, how it connects to the underlying theories, literature review, and reflective of the conceptual framework. Chapter four is the culmination of your study and represents your best thinking and how you answered the research question you had formulated and stated in chapter one of the research project.

Also, Read This Article – How To Write Effective Research Project Abstract

A good researcher should begin this chapter with two or three introductory paragraphs. A transition from chapter three is very important too. The researcher should also provide a very brief review of the overall research design. It is not necessary to list all of the secondary questions and hypotheses at the beginning of the chapter, but the introductory section of the chapter should focus the reader’s attention on the primary research question and hypothesis.

Don’t border detailing everything, the bulk of the chapter will consist of the presentation of findings for the secondary questions and hypotheses set forth in Chapter three.

In quantitative research, the results usually begin with a description of the sample, For example, the sample size, description of participants who were excluded, and why the handling of missing data.

Also, the descriptive statistics.  For example, frequencies and percentages for categorical variables, means, standard deviations, and ranges for continuously measured variables are presented, and the normality of continuously measured variables is usually presented.

Address each hypothesis in turn, presenting a description of the analysis that was computed to address each hypothesis and the results of that analysis. State whether the null hypothesis was rejected.

Also, Read This Article - Trending Project Topics For Final Year Students At A Glance

Do not repeat in tedious prose that it is obvious for a knowledgeable peer to see at a glance.  The dissertation advisor usually has an opinion about the level of detail needed in this chapter.  Table titles and figure captions should be understandable without reading the chapter text.

Note all relevant results, even those that were contrary to the alternative hypotheses, or those that tend to distract from clear determinations.

Chapter Four Table Of Content

• Introduction to the Chapter.
• A transition from chapter three. (Very important)
• Provide a brief overview of the research project: as I stated earlier, chapter four should be able to stand alone, this means it should be presented in such a way that one can read it and understand everything about your study, this means that a BRIEF overview of the research project is very important in this chapter.
• Describe the purpose of the chapter.
• Explain the organization of the chapter.
• Data Analyses and Presentation of the Findings: this is the heart of this chapter, the presentation of the findings should be very concise and clear, make sure that you present it in such a way that even a layman can understand it.
•  State null hypothesis.
• Present the statistical results in a table.
• Draw statistical conclusions for accepted and rejected hypotheses.
• Draw a preliminary research conclusion
• Conclusion and Transition to Chapter Five

Also, Read This Article - How To Develop Effective And Unique Project Topics

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Chapter 3 Dissertation

How to Write Chapter 5 Dissertation?| A Beginner’s Guide

Writing a dissertation is a major undertaking. It requires countless hours of research, writing, and editing. One of the most important chapters in your dissertation is Chapter 4. This chapter should provide a detailed explanation of your methodology, results, and analysis.

Here, we'll provide an overview of the chapter 4 dissertation, how to structure it properly, and tips for writing it effectively. Read on to learn more!

Skimming through these dissertations, you can also check out how to craft Chapter 4 and what to discuss.

Example: 1   The Importance of Health and Safety in Construction Industry

Example:2   influence of different socio-physical attributes on individual’s weight.

Keep going through till the end to have a complete idea of how to compose a well-written and structured chapter 4 dissertation.

Very satisfied students

What is chapter 4.

In an academic dissertation, chapter 4 is the data analysis chapter—the heart of the research project. That is where you will present the results of your research and analyze them in light of existing literature. In other words, this is where you will explain why your findings are significant and what they mean for the field as a whole.

Structure of Chapter 4

The structure of your chapter 4 should depend on the type of data that you collected during your research process. However, several key elements should be included in chapter 4:

• An introduction that explains the aims and objectives of this chapter.
• A detailed description of the approaches utilized to collect and analyze data.
• Results from both qualitative and quantitative analyses.
• Discussion about the implications for future research; and
• Conclusions about your findings as well as potential limitations or challenges faced in completing this research project.

Keep in mind that these are just general guidelines—your specific dissertation may require additional sections based on its own individual requirements. It's always best to check with your professor before starting work on any section of your dissertation. 

Writing an Effective Chapter 4 Dissertation

i.  Outline Your Goals & Objectives

Before you begin writing this chapter, it's important to think about the goals and objectives you want to achieve with it.

• What are the main points you want to make?
• What do you expect your readers to understand after they've read this chapter?

Having clear goals and objectives before you start writing will help ensure that your chapter is focused and organized.

ii.  Explain Your Methodology

When it comes time to discuss your methodology in Chapter 4, include all relevant details about the methods you used during your research process.

It should include information about what kind of data or materials were collected, how they were analyzed, and why those particular methods were chosen for the study.

It's also important to explain any limitations or challenges encountered during data collection so that readers can fully understand the process.

iii.  Discuss Results & Analysis

In Chapter 4 dissertation, it's also essential to discuss the results of your research and any analysis conducted on those results.

It should include detailed descriptions of any patterns or trends in the data collected as well as a discussion on how those patterns or trends may relate to the existing literature in the field or could potentially lead to further research questions in the future.

Make sure that all data presented here is accurate and reliable; If any differences exist between what was anticipated and what was observed, note them here as well.

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Tips for writing your chapter 4.

Here are some suggestions to make the writing process simpler if you have a clear grasp of what should be in your chapter 4;

• Take notes throughout your entire research process so that it's easier for you to compile all relevant information into one cohesive document later on.
• Utilize headings to make it easier for readers to follow along with your arguments.
• Ensure all references are correctly cited using an accepted academic style such as APA, MLA or Harvard.
• Use diagrams or graphs when necessary to visually demonstrate key points or trends among variables.
• Always proofread and edit carefully before submitting each section, so the content is free from errors or inconsistencies.

Writing a dissertation can seem overwhelming at first glance, but with some guidance, knowledge, and practice, it can become much more manageable. This guide provides an overview of everything you need to know about chapter 4 to write an effective dissertation.

Be sure not to forget to discuss both the methodology used during research and any results or analysis obtained from research; these are both integral components of this section that must not be overlooked if an effective Chapter 4 is desired.

To gain more information and academic assistance, check out the following resources:

• How To Write a Report Introduction: A Step-By-Step Guide
• How To Write a Conclusion Good Paragraph: Examples and strategies for an effective conclusion
• Mastering the Art of Academic Writing: Tips and Tricks on How to Write Academically?

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Tips On How To Write The Chapter Four Of Your Final Year Project

Tips on how to write the chapter four of your final year project effectively.

