Research methodology vs. research methods
The research methodology or design is the overall strategy and rationale that you used to carry out the research. Whereas, research methods are the specific tools and processes you use to gather and understand the data you need to test your hypothesis.
To further understand research methodology, let’s explore some examples of research methodology:
a. Qualitative research methodology example: A study exploring the impact of author branding on author popularity might utilize in-depth interviews to gather personal experiences and perspectives.
b. Quantitative research methodology example: A research project investigating the effects of a book promotion technique on book sales could employ a statistical analysis of profit margins and sales before and after the implementation of the method.
c. Mixed-Methods research methodology example: A study examining the relationship between social media use and academic performance might combine both qualitative and quantitative approaches. It could include surveys to quantitatively assess the frequency of social media usage and its correlation with grades, alongside focus groups or interviews to qualitatively explore students’ perceptions and experiences regarding how social media affects their study habits and academic engagement.
These examples highlight the meaning of methodology in research and how it guides the research process, from data collection to analysis, ensuring the study’s objectives are met efficiently.
When it comes to writing your study, the methodology in research papers or a dissertation plays a pivotal role. A well-crafted methodology section of a research paper or thesis not only enhances the credibility of your research but also provides a roadmap for others to replicate or build upon your work.
Wondering how to write the research methodology section? Follow these steps to create a strong methods chapter:
At the start of a research paper , you would have provided the background of your research and stated your hypothesis or research problem. In this section, you will elaborate on your research strategy.
Begin by restating your research question and proceed to explain what type of research you opted for to test it. Depending on your research, here are some questions you can consider:
a. Did you use qualitative or quantitative data to test the hypothesis?
b. Did you perform an experiment where you collected data or are you writing a dissertation that is descriptive/theoretical without data collection?
c. Did you use primary data that you collected or analyze secondary research data or existing data as part of your study?
These questions will help you establish the rationale for your study on a broader level, which you will follow by elaborating on the specific methods you used to collect and understand your data.
Now that you have told your reader what type of research you’ve undertaken for the dissertation, it’s time to dig into specifics. State what specific methods you used and explain the conditions and variables involved. Explain what the theoretical framework behind the method was, what samples you used for testing it, and what tools and materials you used to collect the data.
Once you have explained the data collection process, explain how you analyzed and studied the data. Here, your focus is simply to explain the methods of analysis rather than the results of the study.
Here are some questions you can answer at this stage:
a. What tools or software did you use to analyze your results?
b. What parameters or variables did you consider while understanding and studying the data you’ve collected?
c. Was your analysis based on a theoretical framework?
Your mode of analysis will change depending on whether you used a quantitative or qualitative research methodology in your study. If you’re working within the hard sciences or physical sciences, you are likely to use a quantitative research methodology (relying on numbers and hard data). If you’re doing a qualitative study, in the social sciences or humanities, your analysis may rely on understanding language and socio-political contexts around your topic. This is why it’s important to establish what kind of study you’re undertaking at the onset.
Now that you have gone through your research process in detail, you’ll also have to make a case for it. Justify your choice of methodology and methods, explaining why it is the best choice for your research question. This is especially important if you have chosen an unconventional approach or you’ve simply chosen to study an existing research problem from a different perspective. Compare it with other methodologies, especially ones attempted by previous researchers, and discuss what contributions using your methodology makes.
No matter how thorough a methodology is, it doesn’t come without its hurdles. This is a natural part of scientific research that is important to document so that your peers and future researchers are aware of it. Writing in a research paper about this aspect of your research process also tells your evaluator that you have actively worked to overcome the pitfalls that came your way and you have refined the research process.
1. Remember who you are writing for. Keeping sight of the reader/evaluator will help you know what to elaborate on and what information they are already likely to have. You’re condensing months’ work of research in just a few pages, so you should omit basic definitions and information about general phenomena people already know.
2. Do not give an overly elaborate explanation of every single condition in your study.
3. Skip details and findings irrelevant to the results.
4. Cite references that back your claim and choice of methodology.
5. Consistently emphasize the relationship between your research question and the methodology you adopted to study it.
To sum it up, what is methodology in research? It’s the blueprint of your research, essential for ensuring that your study is systematic, rigorous, and credible. Whether your focus is on qualitative research methodology, quantitative research methodology, or a combination of both, understanding and clearly defining your methodology is key to the success of your research.
Once you write the research methodology and complete writing the entire research paper, the next step is to edit your paper. As experts in research paper editing and proofreading services , we’d love to help you perfect your paper!
Here are some other articles that you might find useful:
What does research methodology mean, what types of research methodologies are there, what is qualitative research methodology, how to determine sample size in research methodology, what is action research methodology.
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This is very simplified and direct. Very helpful to understand the research methodology section of a dissertation
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The methods section describes actions taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understanding the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and reliability. The methodology section of a research paper answers two main questions: How was the data collected or generated? And, how was it analyzed? The writing should be direct and precise and always written in the past tense.
Kallet, Richard H. "How to Write the Methods Section of a Research Paper." Respiratory Care 49 (October 2004): 1229-1232.
You must explain how you obtained and analyzed your results for the following reasons:
Bem, Daryl J. Writing the Empirical Journal Article. Psychology Writing Center. University of Washington; Denscombe, Martyn. The Good Research Guide: For Small-Scale Social Research Projects . 5th edition. Buckingham, UK: Open University Press, 2014; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008.
I. Groups of Research Methods
There are two main groups of research methods in the social sciences:
II. Content
The introduction to your methodology section should begin by restating the research problem and underlying assumptions underpinning your study. This is followed by situating the methods you used to gather, analyze, and process information within the overall “tradition” of your field of study and within the particular research design you have chosen to study the problem. If the method you choose lies outside of the tradition of your field [i.e., your review of the literature demonstrates that the method is not commonly used], provide a justification for how your choice of methods specifically addresses the research problem in ways that have not been utilized in prior studies.
The remainder of your methodology section should describe the following:
In addition, an effectively written methodology section should:
NOTE: Once you have written all of the elements of the methods section, subsequent revisions should focus on how to present those elements as clearly and as logically as possibly. The description of how you prepared to study the research problem, how you gathered the data, and the protocol for analyzing the data should be organized chronologically. For clarity, when a large amount of detail must be presented, information should be presented in sub-sections according to topic. If necessary, consider using appendices for raw data.
ANOTHER NOTE: If you are conducting a qualitative analysis of a research problem , the methodology section generally requires a more elaborate description of the methods used as well as an explanation of the processes applied to gathering and analyzing of data than is generally required for studies using quantitative methods. Because you are the primary instrument for generating the data [e.g., through interviews or observations], the process for collecting that data has a significantly greater impact on producing the findings. Therefore, qualitative research requires a more detailed description of the methods used.
YET ANOTHER NOTE: If your study involves interviews, observations, or other qualitative techniques involving human subjects , you may be required to obtain approval from the university's Office for the Protection of Research Subjects before beginning your research. This is not a common procedure for most undergraduate level student research assignments. However, i f your professor states you need approval, you must include a statement in your methods section that you received official endorsement and adequate informed consent from the office and that there was a clear assessment and minimization of risks to participants and to the university. This statement informs the reader that your study was conducted in an ethical and responsible manner. In some cases, the approval notice is included as an appendix to your paper.
III. Problems to Avoid
Irrelevant Detail The methodology section of your paper should be thorough but concise. Do not provide any background information that does not directly help the reader understand why a particular method was chosen, how the data was gathered or obtained, and how the data was analyzed in relation to the research problem [note: analyzed, not interpreted! Save how you interpreted the findings for the discussion section]. With this in mind, the page length of your methods section will generally be less than any other section of your paper except the conclusion.
Unnecessary Explanation of Basic Procedures Remember that you are not writing a how-to guide about a particular method. You should make the assumption that readers possess a basic understanding of how to investigate the research problem on their own and, therefore, you do not have to go into great detail about specific methodological procedures. The focus should be on how you applied a method , not on the mechanics of doing a method. An exception to this rule is if you select an unconventional methodological approach; if this is the case, be sure to explain why this approach was chosen and how it enhances the overall process of discovery.
Problem Blindness It is almost a given that you will encounter problems when collecting or generating your data, or, gaps will exist in existing data or archival materials. Do not ignore these problems or pretend they did not occur. Often, documenting how you overcame obstacles can form an interesting part of the methodology. It demonstrates to the reader that you can provide a cogent rationale for the decisions you made to minimize the impact of any problems that arose.
Literature Review Just as the literature review section of your paper provides an overview of sources you have examined while researching a particular topic, the methodology section should cite any sources that informed your choice and application of a particular method [i.e., the choice of a survey should include any citations to the works you used to help construct the survey].
It’s More than Sources of Information! A description of a research study's method should not be confused with a description of the sources of information. Such a list of sources is useful in and of itself, especially if it is accompanied by an explanation about the selection and use of the sources. The description of the project's methodology complements a list of sources in that it sets forth the organization and interpretation of information emanating from those sources.
Azevedo, L.F. et al. "How to Write a Scientific Paper: Writing the Methods Section." Revista Portuguesa de Pneumologia 17 (2011): 232-238; Blair Lorrie. “Choosing a Methodology.” In Writing a Graduate Thesis or Dissertation , Teaching Writing Series. (Rotterdam: Sense Publishers 2016), pp. 49-72; Butin, Dan W. The Education Dissertation A Guide for Practitioner Scholars . Thousand Oaks, CA: Corwin, 2010; Carter, Susan. Structuring Your Research Thesis . New York: Palgrave Macmillan, 2012; Kallet, Richard H. “How to Write the Methods Section of a Research Paper.” Respiratory Care 49 (October 2004):1229-1232; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008. Methods Section. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Rudestam, Kjell Erik and Rae R. Newton. “The Method Chapter: Describing Your Research Plan.” In Surviving Your Dissertation: A Comprehensive Guide to Content and Process . (Thousand Oaks, Sage Publications, 2015), pp. 87-115; What is Interpretive Research. Institute of Public and International Affairs, University of Utah; Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University; Methods and Materials. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College.
Statistical Designs and Tests? Do Not Fear Them!
Don't avoid using a quantitative approach to analyzing your research problem just because you fear the idea of applying statistical designs and tests. A qualitative approach, such as conducting interviews or content analysis of archival texts, can yield exciting new insights about a research problem, but it should not be undertaken simply because you have a disdain for running a simple regression. A well designed quantitative research study can often be accomplished in very clear and direct ways, whereas, a similar study of a qualitative nature usually requires considerable time to analyze large volumes of data and a tremendous burden to create new paths for analysis where previously no path associated with your research problem had existed.
To locate data and statistics, GO HERE .
Knowing the Relationship Between Theories and Methods
There can be multiple meaning associated with the term "theories" and the term "methods" in social sciences research. A helpful way to delineate between them is to understand "theories" as representing different ways of characterizing the social world when you research it and "methods" as representing different ways of generating and analyzing data about that social world. Framed in this way, all empirical social sciences research involves theories and methods, whether they are stated explicitly or not. However, while theories and methods are often related, it is important that, as a researcher, you deliberately separate them in order to avoid your theories playing a disproportionate role in shaping what outcomes your chosen methods produce.
Introspectively engage in an ongoing dialectic between the application of theories and methods to help enable you to use the outcomes from your methods to interrogate and develop new theories, or ways of framing conceptually the research problem. This is how scholarship grows and branches out into new intellectual territory.
Reynolds, R. Larry. Ways of Knowing. Alternative Microeconomics . Part 1, Chapter 3. Boise State University; The Theory-Method Relationship. S-Cool Revision. United Kingdom.
Methods and the Methodology
Do not confuse the terms "methods" and "methodology." As Schneider notes, a method refers to the technical steps taken to do research . Descriptions of methods usually include defining and stating why you have chosen specific techniques to investigate a research problem, followed by an outline of the procedures you used to systematically select, gather, and process the data [remember to always save the interpretation of data for the discussion section of your paper].