In writing the  final year project , Students at times find it difficult to document their findings properly. In every research project, chapter four is the heart of the research work and sometimes, supervisors do not even start the reading of the research work from chapter one, but they jump to chapter four because that is the chapter that tells the reader all that was done, the instrument you used, how you analyzed your data and finally your findings.

The purpose of this chapter four in your final year project is to summarize the collected data and the statistical treatment, and or mechanics of analysis. The first paragraph should briefly restate the problem, taken from Chapter one, and explain the object of each experiment, question, or objective, point out salient results, and present those results by the table, figure, or other forms of summarized data. Select tables and figures carefully. Some studies are easier to defend if all the raw data is in this chapter; some are better if the bulk of the raw data is in an appendix.

Also, read this article – Step By Step Guide To Write A Good Research Proposal

Chapter four of a Qualitative Research work carries different titles such as ‘Analysis of Data’, ‘Results of Study’, ‘Analysis and Results’ and so forth but the keywords are ‘analysis’ and ‘results’ which implies that you have ‘analyzed’ the raw data and presenting the ‘results’ or what you discovered in the fieldwork carried out, in this Chapter.

Studies have shown that a greater number of students always find it difficult to document their findings correctly. You may have done a good job writing Chapter one (Introduction) , Chapter two ( Literature Review ), and Chapter three (Methodology) with such clarity and end up making a mess of Chapter four (Findings and Data Analysis).

Since chapter four is the heart of your research work and if your supervisor does not start the reading of your work from chapter one, but jump to chapter four which you have spent so much time collecting and analyzing data but do a poor job of reporting the results of the findings.

Also, read this article – Step By Step Instructions To Design And Develop A Questionnaire For A Final Year Project

Alternatively, after collecting all the data and your presentation of your results lack organization and clarity, your reader would struggle by trying to figure out what you have written, and by this, you’ve just wasted your precious time and possibly the cost of compiling the chapter.

Chapter four should ‘stand-alone:

 what does this mean?

This means that you could ask a friend to read it and he or she would understand what you discovered in your study without having to read Chapters one to three.

For you to achieve this, your chapter four should be aligned to the purpose of the study, the research questions, why the study was important, how it connects to the underlying theories, literature review, and reflective of the conceptual framework. Chapter four is the culmination of your study and represents your best thinking and how you answered the research question you had formulated and stated in chapter one of the research project.

Also, Read This Article – How To Write Effective Research Project Abstract

A good researcher should begin this chapter with two or three introductory paragraphs. A transition from chapter three is very important too. The researcher should also provide a very brief review of the overall research design. It is not necessary to list all of the secondary questions and hypotheses at the beginning of the chapter, but the introductory section of the chapter should focus the reader’s attention on the primary research question and hypothesis.

Don’t border detailing everything, the bulk of the chapter will consist of the presentation of findings for the secondary questions and hypotheses set forth in Chapter three.

In quantitative research, the results usually begin with a description of the sample, For example, the sample size, description of participants who were excluded, and why the handling of missing data.

Also, the descriptive statistics.  For example, frequencies and percentages for categorical variables, means, standard deviations, and ranges for continuously measured variables are presented, and normality of continuously measured variables is usually presented.

Address each hypothesis in turn, presenting a description of the analysis that was computed to address each hypothesis and the results of that analysis. State whether the null hypothesis was rejected.

Also, Read This Article – Trending Project Topics For Final Year Students At A Glance

Do not repeat in tedious prose that it is obvious for a knowledgeable peer to see at a glance.  The dissertation advisor usually has an opinion about the level of detail needed in this chapter.  Table titles and figure captions should be understandable without reading the chapter text.

Note all relevant results, even those that were contrary to the alternative hypotheses, or those that tend to distract from clear determinations.

Chapter Four Table Of Content

• Introduction to the Chapter.
• A transition from chapter three. (Very important)
• Provide a brief overview of the research project: as I stated earlier, chapter four should be able to stand alone, this means it should be presented in such a way that one can read it and understand everything about your study, this means that a BRIEF overview of the research project is very important in this chapter.
• Describe the purpose of the chapter.
• Explain the organization of the chapter.
• Data Analyses and Presentation of the Findings: this is the heart of this chapter, the presentation of the findings should be very concise and clear, make sure that you present it in such a way that even a layman can understand it.
•  State null hypothesis.
• Present the statistical results in a table.
• Draw statistical conclusions for accepted and rejected hypotheses.
• Draw a preliminary research conclusion
• Conclusion and Transition to Chapter Five

Also, Read This Article – How To Develop Effective And Unique Project Topics

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Research Guide

Chapter 4 research writing, 4.1 structure.

In this section, I focus on the main stages of the research writing process. Most of these concepts have been beautifully explained by Varanya Chaubey (2018) .We will be focusing on the book, but in this section, I compile some of the most interesting ideas and link them to other important aspects to consider when structuring an argument. Some of this material is structured with more detail on Laura Belcher’s book Writing your Journal Article in Twelve Weeks .

4.2 The Three Layer Method

Once we have found our research question and we obtained and processed the data we need to conduct our analysis, we need to write our results.

This method asks us to work from the general ideas to the details, using a descending structure , or a Three layer method .

This method is a 3-step process in which we start working by laying a foundation of the main project and build upon it. The concept is simple: we need to understand what we are doing, why and how before even immersing in the writing process. Otherwise, we will lose sight of the main objective. The process is straightforward and quite intuitive. I introduce the three stages of the process here and explain each of them below.

• Step 1: What are you saying?: This is the main argument that you are making. It is important to figure out if you actually have an argument. But I’ll come back to this point.
• Step 2: Express with an outline. You need to include additional information surrounding your argument, so the readers can answer follow-up questions and have additional details linked to your research question.
• Step 3: Develop your ideas in a draft. Once you have identified your main argument and have an outline, you need to structure the paragraphs in each section.

4.2.1 The Argument

Belcher (2019) defines an argument as: “your article’s most important idea sated in one or two sentences early and clearly in your article […], emerging from a theory and supported with evidence to convince the reader of its validity.”

This may sound trivial, but it is harder than it seems. Many times, we believe we already have an argument, but we really do not. Instead, we have sentences that are tautological or we are simply rephrasing a fact that is accepted by everyone. Therefore, Belcher proposes a set of tests to ensure that you actually have an argument (I am adapting the list for the purposes of this Guide):

Agree/disagree : Do we need evidence to agree or disagree with a particular statement? For instance, we do not need further evidence to the statement ‘The Earth is round’. But we may need evidence on the statement “Prep school is fundamental to children’s cognitive development.”

Dispute test : When a given statement can be the source of disagreement, then it seems that you may indeed have an argument. For instance, “Poorer people are less supportive of redistribution” (AEP, 2021)

Puzzle answer test : If your statement is providing a response to a question that people have about the world or their environment, you may have an argument.

Another important element is to differentiate your argument from your topic. The topic is the major issue you are interested in, whereas your argument explains the main finding (or initially, the hypothesis) of your paper.

Following the research question, an argument needs to be puzzling. It needs to provide relevant information that help us understand the world a little bit more. This is why your argument (as well as your research question) needs to go beyond the basic facts. It needs to provide enough detail as to make it interesting for a larger audience. This also entails that you need to provide more information than naming the main variables in your analysis (x causes Y). You need to specify the conditions and context that make this statement to hold.

Some other elements to consider when structuring your argument is to avoid including normative statements and speculations, More specifically, for quantitative papers:

Avoid including causal claims when the evidence does not allow you to do that . Causal analysis is key in our field, but correlations are important as well and they provide a value to understand our context a little bit more.

4.2.1.1 Finding your RAP

R : Have different versions of your research question to see what is the clearest way to introduce it to your readers.

P : This represents how you position the paper in the literature. This is constructed based on your literature review and the theory behind your question.

These three elements are interconnected. You need to find the best way to bring them all together and work with them to convey your argument.

4.2.2 Express your Ideas using an Outline

An empirical, quantitative, paper in economics (and political science) usually contains the following sections:

• Introduction
• Context (Literature Review) 4a. Theoretical papers contain mathematical models (we will not use those) 4b. Empirical Strategy
• Robustness checks and potential mechanisms (we will not focus on those)
• Final discussion (Conclusion)

We will talk more about each of these sections, but here, the main point to consider is that you need to create an outline that conveys the most important points of each section.

This is, after you have a clear argument, now you need to provide an answer to different questions that the readers may have. This is done by creating the headings and subheadings of each section. For instance, in a paper on mining in the Democratic Republic of the Congo (DRC), readers may be interested in learning why is mining important in the country and what types of mining take place in the country. This means that I need a general section on the context of mining in the DRC and then include subheadings explaining the different types of mining that I analyze.

You will do that for each section. In your outline, include the headings and subheadings, and a short paragraph indicating the main message of the section. This will then be enriched by secondary paragraphs.

Having this structure will allow you to include those sections that add value to your final paper and remove any additional information that is not key to support your main argument.

4.2.2.1 Drafting

Once you have your headings and subheadings, as well as the most important takeaways, it is time for you to start populating your paper. In the next section, I mention some of the elements that you need to include in the research paper. Here again, it is important that you plan the information that you will include and that each paragraph has a purpose, answering a question that is relevant to further your argument. Go for the general to the particular details.

The main thing to consider is that readers have very limited time and span of attention. You need to convey the main message at the beginning of the paper. Then, for each section, the main idea needs to be included in the first paragraph(s). Develop just one idea per paragraph and ensure that the main message is contained at the beginning.

Writing is an iterative process and you probably will spend more time rewriting a section than what you spent writing it for the first time. Don’t despair! We all go through the same process and you will get there. Just ensure that you structure and organize your process.

Chapter 4 Data Analysis and Findings

Guidance on writing the analysis chapter.

Raw data is useless to readers if not properly analyzed and interpreted. This is why the data analysis and findings chapter is the most important chapter in a thesis or dissertation.  It is also the most-engaging and time-consuming chapter to complete in a research project. The chapter addresses the research questions or hypotheses and fulfills the pre-stated research objectives. Also, it allows one to draw relevant conclusions and recommendations.  In writing your chapter 4, follow these guidelines;

Begin with a strong introduction : An introduction is important in this chapter. You can restate the purpose of the study and the research questions and/or hypotheses to draw the attention of the readers. Also, state the purpose of the chapter and describe how it is organized.

Present your results: Present the results of the analysis and organize them on the basis of the research questions or hypotheses. There are different ways that you can use to present the results depending on the analysis technique. However, the common method is the use of tables and/ or graphs. Ensure the information presented in the tables or graphs relate to the explanation provided.

Discuss your analysis results: Each table or graph should be accompanied by an explanation. It should be precise, specific, accurate, and describe the results depicted in the table or graph. Avoid lengthy discussions to avoid wasting the reader’s time but adequate to allow the reader to digest the results.

Provide a brief summary: Do not forget to conclude your analysis chapter. The conclusion should be a summary of your major findings. Also, include a brief transition to the next chapter. The conclusion should not exceed two paragraphs. After you complete writing your analysis chapter, proofread and edit it. Ensure the information presented in the tables and figures is visible.  Also, all figures and tables should be labeled.

Professional Analysis Chapter Writing Help

Completing chapter 4 seems easier said than done. This is because it requires a scholar to analyze the collected data, present the results of the analysis, and interpret the findings.  However, students can relax and have a peace of mind since our firm offers professional services with analysis and presentation of results. We are among the best online companies that provide excellent and top-notch data analysis and results help. Our experts have been in the writing industry for more than five years hence, they have acquired vast experience and mastered all the statistical knowledge and skills needed to analyze both simple and complex data. Do not waste your effort and time spent when gathering data by having your findings deemed irrelevant and ultimately rejected for incorrectly analyzed or poorly presented results. Feel free to engage our experts, and you will never be disappointed. Our services are easily accessible to our clients across the globe via emails, chats, and phone calls. We offer quick turnaround services, and our experts are readily available to give timely feedback on the progress of your work. Our data analysts are familiar and well conversant with different software, such as SPSS, R, and STATA, as well as qualitative data analysis methods such as thematic and content analysis. This means that our experts can analyze your data using your preferred data analysis method and/or software and select the most appropriate tests to accurately analyze and interpret your data in any professional field.

Professional Qualitative Data Analysis and Findings Chapter Writing Experts

Many scholars experience challenges in writing chapter 4 of their qualitative thesis, dissertation, or capstone project. This is because it requires one to report relevant findings and draw meaningful conclusions from non-numerical data. Also, it requires one to be conversant with the best techniques for analyzing qualitative data. Scholars use thematic or content analysis to interpret and understand interviews or social media posts and narrative analysis to gain valuable information from secondary sources of data. When you feel “I need help with my qualitative data analysis and findings,” engage our professional writers, and we will assist with completing your chapter 4.  Our qualitative dissertation and thesis analysis chapter experts will follow your instructions and have your findings done perfectly. Contact us and we will deliver a document that will satisfy your supervisor or chair in no time!