The methodology refers to a discussion of the underlying reasoning why particular methods were used . This discussion includes describing the theoretical concepts that inform the choice of methods to be applied, placing the choice of methods within the more general nature of academic work, and reviewing its relevance to examining the research problem. The methodology section also includes a thorough review of the methods other scholars have used to study the topic.
Bryman, Alan. "Of Methods and Methodology." Qualitative Research in Organizations and Management: An International Journal 3 (2008): 159-168; Schneider, Florian. “What's in a Methodology: The Difference between Method, Methodology, and Theory…and How to Get the Balance Right?” PoliticsEastAsia.com. Chinese Department, University of Leiden, Netherlands.
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The research methodology section of any academic research paper gives you the opportunity to convince your readers that your research is useful and will contribute to your field of study. An effective research methodology is grounded in your overall approach – whether qualitative or quantitative – and adequately describes the methods you used. Justify why you chose those methods over others, then explain how those methods will provide answers to your research questions. [1] X Research source
To write a research methodology, start with a section that outlines the problems or questions you'll be studying, including your hypotheses or whatever it is you're setting out to prove. Then, briefly explain why you chose to use either a qualitative or quantitative approach for your study. Next, go over when and where you conducted your research and what parameters you used to ensure you were objective. Finally, cite any sources you used to decide on the methodology for your research. To learn how to justify your choice of methods in your research methodology, scroll down! Did this summary help you? Yes No
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In this article I will show you how to write a research paper using the four LEAP writing steps. The LEAP academic writing approach is a step-by-step method for turning research results into a published paper .
The LEAP writing approach has been the cornerstone of the 70 + research papers that I have authored and the 3700+ citations these paper have accumulated within 9 years since the completion of my PhD. I hope the LEAP approach will help you just as much as it has helped me to make an real, tangible impact with my research.
I designed the LEAP writing approach not only for merely writing the papers. My goal with the writing system was to show young scientists how to first think about research results and then how to efficiently write each section of the research paper.
In other words, you will see how to write a research paper by first analyzing the results and then building a logical, persuasive arguments. In this way, instead of being afraid of writing research paper, you will be able to rely on the paper writing process to help you with what is the most demanding task in getting published – thinking.
The four research paper writing steps according to the LEAP approach:
I will show each of these steps in detail. And you will be able to download the LEAP cheat sheet for using with every paper you write.
But before I tell you how to efficiently write a research paper, I want to show you what is the problem with the way scientists typically write a research paper and why the LEAP approach is more efficient.
Writing a research paper can be tough, especially for a young scientist. Your reasoning needs to be persuasive and thorough enough to convince readers of your arguments. The description has to be derived from research evidence, from prior art, and from your own judgment. This is a tough feat to accomplish.
The figure below shows the sequence of the different parts of a typical research paper. Depending on the scientific journal, some sections might be merged or nonexistent, but the general outline of a research paper will remain very similar.
Here is the problem: Most people make the mistake of writing in this same sequence.
While the structure of scientific articles is designed to help the reader follow the research, it does little to help the scientist write the paper. This is because the layout of research articles starts with the broad (introduction) and narrows down to the specifics (results). See in the figure below how the research paper is structured in terms of the breath of information that each section entails.
For a scientist, it is much easier to start writing a research paper with laying out the facts in the narrow sections (i.e. results), step back to describe them (i.e. write the discussion), and step back again to explain the broader picture in the introduction.
For example, it might feel intimidating to start writing a research paper by explaining your research’s global significance in the introduction, while it is easy to plot the figures in the results. When plotting the results, there is not much room for wiggle: the results are what they are.
Starting to write a research papers from the results is also more fun because you finally get to see and understand the complete picture of the research that you have worked on.
Most importantly, following the LEAP approach will help you first make sense of the results yourself and then clearly communicate them to the readers. That is because the sequence of writing allows you to slowly understand the meaning of the results and then develop arguments for presenting to your readers.
I have personally been able to write and submit a research article in three short days using this method.
You have worked long hours on a research project that has produced results and are no doubt curious to determine what they exactly mean. There is no better way to do this than by preparing figures, graphics and tables. This is what the first LEAP step is focused on – diving into the results.
Your first task is to try out different ways of visually demonstrating the research results. In many fields, the central items of a journal paper will be charts that are based on the data generated during research. In other fields, these might be conceptual diagrams, microscopy images, schematics and a number of other types of scientific graphics which should visually communicate the research study and its results to the readers. If you have reasonably small number of data points, data tables might be useful as well.
Now that you have your data charts, graphics and tables laid out in front of you – describe what you see in them. Seek to answer the question: What have I found? Your statements should progress in a logical sequence and be backed by the visual information. Since, at this point, you are simply explaining what everyone should be able to see for themselves, you can use a declarative tone: The figure X demonstrates that…
The core aspect of your research paper is not actually the results; it is the explanation of their meaning. In the second LEAP step, you will do some heavy lifting by guiding the readers through the results using logic backed by previous scientific research.
To define the central message of your research paper, imagine how you would explain your research to a colleague in 20 seconds . If you succeed in effectively communicating your paper’s message, a reader should be able to recount your findings in a similarly concise way even a year after reading it. This clarity will increase the chances that someone uses the knowledge you generated, which in turn raises the likelihood of citations to your research paper.
In the discussion section you have to demonstrate why your research paper is worthy of publishing. In other words, you must now answer the all-important So what? question . How well you do so will ultimately define the success of your research paper.
Here are three steps to get started with writing the discussion section:
Since some readers might just skim through your research paper and turn directly to the conclusions, it is a good idea to make conclusion a standalone piece. In the first few sentences of the conclusions, briefly summarize the methodology and try to avoid using abbreviations (if you do, explain what they mean).
After this introduction, summarize the findings from the discussion section. Either paragraph style or bullet-point style conclusions can be used. I prefer the bullet-point style because it clearly separates the different conclusions and provides an easy-to-digest overview for the casual browser. It also forces me to be more succinct.
The objective is a short, clear statement defining the paper’s research goals. It can be included either in the final paragraph of the introduction, or as a separate subsection after the introduction. Avoid writing long paragraphs with in-depth reasoning, references, and explanation of methodology since these belong in other sections. The paper’s objective can often be written in a single crisp sentence.
When writing the methodology section, aim for a depth of explanation that will allow readers to reproduce the study . This means that if you are using a novel method, you will have to describe it thoroughly. If, on the other hand, you applied a standardized method, or used an approach from another paper, it will be enough to briefly describe it with reference to the detailed original source.
Remember to also detail the research population, mention how you ensured representative sampling, and elaborate on what statistical methods you used to analyze the results.
Step 3 of the LEAP writing approach is designed to entice the casual browser into reading your research paper. This advertising can be done with an informative title, an intriguing abstract, as well as a thorough explanation of the underlying need for doing the research within the introduction.
The introduction section should leave no doubt in the mind of the reader that what you are doing is important and that this work could push scientific knowledge forward. To do this convincingly, you will need to have a good knowledge of what is state-of-the-art in your field. You also need be able to see the bigger picture in order to demonstrate the potential impacts of your research work.
Think of the introduction as a funnel, going from wide to narrow, as shown in the figure below:
The abstract acts as your paper’s elevator pitch and is therefore best written only after the main text is finished. In this one short paragraph you must convince someone to take on the time-consuming task of reading your whole research article. So, make the paper easy to read, intriguing, and self-explanatory; avoid jargon and abbreviations.
The title is the ultimate summary of a research paper. It must therefore entice someone looking for information to click on a link to it and continue reading the article. A title is also used for indexing purposes in scientific databases, so a representative and optimized title will play large role in determining if your research paper appears in search results at all.
Highlights are three to five short bullet-point style statements that convey the core findings of the research paper. Notice that the focus is on the findings, not on the process of getting there.
A graphical abstract placed next to the textual abstract visually summarizes the entire research paper in a single, easy-to-follow figure. I show how to create a graphical abstract in my book Research Data Visualization and Scientific Graphics.
Sometimes it seems that nuclear fusion will stop on the star closest to us (read: the sun will stop to shine) before a submitted manuscript is published in a scientific journal. The publication process routinely takes a long time, and after submitting the manuscript you have very little control over what happens. To increase the chances of a quick publication, you must do your homework before submitting the manuscript. In the fourth LEAP step, you make sure that your research paper is published in the most appropriate journal as quickly and painlessly as possible.
The best way to find a journal for your research paper is it to review which journals you used while preparing your manuscript. This source listing should provide some assurance that your own research paper, once published, will be among similar articles and, thus, among your field’s trusted sources.
After this initial selection of hand-full of scientific journals, consider the following six parameters for selecting the most appropriate journal for your research paper (read this article to review each step in detail):
No one can write a finished research paper on their first attempt. Before submitting, make sure to take a break from your work for a couple of days, or even weeks. Try not to think about the manuscript during this time. Once it has faded from your memory, it is time to return and edit. The pause will allow you to read the manuscript from a fresh perspective and make edits as necessary.
I have summarized the most useful research paper editing tools in this article.
Begin the cover letter by stating the paper’s title and the type of paper you are submitting (review paper, research paper, short communication). Next, concisely explain why your study was performed, what was done, and what the key findings are. State why the results are important and what impact they might have in the field. Make sure you mention how your approach and findings relate to the scope of the journal in order to show why the article would be of interest to the journal’s readers.
I wrote a separate article that explains what to include in a cover letter here. You can also download a cover letter template from the article.
Reviewers will often ask for new experiments, extended discussion, additional details on the experimental setup, and so forth. In principle, your primary winning tactic will be to agree with the reviewers and follow their suggestions whenever possible. After all, you must earn their blessing in order to get your paper published.
Be sure to answer each review query and stick to the point. In the response to the reviewers document write exactly where in the paper you have made any changes. In the paper itself, highlight the changes using a different color. This way the reviewers are less likely to re-read the entire article and suggest new edits.
In cases when you don’t agree with the reviewers, it makes sense to answer more thoroughly. Reviewers are scientifically minded people and so, with enough logical and supported argument, they will eventually be willing to see things your way.
Imagine that you are back in grad school and preparing to take an exam on the topic: “How to write a research paper”. As an exemplary student, you would, most naturally, create a cheat sheet summarizing the subject… Well, I did it for you.
This one-page summary of the LEAP research paper writing technique will remind you of the key research paper writing steps. Print it out and stick it to a wall in your office so that you can review it whenever you are writing a new research paper.
Now that we have gone through the four LEAP research paper writing steps, I hope you have a good idea of how to write a research paper. It can be an enjoyable process and once you get the hang of it, the four LEAP writing steps should even help you think about and interpret the research results. This process should enable you to write a well-structured, concise, and compelling research paper.
Have fund with writing your next research paper. I hope it will turn out great!
The LEAP writing approach is a blueprint for writing research papers. But to be efficient and write papers that get cited, you need more than that.
My name is Martins Zaumanis and in my interactive course Research Paper Writing Masterclass I will show you how to visualize your research results, frame a message that convinces your readers, and write each section of the paper. Step-by-step.
And of course – you will learn to respond the infamous Reviewer No.2.
Hey! My name is Martins Zaumanis and I am a materials scientist in Switzerland ( Google Scholar ). As the first person in my family with a PhD, I have first-hand experience of the challenges starting scientists face in academia. With this blog, I want to help young researchers succeed in academia. I call the blog “Peer Recognized”, because peer recognition is what lifts academic careers and pushes science forward.
Besides this blog, I have written the Peer Recognized book series and created the Peer Recognized Academy offering interactive online courses.
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The methods section of a research paper provides the information by which a study's validity is judged. Therefore, it requires a clear and precise description of how an experiment was done, and the rationale for why specific experimental procedures were chosen. The methods section should describe what was done to answer the research question, describe how it was done, justify the experimental design, and explain how the results were analyzed. Scientific writing is direct and orderly. Therefore, the methods section structure should: describe the materials used in the study, explain how the materials were prepared for the study, describe the research protocol, explain how measurements were made and what calculations were performed, and state which statistical tests were done to analyze the data. Once all elements of the methods section are written, subsequent drafts should focus on how to present those elements as clearly and logically as possibly. The description of preparations, measurements, and the protocol should be organized chronologically. For clarity, when a large amount of detail must be presented, information should be presented in sub-sections according to topic. Material in each section should be organized by topic from most to least important.