Reliable Quantitative Research Project Analysis Chapter Writing Services

Students sometimes fail their projects not because they do not have what it takes to compile their research project, but because they lack an understanding of the data collected. This makes quantitative analysis writing service a great necessity since it helps students to better comprehend their data and present meaningful results. Such service also helps to organize the results better to enhance fluency, readability, and consistency. Scholars who make use of our quantitative analysis writing service always get premium quality papers that take into account your instructions, comments, and ideas, as well as those of your supervisor or chair. We provide original, high-quality, and top-notch services that guarantee our clients complete satisfaction.  When you feel you need help with the analysis chapter of your quantitative project, visit us any time and you will submit research findings that you can count on for your academic success.

Academic research and writing

A concise introduction

Chapter 4 – Primer

Chapter 4 introduces you to the research process and its cornerstones. Every research project starts with an open-ended indirect research question, which is implicitly or explicitly accompanied by a research hypothesis. Often a research problem is substantiated by an ad-hoc hypothesis, which advances to a working hypothesis and ultimately will be developed into a scientific hypothesis. The logic and quality of hypotheses can differ and determine the success of the research process. Depending on their inner logic, scientific hypotheses can be formulated as cause-effect hypotheses, distribution hypotheses, correlation hypotheses and difference hypotheses. Based on their quality, scientific hypotheses can be differentiated into nomological hypotheses, quasi-nomological hypotheses and statistical hypotheses. The research approach has to match the research problem to be investigated. Literature-based research, theoretical research, developmental research, quantitative research, qualitative research or a mixture of the aforementioned approaches provide means to tackle a research problem at hand. Different academic disciplines favour different scientific styles that predetermine the applicable research approaches. Three general types of scientific styles are introduced and critically reflected: the theoretical solution-driven style, the empirical solution-driven style and the hypothesis-driven style.

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How To Write The Results/Findings Chapter

For qualitative studies (dissertations & theses).

By: Jenna Crossley (PhD). Expert Reviewed By: Dr. Eunice Rautenbach | August 2021

So, you’ve collected and analysed your qualitative data, and it’s time to write up your results chapter. But where do you start? In this post, we’ll guide you through the qualitative results chapter (also called the findings chapter), step by step. 

Overview: Qualitative Results Chapter

• What (exactly) the qualitative results chapter is
• What to include in your results chapter
• How to write up your results chapter
• A few tips and tricks to help you along the way
• Free results chapter template

What exactly is the results chapter?

The results chapter in a dissertation or thesis (or any formal academic research piece) is where you objectively and neutrally present the findings of your qualitative analysis (or analyses if you used multiple qualitative analysis methods ). This chapter can sometimes be combined with the discussion chapter (where you interpret the data and discuss its meaning), depending on your university’s preference.  We’ll treat the two chapters as separate, as that’s the most common approach.

In contrast to a quantitative results chapter that presents numbers and statistics, a qualitative results chapter presents data primarily in the form of words . But this doesn’t mean that a qualitative study can’t have quantitative elements – you could, for example, present the number of times a theme or topic pops up in your data, depending on the analysis method(s) you adopt.

Adding a quantitative element to your study can add some rigour, which strengthens your results by providing more evidence for your claims. This is particularly common when using qualitative content analysis. Keep in mind though that qualitative research aims to achieve depth, richness and identify nuances , so don’t get tunnel vision by focusing on the numbers. They’re just cream on top in a qualitative analysis.

So, to recap, the results chapter is where you objectively present the findings of your analysis, without interpreting them (you’ll save that for the discussion chapter). With that out the way, let’s take a look at what you should include in your results chapter.

What should you include in the results chapter?

As we’ve mentioned, your qualitative results chapter should purely present and describe your results , not interpret them in relation to the existing literature or your research questions . Any speculations or discussion about the implications of your findings should be reserved for your discussion chapter.

In your results chapter, you’ll want to talk about your analysis findings and whether or not they support your hypotheses (if you have any). Naturally, the exact contents of your results chapter will depend on which qualitative analysis method (or methods) you use. For example, if you were to use thematic analysis, you’d detail the themes identified in your analysis, using extracts from the transcripts or text to support your claims.

While you do need to present your analysis findings in some detail, you should avoid dumping large amounts of raw data in this chapter. Instead, focus on presenting the key findings and using a handful of select quotes or text extracts to support each finding . The reams of data and analysis can be relegated to your appendices.

While it’s tempting to include every last detail you found in your qualitative analysis, it is important to make sure that you report only that which is relevant to your research aims, objectives and research questions .  Always keep these three components, as well as your hypotheses (if you have any) front of mind when writing the chapter and use them as a filter to decide what’s relevant and what’s not.

Need a helping hand?

How do I write the results chapter?

Now that we’ve covered the basics, it’s time to look at how to structure your chapter. Broadly speaking, the results chapter needs to contain three core components – the introduction, the body and the concluding summary. Let’s take a look at each of these.

Section 1: Introduction

The first step is to craft a brief introduction to the chapter. This intro is vital as it provides some context for your findings. In your introduction, you should begin by reiterating your problem statement and research questions and highlight the purpose of your research . Make sure that you spell this out for the reader so that the rest of your chapter is well contextualised.

The next step is to briefly outline the structure of your results chapter. In other words, explain what’s included in the chapter and what the reader can expect. In the results chapter, you want to tell a story that is coherent, flows logically, and is easy to follow , so make sure that you plan your structure out well and convey that structure (at a high level), so that your reader is well oriented.

The introduction section shouldn’t be lengthy. Two or three short paragraphs should be more than adequate. It is merely an introduction and overview, not a summary of the chapter.

Pro Tip – To help you structure your chapter, it can be useful to set up an initial draft with (sub)section headings so that you’re able to easily (re)arrange parts of your chapter. This will also help your reader to follow your results and give your chapter some coherence.  Be sure to use level-based heading styles (e.g. Heading 1, 2, 3 styles) to help the reader differentiate between levels visually. You can find these options in Word (example below).