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Writing the research paper.
Methods, thesis and hypothesis, clarity, precision and academic expression, format your paper, typical problems, a few suggestions, avoid plagiarism.
Use the guidelines that your instructor requires (MLA, Chicago, APA, Turabian, etc.).
(Based on English Composition 2 from Illinois Valley Community College):
When collecting materials, selecting research topic, and writing the paper:
Plagiarism : somebody else's words or ideas presented without citation by an author
Consult the Citing Sources research guide for further details.
Home » Research Paper – Structure, Examples and Writing Guide
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Definition:
Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.
It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.
The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:
The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.
The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.
The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.
The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.
The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.
The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.
The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.
The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.
The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.
You can write Research Paper by the following guide:
Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.
Research Paper Example sample for Students:
Title: The Impact of Social Media on Mental Health among Young Adults
Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.
Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.
Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.
Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.
Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.
Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.
Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.
Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.
Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.
References :
Appendix : The survey used in this study is provided below.
Social Media and Mental Health Survey
Thank you for your participation!
Research papers have several applications in various fields, including:
Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.
Here are some common situations where a person might need to write a research paper:
The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:
Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:
Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:
Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:
Researcher, Academic Writer, Web developer
Writing a scientific paper.
"methods checklist" from: how to write a good scientific paper. chris a. mack. spie. 2018..
The purpose is to provide enough detail that a competent worker could repeat the experiment. Many of your readers will skip this section because they already know from the Introduction the general methods you used. However careful writing of this section is important because for your results to be of scientific merit they must be reproducible. Otherwise your paper does not represent good science.
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Researching the white paper:.
The process of researching and composing a white paper shares some similarities with the kind of research and writing one does for a high school or college research paper. What’s important for writers of white papers to grasp, however, is how much this genre differs from a research paper. First, the author of a white paper already recognizes that there is a problem to be solved, a decision to be made, and the job of the author is to provide readers with substantive information to help them make some kind of decision--which may include a decision to do more research because major gaps remain.
Thus, a white paper author would not “brainstorm” a topic. Instead, the white paper author would get busy figuring out how the problem is defined by those who are experiencing it as a problem. Typically that research begins in popular culture--social media, surveys, interviews, newspapers. Once the author has a handle on how the problem is being defined and experienced, its history and its impact, what people in the trenches believe might be the best or worst ways of addressing it, the author then will turn to academic scholarship as well as “grey” literature (more about that later). Unlike a school research paper, the author does not set out to argue for or against a particular position, and then devote the majority of effort to finding sources to support the selected position. Instead, the author sets out in good faith to do as much fact-finding as possible, and thus research is likely to present multiple, conflicting, and overlapping perspectives. When people research out of a genuine desire to understand and solve a problem, they listen to every source that may offer helpful information. They will thus have to do much more analysis, synthesis, and sorting of that information, which will often not fall neatly into a “pro” or “con” camp: Solution A may, for example, solve one part of the problem but exacerbate another part of the problem. Solution C may sound like what everyone wants, but what if it’s built on a set of data that have been criticized by another reliable source? And so it goes.
For example, if you are trying to write a white paper on the opioid crisis, you may focus on the value of providing free, sterilized needles--which do indeed reduce disease, and also provide an opportunity for the health care provider distributing them to offer addiction treatment to the user. However, the free needles are sometimes discarded on the ground, posing a danger to others; or they may be shared; or they may encourage more drug usage. All of those things can be true at once; a reader will want to know about all of these considerations in order to make an informed decision. That is the challenging job of the white paper author. The research you do for your white paper will require that you identify a specific problem, seek popular culture sources to help define the problem, its history, its significance and impact for people affected by it. You will then delve into academic and grey literature to learn about the way scholars and others with professional expertise answer these same questions. In this way, you will create creating a layered, complex portrait that provides readers with a substantive exploration useful for deliberating and decision-making. You will also likely need to find or create images, including tables, figures, illustrations or photographs, and you will document all of your sources.
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Artificial intelligence and organoid advances hold new promise for reducing the number of laboratory animals used in studies..
By Jack McGovan
A round 348 B.C., Aristotle took a two-year trip to the eastern Aegean island of Lesbos to study animals in a lagoon. Along with observing the creatures in their natural habitat and surmising, among other things, that dolphins were not fish, he dissected smaller animals to try and understand their internal workings. When he cut open eels, abundant in the lagoon, he was puzzled to find no evidence of reproductive tissue and made the false assumption that they generated spontaneously from the mud.
Aristotle's dissections were some of the first documented experiments on animals. Initially a practice aimed at understanding anatomy, these experiments evolved as biology and medicine progressed. For example, the Roman physician Galen of Pergamon developed techniques for dissection and vivisection of animals, which informed his treatises on medicine that remained canonical until the 14th century, when the Renaissance began in Italy.
It wasn't until the late 1930s that rigorous animal testing became a standard part of the drug development process . A U.S. pharmaceutical company had created an elixir with a raspberry aroma that promised to work as an antibiotic. The solution contained diethylene glycol. Unbeknownst to the company's chief chemist, the chemical proved poisonous to humans, and over 100 people died after the elixir hit store shelves. The resulting outcry led to the passage of the 1938 Federal Food, Drug, and Cosmetic Act, which required that drugs be tested on animals before being marketed.
Without animal testing, many of the medicines and procedures we take for granted wouldn't exist today. Transplantation of skin, corneas, and internal organs became possible owing to knowledge acquired through experimentation on animals. And polio—the devastating, paralysis-causing virus that was once one of the most feared diseases in the world—has been nearly eradicated because of a vaccine that was developed through experiments on monkeys. The number of drugs failing to make it to market that have passed animal testing reached an all-time high of 95% in 2021.