Section 2: Body

Before we get started on what to include in the body of your chapter, it’s vital to remember that a results section should be completely objective and descriptive, not interpretive . So, be careful not to use words such as, “suggests” or “implies”, as these usually accompany some form of interpretation – that’s reserved for your discussion chapter.

The structure of your body section is very important , so make sure that you plan it out well. When planning out your qualitative results chapter, create sections and subsections so that you can maintain the flow of the story you’re trying to tell. Be sure to systematically and consistently describe each portion of results. Try to adopt a standardised structure for each portion so that you achieve a high level of consistency throughout the chapter.

For qualitative studies, results chapters tend to be structured according to themes , which makes it easier for readers to follow. However, keep in mind that not all results chapters have to be structured in this manner. For example, if you’re conducting a longitudinal study, you may want to structure your chapter chronologically. Similarly, you might structure this chapter based on your theoretical framework . The exact structure of your chapter will depend on the nature of your study , especially your research questions.

As you work through the body of your chapter, make sure that you use quotes to substantiate every one of your claims . You can present these quotes in italics to differentiate them from your own words. A general rule of thumb is to use at least two pieces of evidence per claim, and these should be linked directly to your data. Also, remember that you need to include all relevant results , not just the ones that support your assumptions or initial leanings.

In addition to including quotes, you can also link your claims to the data by using appendices , which you should reference throughout your text. When you reference, make sure that you include both the name/number of the appendix , as well as the line(s) from which you drew your data.

As referencing styles can vary greatly, be sure to look up the appendix referencing conventions of your university’s prescribed style (e.g. APA , Harvard, etc) and keep this consistent throughout your chapter.

Section 3: Concluding summary

The concluding summary is very important because it summarises your key findings and lays the foundation for the discussion chapter . Keep in mind that some readers may skip directly to this section (from the introduction section), so make sure that it can be read and understood well in isolation.

In this section, you need to remind the reader of the key findings. That is, the results that directly relate to your research questions and that you will build upon in your discussion chapter. Remember, your reader has digested a lot of information in this chapter, so you need to use this section to remind them of the most important takeaways.

Importantly, the concluding summary should not present any new information and should only describe what you’ve already presented in your chapter. Keep it concise – you’re not summarising the whole chapter, just the essentials.

Tips for writing an A-grade results chapter

Now that you’ve got a clear picture of what the qualitative results chapter is all about, here are some quick tips and reminders to help you craft a high-quality chapter:

• Your results chapter should be written in the past tense . You’ve done the work already, so you want to tell the reader what you found , not what you are currently finding .
• Make sure that you review your work multiple times and check that every claim is adequately backed up by evidence . Aim for at least two examples per claim, and make use of an appendix to reference these.
• When writing up your results, make sure that you stick to only what is relevant . Don’t waste time on data that are not relevant to your research objectives and research questions.
• Use headings and subheadings to create an intuitive, easy to follow piece of writing. Make use of Microsoft Word’s “heading styles” and be sure to use them consistently.
• When referring to numerical data, tables and figures can provide a useful visual aid. When using these, make sure that they can be read and understood independent of your body text (i.e. that they can stand-alone). To this end, use clear, concise labels for each of your tables or figures and make use of colours to code indicate differences or hierarchy.
• Similarly, when you’re writing up your chapter, it can be useful to highlight topics and themes in different colours . This can help you to differentiate between your data if you get a bit overwhelmed and will also help you to ensure that your results flow logically and coherently.

If you have any questions, leave a comment below and we’ll do our best to help. If you’d like 1-on-1 help with your results chapter (or any chapter of your dissertation or thesis), check out our private dissertation coaching service here or book a free initial consultation to discuss how we can help you.

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23 Comments

This was extremely helpful. Thanks a lot guys

Hi, thanks for the great research support platform created by the gradcoach team!

I wanted to ask- While “suggests” or “implies” are interpretive terms, what terms could we use for the results chapter? Could you share some examples of descriptive terms?

I think that instead of saying, ‘The data suggested, or The data implied,’ you can say, ‘The Data showed or revealed, or illustrated or outlined’…If interview data, you may say Jane Doe illuminated or elaborated, or Jane Doe described… or Jane Doe expressed or stated.

I found this article very useful. Thank you very much for the outstanding work you are doing.

What if i have 3 different interviewees answering the same interview questions? Should i then present the results in form of the table with the division on the 3 perspectives or rather give a results in form of the text and highlight who said what?

I think this tabular representation of results is a great idea. I am doing it too along with the text. Thanks

That was helpful was struggling to separate the discussion from the findings

this was very useful, Thank you.

Very helpful, I am confident to write my results chapter now.

It is so helpful! It is a good job. Thank you very much!

Very useful, well explained. Many thanks.

Hello, I appreciate the way you provided a supportive comments about qualitative results presenting tips

I loved this! It explains everything needed, and it has helped me better organize my thoughts. What words should I not use while writing my results section, other than subjective ones.

Thanks a lot, it is really helpful

Thank you so much dear, i really appropriate your nice explanations about this.

Thank you so much for this! I was wondering if anyone could help with how to prproperly integrate quotations (Excerpts) from interviews in the finding chapter in a qualitative research. Please GradCoach, address this issue and provide examples.

what if I’m not doing any interviews myself and all the information is coming from case studies that have already done the research.

Very helpful thank you.

This was very helpful as I was wondering how to structure this part of my dissertation, to include the quotes… Thanks for this explanation

This is very helpful, thanks! I am required to write up my results chapters with the discussion in each of them – any tips and tricks for this strategy?

For qualitative studies, can the findings be structured according to the Research questions? Thank you.

Do I need to include literature/references in my findings chapter?

This was very helpful

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Chapter 4 – Data Analysis and Discussion (example)

Disclaimer: This is not a sample of our professional work. The paper has been produced by a student. You can view samples of our work here . Opinions, suggestions, recommendations and results in this piece are those of the author and should not be taken as our company views.

Type of Academic Paper – Dissertation Chapter

Academic Subject – Marketing

Word Count – 2964 words

Reliability Analysis

Before conducting any analysis on the data, all the data’s reliability was analyzed based on Cronbach’s Alpha value. The reliability analysis was performed on the complete data of the questionnaire. The reliability of the data was found to be (0.922), as shown in the results of the reliability analysis provided below in table 4.1. However, the complete results output of the reliability analysis is given in the appendix.