Today, animals continue to be widely used in the biomedical sciences. One paper published in Sage Journals found that 79.9 million animals were used in scientific procedures in 2015, an estimated 37% increase from 2005. There have also been unprecedented levels of funding in drug development in the last decade. However, the number of drugs failing to make it to market that have passed animal testing reached an all-time high of 95% in 2021, according to a review paper in the journal Nature . Thomas Hartung , a professor of toxicology and director of the Johns Hopkins Center for Alternatives to Animal Testing, wants better science—and more options.
Sometimes the consequences of animal experiments can go beyond a couple of failed experiments. In France in 2016, six people were hospitalized and one man died during a clinical trial. The drug in question had been tested in mice, rats, dogs, and monkeys with dosages 400 times stronger than those given to the human volunteers, and no ill effects were recorded.
Hartung's research has found that there are cases where animal models may no longer be necessary. In a paper published in a 2018 edition of the journal Toxicological Sciences , he and his team found they were able to predict—using a computer model that combed through a massive chemical hazard database—whether a particular chemical would be toxic to humans in more cases than animal models could. "The publication was a turning point," says the German-born Hartung, who has led the center since 2009.
The finding effectively put the center at the heart of a revolution in toxicology to move away from decades-old animal tests to the use of artificial intelligence and organoid cultures, 3D tissue models grown from stem cells programmed to mimic a specific organ. In the not-so-distant future, Hartung hopes, this emerging and quickly evolving technology and science could render many animal tests a remnant of the past.
T hat 2018 paper was a breakthrough in the use of machine learning to approach toxicology. One of Hartung's PhD students had built a database that could be used to predict—better than animal models could—how toxic a certain chemical would be to humans. More than 10,000 chemicals and their properties, provided by the European Chemical Agency, were reviewed.
The structure of a chemical determines whether it would be toxic to humans. So, when researchers want to determine the toxicology of a chemical, they can look at those with a similar structure known to produce a negative reaction. Manually assessing each chemical on a case-by-case basis would be time consuming, limiting its usefulness. What the researchers at the center, known as CAAT, did was to automate and accelerate that process, using big data to examine potential human interactions such as acute oral and dermal toxicity, eye and skin irritation, and mutagenicity (ability to induce a genetic mutation).
Computational tools are just one of the ways Hartung and other researchers at CAAT are attempting to move away from animal testing. The lab where Hartung is based is filled with brains, and that's not a reference to the staff located there. Little clumps of brain tissue, barely visible to the human eye, are grown in incubators every week by the thousands. Referred to as organoids, these clumps of tissue can't think or feel, but they can be used to see how brain cells respond to stimuli in a lab setting.
Brain organoids are made from pluripotent stem cells, which can produce any cell or tissue a body may need. The cells are placed in a matrix that helps them connect with each other and form larger tissues. They're then added to an incubator and allowed to grow for eight weeks, at which point they are essentially miniaturized, 3D versions of organs able to be used for testing. "Once you have mastered production, it is a very robust and reasonably cheap process," Hartung says.
By combining brain organoids with AI, Hartung hopes to develop what he calls organoid intelligence, a major step forward "to make brain cell cultures do what the [human] brain is supposed to." Although it is currently still science fiction, he says, the organoid intelligence project (running since January 2023) recently produced a technical paper describing how to build such a system.
Hartung moved to the United States in 2009 to take over from Alan Goldberg as director at CAAT. Founded in 1981 with a $1 million grant from the Cosmetic, Toiletry, and Fragrance Association, the center and its researchers for the next few decades worked to harness scientific advances, such as in vitro experiments using human cell lines, where once mice and rats were used. Advances in biostatistics and computer modeling of biological systems enabled researchers to construct experiments using only a fraction of the animals they would otherwise have needed.
When Hartung arrived, the center was "an information hub of six people" down by Baltimore's Inner Harbor. He promptly moved activities to the university, under the auspices of the Bloomberg School of Public Health, because he wanted to have a larger lab space and students to work with. Today, CAAT involves more than 30 researchers. His background, he says, has also helped bring some diversity to the center. "We have an unusual number of expats and people from all over the world," he says.
Alternatives to animal testing would get a real boost when the COVID-19 pandemic hit. Scientists were desperate for answers, and fast, so they turned to nonanimal models to understand the virus . Similarly, researchers had to dramatically cut down the time it took to develop a vaccine, typically in the range of five to 10 years. "I'm not saying that animal studies don't give us good answers, but they're expensive and lengthy, and they're not for something that you need answers quickly on," says Suzanne Fitzpatrick, a toxicologist at the FDA's Center for Food Safety and Applied Nutrition.
In the years since, there has been growing support for alternatives to animal testing. Maryland became the first state to require animal testing labs to contribute money to nonanimal research. Monica Bertagnolli, the director of the National Institutes of Health, announced in February that it would prioritize the development and use of combinatorial NAMs. NAMs refers to new approach methods, another term for alternatives to animal testing.
Image credit : Shout
In January 2023, the FDA Modernization Act took things a step further, declaring that animal testing was no longer required as evidence before clinical trials.
CAAT recently announced that it would collaborate with the FDA's Center for Food Safety and Applied Nutrition to discuss and share the latest developments in the field of animal testing alternatives. "There's so many papers coming out now in this area, it's hard to keep up with the science," Fitzpatrick says. The collaboration, she says, makes it easier for scientists to keep up with advances while "we're still doing our regular jobs."
Soon, Fitzpatrick expects "more and more methods coming in that might be of use to the FDA" as nonanimal models mature. But, she cautions, "I don't think we're at the point where we're not going to have animal testing."
Of the $42 billion of funding the NIH awarded in 2020, 47% went to projects based on animal testing. But it should be pointed out that there are many laws, regulations, and policies that protect animals used in federally funded research. According to the National Institutes of Health, these protections include considering nonanimal alternatives to meet the scientific objectives and using the fewest subjects needed for thorough and repeatable results. They also outline standards that reflect a commitment to animal care.
In short, animals are still a vital part of science and public health. Reporting in Fast Company from earlier this year highlighted a shortage of long-tailed macaques during the COVID-19 pandemic. A panel assembled by the National Academies of Sciences, Engineering, and Medicine concluded that a lack of nonhuman primates in research would "severely limit the ability of National Institutes of Health–supported research programs to respond adequately to public health emergencies, as well as to carry out high-impact biomedical research."
The panel also said: "While no model, animal or otherwise, can fully mimic the complexities of the human body, there remain research questions that currently cannot be answered outside of the context of a living organism."
"In an animal, you have the systemic interaction of multiple organs, says Eva-Maria Dehne, a senior scientist at TissUse , a biotechnology company in Germany. "This is what you need to replace [animal models]." Her work focuses on organ-on-a-chip systems, small chips roughly the size of a computer memory stick. Organoids are added to chambers on the chips, lined with canals along which liquid can flow, mimicking blood vessels. Valves allow researchers to control the rate of flow.
Different chips can be connected so that a researcher could, for example, end up with a brain-heart-liver system. TissUse develops these organ-on-a-chip systems and sells them to researchers in the biomedical field.
Dehne, who was initially interested in the field owing to an ethical opposition to animal testing, has become more and more convinced by the scientific arguments to move away from the practice.
In making the case for nonanimal testing, Hartung thinks it's best to focus on arguments around efficiency. He adds that in his experience people tend not to respond positively to ethical arguments. When you highlight the efficiency of alternatives, that can open more doors. Data suggests that organ-on-a-chip systems could reduce research and development costs by 26%. "It is much more powerful than saying you have to protect these animals," he says.
Dehne worked with others on a brain-to-liver chip to test the blood-brain barrier permeation of the drugs atenolol and propranolol, the results of which were published in the journal Cells in 2022. Not only did the drugs match the results from human clinical trials, so, too, did the metabolites. In another paper, cosmetic ingredients were tested on a skin-liver-thyroid chip , with results predicting safe dosages within a fraction of current safety standards.
Researchers from Columbia University tested the cancer drug doxorubicin on a heart-liver-bone-skin chip , which matched the results found from clinical trials of the drug. Emulate, a spinoff from Harvard's Wyss Institute that is also developing organ-on-a-chip systems, works with top pharmaceutical companies, such as AstraZeneca, Johnson & Johnson, and Roche.
Hartung says the main message he wants to get across is that today there are simply fewer reasons—scientifically, economically, and ethically—to keep experimenting on animals to the same degree as we have done historically. In his view, "it is time to complement and then to replace the animal tests where we can do better," he says.
There are, however, still a lot of technological hurdles to cross before nonanimal testing can become more prevalent. Unless organoid intelligence, or something similar, comes to fruition, running experiments that involve a conscious response may always have to be done on animals. For example, if testing the effects of a pain relief drug, you need a conscious being.
Organ-on-a-chip systems are also quite complex, and that limits their usefulness. Chengpeng Chen, an assistant professor of analytical chemistry at the University of Maryland, Baltimore County, has experienced that firsthand. He remembers setting up a chip system, but when it came to adding the cells, they were either contaminated or hadn't grown properly, and so he had to discard the whole configuration. "It takes days to have a setup ready," he says. "Any mistake or any problem in any of the steps can mess up the whole setup."
Chen himself is running a lab focused on organ-on-a-chip systems. One of his aims is to try and make the use of these alternatives to animal testing easier. "A lab has to have very well-trained personnel to fabricate and maintain such organs-on-a-chip," Chen says. If we want the technology to be more widely used, then it must become easier to handle. Focusing on gains in efficiency in lieu of accessibility, while still useful, will mean the technology remains largely in academia, he says.
W hen Hartung went to Germany's University of Tübingen in the 1980s, animal testing was the norm. "I really needed a big glass of whiskey in the evening when I had done an experiment on mice and rats," he says. Feeling uneasy with the prospect of a career in a field where he had to keep testing on animals, Hartung managed to convince his mentor at the time to let him run experiments on cell cultures instead.
"I got a lot of feedback from some fellow scientists who told me: 'How can you waste your beautiful career with this alternative nonsense?'" he says. Nevertheless, Hartung continued with his research into cell cultures until, in 1996, he made a breakthrough when he designed an in vitro version of a pyrogen test—a test, traditionally done on rabbits, to find out whether a product is clean of bacterial contamination.
Ecstatic to have made a contribution that could save animal lives, Hartung was disappointed when the test was finally approved in 2006 alongside a host of others with the same function. Almost nobody seemed interested in adopting them. "The appetite by both the regulators and the regulated industry to make changes is often not very big," Hartung says.
One moment that really highlighted this resistance to change for Hartung was when he was on a panel discussing his pyrogen test. An employee from a big pharmaceutical company opposed the test "harshly," yet away from the spotlight, in the safety of a private conversation, the employee said he thought the test was good; it's just that his company had taken the stance to oppose it as it might impact their profits.
A 2022 paper published in the Journal of the Royal Society of Medicine noted that the beneficial effects of "tissue plasminogen activator for stroke had been well documented in animal models by 2001, but research using several thousand animals continued for several years afterward." An analysis published in BMJ Open in 2020 found that most stroke researchers recognized that animal models had not been successful in the field, yet they were reluctant to relinquish them. The analysis looked at opinion papers published in journals from 1979 to 2018 and found that only one author out of 80 had advocated for alternatives to animal testing.
Others, however, seem to be embracing alternatives. Last year, CAAT, together with TissUse, organized a conference in Berlin based on alternatives to animal testing. Hartung said that while they initially expected around 700–1,000 guests, the capacity of 1,300 was reached months before the conference occurred.
Could ai put an end to animal testing, could the next blockbuster drug be lab-rat free, fda no longer needs to require animal tests before human drug trials.
CAAT recently received $17 million for a seven-year project called IMPACT. With the money, Hartung and his team hope to further refine the alternatives to animal testing they've developed and create the Human Exposome Project, a database cataloging chemical exposures a person might face over their lifetime, along with potential harmful side effects.
Dehne thinks the community building around nonanimal models is great, and she is happy that more companies and researchers are entering the space. "There will never be one system that can answer all the questions, and therefore there will always be a need for different systems," she says.