Reliability Analysis (N=200)

The Cronbach’s Alpha value between (0.7-1.0) is considered to have excellent reliability. The Cronbach’s Alpha value of the data was found to be (0.922); therefore, this indicated that the questionnaire data had excellent reliability. All of the 29 items of the questionnaire had excellent reliability, and if they are taken for further analysis, they can generate results with 92.2% reliability.

Frequency Distribution Analysis

First of all, the frequency distribution analysis was performed on the demographic variables using SPSS to identify the respondents’ demographic composition. Section 1 of the questionnaire had 5 demographic questions to identify; gender, age group, annual income, marital status, and education level of the research sample. The frequency distribution results shown in table 4.2 below indicated that there were 200 respondents in total, out of which 50% were male, and 50% were female. This shows that the research sample was free from gender-based biases as males and females had equal representation in the sample.

Moreover, the frequency distribution analysis suggested three age groups; ‘20-35’, ‘36-60’ and ‘Above 60’. 39% of the respondents belonged to the ‘20-35’ age group, while 56.5% of the respondents belonged to the ‘36-60’ age group and the remaining 4.5% belonged to the age group of ‘Above 60’.

Furthermore, the annual income level was divided into four categories. The income values were in GBP. It was found that 13% of the respondents had income ‘up to 30000’, 27% had income between ‘31000 to 50000’, 52.5% had income between ‘51000 to 100000’, and 7.5% had income ‘Above 100000’. This suggests that most of the respondents had an annual income between ‘31000 to 50000’ GBP.

The frequency distribution analysis indicated that 61% of respondents were single, while 39% were married, as indicated in table 4.2. This means that most of the respondents were single. Based on frequency distribution, it was also found that the education level of the respondents was analyzed using four categories of education level, namely; diploma, graduate, master, and doctorate. The results depicted that 37% of the respondents were diploma holders, 46% were graduates, 16% had master-level education, while only 2% had a doctorate. This suggests that most of the respondents were either graduate or diploma holders.

Frequency Distribution of the Demographic Characteristics of the respondents (N=200)

Multiple Regression Analysis

The hypotheses were tested using linear multiple regression analysis to determine which of the dependent variables had a significant positive effect on the customer loyalty of the five-star hotel brands. The results of the regression analysis are summarized in the following table 4.3. However, the complete SPSS output of the regression analysis is given in the appendix. Table 4.3

Multiple regression analysis showing the predictive values of dependent variables (Brand image, corporate identity, public relation, perceived quality, and trustworthiness) on customer loyalty (N=200)

Predictors: (Constant), Trustworthiness, Public Relation, Brand Image, Corporate Identity, Perceived Quality Dependent Variable: Customer Loyalty

The significance value (p-value) of ANOVA was found to be (0.000) as shown in the above

table, which was less than 0.05. This suggested that the model equation was significantly fitted

on the data. Moreover, the adjusted R-Square value was (0.897), which indicated that the model’s predictors explained 89.7% variation in customer loyalty.

Furthermore, the presence of the significant effect of the 5 predicting variables on customer loyalty was identified based on their sig. Values. The effect of a predicting variable is significant if its sig. Value is less than 0.05 or if its t-Statistics value is greater than 2. It was found that the variable ‘brand image’ had sig. Value (0.046), the variable ‘corporate identity had sig. Value (0.482), the variable ‘public relation’ had sig. Value (0.400), while the variable ‘perceived quality’ had sig. value (0.000), and the variable ‘trustworthiness’ had sig. value (0.652).

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Hypotheses Assessment

Based on the regression analysis, it was found that brand image and perceived quality have a significant positive effect on customer loyalty. In contrast, corporate identity, public relations, and trustworthiness have an insignificant effect on customer loyalty. Therefore the two hypotheses; H1 and H4 were accepted, however the three hypotheses; H2, H3, and H5 were rejected as indicated in table 4.4.

Hypothesis Assessment Summary Table (N=200)

The insignificant variables (corporate identity, public relation and trustworthiness) were excluded from equation 1. After excluding the insignificant variables from the model equation 1, the final equation becomes as follows;

Customer loyalty                 = α + 0.074 (Brand image) + 0.991 (Perceived quality) + €

The above equation suggests that a 1 unit increase in brand image is likely to result in 0.074 units increase customer loyalty. In comparison, 1 unit increase in perceived quality can result in 0.991 units increase in customer loyalty.

Cross Tabulation Analysis

To further explore the results, the demographic variables’ data were cross-tabulated against the respondents’ responses regarding customer loyalty using SPSS. In this regards the five demographic variables; gender, age group, annual income, marital status and education level were cross-tabulated against the five questions regarding customer loyalty to know the difference between the customer loyalty of five-star hotels of UK based on demographic differences. The results of the cross-tabulation analysis are given in the appendix. The results are graphically presented in bar charts too, which are also given in the appendix.

Cross Tabulation of Gender against Customer Loyalty

The gender was cross-tabulated against question 1 to 5 of the questionnaire to identify the gender differences between male and female respondents’ responses regarding customer loyalty of five-star hotels of the UK. The results indicated that out of 100 males, 57% were extremely agreed that they stay at one hotel, while out of 100 females, 80% were extremely agreed they stay at one hotel. This shows that in comparison with a male, females were more agreed that they stayed at one hotel and were found to be more loyal towards their respective hotel brands.

The cross-tabulation results further indicated that out of 100 males, 53% agreed that they always say positive things about their respective hotel brand to other people. In contrast, out of 100 females, 77% were extremely agreed. Based on the results, the females were found to be in more agreement than males that they always say positive things about their respective hotel brand to other people.

It was further found that out of 100 males, 53% were extremely agreed that they recommend their hotel brand to others, however, out of 100 females, 74% were extremely agreed to this statement. This result also suggested that females were more in agreement than males to recommend their hotel brand to others.

Moreover, it was found that out of 100 males, 54% were extremely agreed that they don’t seek alternative hotel brands, while out of 100 females, 79% were extremely agreed to this statement. This result also suggested that females were more agreed than males that they don’t seek alternative hotel brands, and so were found to be more loyal than males.

Furthermore, it was identified that out of 100 male respondents 56% were extremely agreed that they would continue to go to the same hotel irrespective of the prices, however out of 100 females 79% were extremely agreed. Based on this result, it was clear that females were more agreed than males that they would continue to go to the same hotel irrespective of the prices, so females were found to be more loyal than males.

After cross tabulating ‘gender’ against the response of the 5 questions regarding customer loyalty the females were found to be more loyal customers of the five-star hotel brands than males as they were found to be more in agreement than the man that they stay at one hotel, always say positive things about their hotel brand to other people, recommend their hotel brand to others, don’t seek alternative hotel brands and would continue to go to the same hotel irrespective of the prices.

Cross Tabulation of Age Group against Customer Loyalty

Afterward, the second demographic variable, ‘age groups’ was cross-tabulated against questions 1 to 5 of the questionnaire to identify the difference between the customer loyalty of customers of different age groups. The results indicated that out of 78 respondents between 20 to 35 years of age, 61.5% were extremely agreed that they stayed at one hotel. While out of 113 respondents who were between 36 to 60 years of age, 72.6% were extremely agreed that they always stay at one hotel. However, out of 9 respondents who were above 60 years of age, 77.8% agreed that they always stay at one hotel. This indicated that customers of 36-60 and above 60 age groups were more loyal to their hotel brands as they were keener to stay at a respective hotel brand.

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Cross Tabulation of Annual Income against Customer Loyalty

The third demographic variable, ‘annual income’ was cross-tabulated against questions 1 to 5 of the questionnaire to identify which of the customers were most loyal based on their respective annual income levels. The results indicated that out of 26 respondents who had annual income up to 30000 GBP, 84.6% were extremely agreed that they always stay at one hotel. However, out of 54 respondents who had annual income from 31000 to 50000 GBP, 98.1% agreed that they always stay at one hotel. Although out of 105 respondents had annual income from 50000 to 100000 GBP, 49.5% were extremely agreed that they always stay at one hotel. While out of 10 respondents who had annual income from 50000 to 1000000 GBP, 66.7% agreed that they always stay at one hotel. This indicated that customers of annual income levels from 31000 to 50000 GBP were more loyal to their hotel brands than the customers having other annual income levels.

Cross Tabulation of Marital Status against Customer Loyalty

Furthermore, the fourth demographic variable the ‘marital status’ was cross-tabulated against questions 1 to 5 of the questionnaire to understand the difference between married and unmarried respondents regarding customer loyalty of five-star hotels of the UK. The cross-tabulation analysis results indicated that out of 122 single respondents, 59.8% were extremely agreed that they stay at one hotel. However, out of 78 married respondents, around 82% of respondents agreed that they stay at one hotel. Thus, the married customers were more loyal to their hotel brands than unmarried customers because, in comparison, married customers prefer to stay at one hotel brand.

To proceed with the cross-tabulation results, out of 122 single respondents, 55.7% were extremely agreed upon always saying positive things about their hotel brands to other people. On the other hand, out of 78 married respondents, 79.5% were extremely agreed. Hence, upon evaluating the results, it can be said that married customers have more customer loyalty as they are in more agreement than singles. They always give positive feedback regarding their respective hotel brand to other people.

Cross Tabulation of Education Level against Customer Loyalty

Subsequently, the fifth demographic variable, ‘education level’ was cross-tabulated against questions 1 to 5 of the questionnaire to identify which of the customers were most loyal based on their respective education levels. The results indicated that out of 50 respondents who were diploma holders, 67.6% were extremely agreed that they always stay at one hotel. While out of 64 respondents who were graduates, 69.6% were extremely agreed that they always stay at one hotel. Although out of 22 respondents who were masters, 68.8% were extremely agreed that they always stay at one hotel. However, out of 2 respondents with doctorates, 50% were extremely agreed to always stay at one hotel. This indicated that customers who were graduates were more loyal than the customers with diplomas, masters, or doctorates.

Moreover, 66.2% of the diploma holders were extremely agreed that they always say positive things about their hotel brand to other people. In comparison, 64.1% of the respondents who were graduates were extremely agreed. However, 65.5% of the respondents who had masters were extremely agreed, and 50% of the respondents who had doctorates agreed with the statement. Based on this result customers having masters were the most loyal customers of their respective five-star hotel brands.

Need a Dissertation Chapter On a Similar Topic?

In this subsection, the findings of this study are compared and contrasted with the literature to identify which of the past research supports the present research findings. This present study based on regression analysis suggested that brand image can have a significant positive effect on the customer loyalty of five-star hotels in the UK. This finding was supported by the research of Heung et al. (1996), who also suggested that the hotel’s brand image can play a vital role in preserving a high ratio of customer loyalty.

Moreover, this present study also suggested that perceived quality was the second factor that was found to have a significant positive effect on customer loyalty. The perceived quality was evaluated based on; service quality, comfort, staff courtesy, customer satisfaction, and service quality expectations. In this regard, Tat and Raymond (2000) research supports the findings of this study. The staff service quality was found to affect customer loyalty and the level of satisfaction. Teas (1994) had also found service quality to affect customer loyalty. However, Teas also found that staff empathy (staff courtesy) towards customers can also affect customer loyalty. The research of Rowley and Dawes (1999) also supports the finding of this present study. The users’ expectations about the quality and nature of the services affect customer loyalty. A study by Oberoi and Hales (1990) was found to agree with the present study’s findings, as they had found the quality of staff service to affect customer loyalty.

Summary of the Findings

• The brand image was found to have a significant positive effect on customer loyalty. Therefore customer loyalty is likely to increase with the increase in brand image.
• The corporate identity was found to have an insignificant effect on customer loyalty. Therefore customer loyalty is not likely to increase with the increase in corporate identity.
• Public relations was found to have an insignificant effect on customer loyalty. Therefore customer loyalty is not likely to increase with the increase in public relations.
• Perceived quality was found to have a significant positive effect on customer loyalty. Therefore customer loyalty is likely to increase with the increase in perceived quality.
• Trustworthiness was found to have an insignificant effect on customer loyalty. Therefore customer loyalty is not likely to increase with the increase in trustworthiness.
• The female customers were found to be more loyal customers of the five-star hotel brands than male customers.
• The customers of age from 36 to 60 years were more loyal to their hotel brands than the customers of age from 20 to 35 and above 60.
• The customers who had annual income from 31000 to 50000 were more loyal customers of their respective hotel brands than those who had an annual income level of less than 31000 or more than 50000.
• The married respondents had more customer loyalty than unmarried customers, towards five-star hotel brands of the UK.

The customers who had bachelor degrees and the customers who had master degrees were more loyal to the customers who had a diploma or doctorate.

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Frequently Asked Questions

How to write the results chapter of a dissertation.

To write the Results chapter of a dissertation:

• Present findings objectively.
• Use tables, graphs, or charts for clarity.
• Refer to research questions/hypotheses.
• Provide sufficient details.
• Avoid interpretation; save that for the Discussion chapter.

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CHAPTER FOUR PRESENTATION AND DISCUSSION OF FINDINGS

• February 2021

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Chapter 4: The Pact for the Future and the Intergenerational Multiplier Effect

By  eliane el haber  •  nudhara yusuf, international & regional organizations.

• September 5, 2024

‘Youth and Future Generations’ have been an overarching theme of the Summit of the Future since its conception in the 2021 Our Common Agenda (OCA) report, produced by UN Secretary-General Antonio Guterres in response to the UN’s 75th Anniversary Political Declaration . Today, this theme is captured as the fourth Chapter of the Summit’s chief outcome document, the Pact for the Future, which as of its third Revision , has four actions and an annexed Declaration on Future Generations . While a consistent message of the Pact’s process has been establishing a clear distinction between youth and future generations as two separate stakeholder groups, a core point of intersection in our impact toward youth and future generations is in the ‘ intergenerational multiplier effect’ –a concept introduced in Stimson’s 2022 Rethinking Global Cooperation report and worth further unpacking in the context of the Summit. 

First, some background on where things stand as of the publication of this article. Chapter four of the Pact for the Future currently has four main actions:

(i) Action 37. We will invest in the social and economic development of children and young people so they can reach their full potential.

(ii) Action 38. We will promote, protect and respect the human rights of all young people and foster social inclusion and integration.

(iii) Action 39. We will strengthen meaningful youth participation at the national level.

(iv) Action 40. We will strengthen meaningful youth participation at the international level.

Action 40 also includes a call for contributions to the UN Youth Fund to facilitate stronger youth participation, as well as developing core principles for meaningful youth engagement across the UN system, in part building on the Youth2030 framework . Additionally, around the world due to the current polycrisis faced by global and national systems, millions of young people lack the essential conditions to realize their potential and human rights. To address these challenges, the Pact commits to investing in youth education, healthcare, and social protection, ensuring equitable access to opportunities. Education is positioned as a cornerstone for empowering youth, equipping them with crucial skills and knowledge necessary for effective participation in decision-making processes–true for both the Declaration on Future Generations and the Pact–building off the Transforming Education Summit that kicked off the series of OCA Summits back in 2022. 

The fourth chapter of the pact is annexed with the Declaration on Future Generations (DFG), which at its third revision is structured with Guiding principles, Commitments, and Actions. The resources listed below from the Summit of the Future Information Clearing House Bulletin provide comparisons of the DFG across different revisions. Critically, the declaration defines what the international community, and the UN’s 193 Member States, understand ‘future generations’ to be, and our resultant duties toward them. This is an interesting commentary in itself on global governance’s circular approach to complex problems, given the Brundtland Commission defined Sustainable Development as “meeting the needs of the present without compromising the ability of future generations to meet their own needs,” back in 1987 and the 2016 Sustainable Development Goals were built on this definition, but it has taken us another 37 years to go back and define what we meant by future generations and thus secure our commitment toward them.

The relevance and impact of the commitments in Chapter 4, along with the Declaration on Future Generations, are, therefore, profound and essential for fostering sustainable development today and the sustainable futures of tomorrow. In the same way, we cannot discriminate between where people live, the Summit of the Future realizes that we cannot discriminate between when people live. This is the crux behind the intergenerational multiplier effect. 

With every generation, our society multiplies both our positive and negative governance approaches and consequences. For example, the impact of conflict or economic crisis deepens with every generation, but so too does the benefit of a peace accord or investment in quality education. The horizontal inequalities of today (across ethnicity, race, caste, or gender), become the vertical inequalities of the next generation (across economic wealth, employment opportunities, and conflict situations). Equally, the investments made and policies implemented to reduce inequalities, through strategic foresight, data-driven decision-making, and a whole-of-society approach that includes civil society and the private sector, will land us on the positive side of that multiplier effect with more resilience per generation, more welfare, safety, and wellbeing. 

The intergenerational multiplier effect is simply a model that connects the policies today with the impact of outcomes tomorrow. This is where the investment in young people becomes critical. With today’s youth representing the largest demographic in history, particularly in developing countries, their empowerment is crucial for driving positive societal change. Young people do not play a proximal role to future generations. Their agency is not that they are closer to future generations–every generation is a future generation (a future older, middle-aged, or younger generation). Instead, young people play a transitive role. Every generation yet to be born will be younger before they are older. Thus, if we set up the right positive multiplier effects for our young people, we set up every generation for success. 

What is clear, is that with the number of tipping points the world faces today (from climate to conflict, to potential pandemics), the steepness of this multiplier is potentially the greatest it has been in history. We stand at the precipice of the last generations that can do something about challenges like climate change, and the first generations to consider how we face new risks and opportunities like artificial intelligence. All the while, we continue to fight the same challenges as our ancestors in increasing education, economic opportunities, and collective well-being. 

Chapter four of the Pact for the Future and the annexed Declaration on Future Generations are key policy tools to help the global system concretize what our commitments and actions ought to be. The focus now needs to be on implementation and follow-through. Here, the 47th paragraph of the draft Declaration on Future Generations becomes the most critical. A Special Envoy for Future Generations, a high-level Forum on Future Generations, and a review report will be essential tools to ensure the ideas in the Declaration on Future Generations are not just ‘nice ideas’ but have an impact on the way we think about the three key pillars of the UN. Equally, the review of the Pact for the Future at the 83rd UN General Assembly session in 2028 must be complemented with action across multistakeholder partnerships such as ImPact Coalitions and other groups, across the next four years. 

This is the UN leading a discussion to reframe how we think about the impact of our actions. It’s worth paying attention to.

Nudhara Yusuf is Executive Coordinator of the Global Governance Innovation Network at the Stimson Center and Co-Chair of the 2024 UN Civil Society Conference in Support of the Summit of the Future

Eliane el Haber is the Chapter 4 Analyst of the Summit of the Future Information Clearing House Bulletin and a Lebanese Education activist.

Additional Resources

• Pact for the Future Ch4: Zero draft vs Rev 1
• Pact for the Future Ch4: Rev 1 vs Rev 2
• Pact for the Future Ch4: Rev 2 vs Rev 3
• Summit of the Future Website
• Declaration on Future Generations webpage

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