Hartung has a similar view. "We're trying to form communities, … hundreds of people ultimately collaborating because they buy in" to the mission, he says. "It's more important that things are being done than who does them."
Fitzpatrick from the FDA says that alternatives to animal testing will likely help reduce the number of animals used but not necessarily fully replace them. She suggests that alternatives could be used to study a particular chemical, so researchers would have a better understanding of what to look for in animal tests, meaning fewer overall tests, and therefore fewer test subjects, would be necessary. "Our responsibility is to put safe and effective products on the market—not ending animal testing," she said. "So, we have to do that however we can."
Almost three decades after Hartung designed his pyrogen test, the European Union finally decided to outlaw the industry standard rabbit pyrogen test by 2026. "If you would have told me as a young postdoc how long this might take, I probably would have gone into another field," he says. Though the U.S. is still lagging in that regard, Hartung is enjoying the moment of having finally pushed through a replacement that he says could save up to 170,000 rabbits from unnecessary suffering every year.
Jack McGovan is a freelance writer based in Berlin.
Posted in Science+Technology
Tagged organoids
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Humanities and Social Sciences Communications volume 11 , Article number: 1164 ( 2024 ) Cite this article
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Institutions actively seek global talent to foster innovation in the contemporary landscape of scientific research, education, and technological progress. The COVID-19 pandemic underscored the importance of international collaboration as researchers and academicians faced limitations in accessing labs and conducting research experiments. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. Using a time-lagged study design, data were collected from 363 participants in academic and research institutions. The results show a positive relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance using a research collaboration system. Moreover, top management support positively moderates the study’s hypothesized relationships. The study’s findings contribute significantly to existing knowledge in this field, with implications for academia, researchers, and government focused on technology transmission, talent management, research creative collaboration, supporting innovation, scientific research, technological progress, and preparing for future challenges.
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.
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 ).
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 ).
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.
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.
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.
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.
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.
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.”
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**).
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 ).
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.
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.
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.
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.
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
Facultad de Administración y Negocios, Universidad Autónoma de Chile, Santiago, 8320000, Chile
School of Law, Huazhong University of Science and Technology, Wuhan, Hubie, China
Imran Saeed
College of Management, Shenzhen University, Shenzhen, China
Department of Business Administration, Faculty of Management Sciences, Ilma University, Karachi, Pakistan
Shagufta Zada
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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.
Correspondence to Muhammad Zada .
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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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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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A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.
Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.
This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.
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Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.
Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:
Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.
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There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.
You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.
You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.
Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:
Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.
Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.
In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”
A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.
The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.
You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.
The AI-powered Citation Checker helps you avoid common mistakes such as:
A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.
A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.
Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:
You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.
Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.
Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.
George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.
It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.
You can use our free citation generators to automatically create citations and save your reference list as you go.
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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.
What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.
Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?
How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.
The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.
One way to stay on track is to use your thesis statement and topic sentences . Check:
Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.
The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.
Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.
You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.
You should not :
There are four main considerations when it comes to the second draft.
The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .
Check the content of each paragraph, making sure that:
Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .
Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading or create an APA title page .
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I have followed all instructions in the assignment sheet.
My introduction presents my topic in an engaging way and provides necessary background information.
My introduction presents a clear, focused research problem and/or thesis statement .
My paper is logically organized using paragraphs and (if relevant) section headings .
Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .
Each paragraph is relevant to my research problem or thesis statement.
I have used appropriate transitions to clarify the connections between sections, paragraphs, and sentences.
My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.
My conclusion shows how my research has contributed to knowledge or understanding of my topic.
My conclusion does not present any new points or information essential to my argument.
I have provided an in-text citation every time I refer to ideas or information from a source.
I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .
I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.
I have followed all formatting guidelines (page numbers, headers, spacing, etc.).
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How to Write Research Methodology. Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It's an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a ...
To structure your methods section, you can use the subheadings of "Participants," "Materials," and "Procedures.". These headings are not mandatory—aim to organize your methods section using subheadings that make sense for your specific study. Note that not all of these topics will necessarily be relevant for your study.
The methods section is a fundamental section of any paper since it typically discusses the 'what', 'how', 'which', and 'why' of the study, which is necessary to arrive at the final conclusions. In a research article, the introduction, which serves to set the foundation for comprehending the background and results is usually ...
Step 1: Explain your methodological approach. Step 2: Describe your data collection methods. Step 3: Describe your analysis method. Step 4: Evaluate and justify the methodological choices you made. Tips for writing a strong methodology chapter. Other interesting articles.
Your Methods Section contextualizes the results of your study, giving editors, reviewers and readers alike the information they need to understand and interpret your work. Your methods are key to establishing the credibility of your study, along with your data and the results themselves. A complete methods section should provide enough detail for a skilled researcher to replicate your process ...
The methods section should describe what was done to answer the research question, describe how it was done, justify the experimental design, and explain how the results were analyzed. Scientific writing is direct and orderly. Therefore, the methods section structure should: describe the materials used in the study, explain how the materials ...
Learn how to write a strong methodology chapter that allows readers to evaluate the reliability and validity of the research. A good methodology chapter incl...
Provide the rationality behind your chosen approach. Based on logic and reason, let your readers know why you have chosen said research methodologies. Additionally, you have to build strong arguments supporting why your chosen research method is the best way to achieve the desired outcome. 3. Explain your mechanism.
Revised on 10 October 2022. Your research methodology discusses and explains the data collection and analysis methods you used in your research. A key part of your thesis, dissertation, or research paper, the methodology chapter explains what you did and how you did it, allowing readers to evaluate the reliability and validity of your research.
1. Qualitative research methodology. Qualitative research methodology is aimed at understanding concepts, thoughts, or experiences. This approach is descriptive and is often utilized to gather in-depth insights into people's attitudes, behaviors, or cultures. Qualitative research methodology involves methods like interviews, focus groups, and ...
Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design. When planning your methods, there are two key decisions you will make. First, decide how you will collect data. Your methods depend on what type of data you need to answer your research question:
I. Groups of Research Methods. There are two main groups of research methods in the social sciences: The empirical-analytical group approaches the study of social sciences in a similar manner that researchers study the natural sciences.This type of research focuses on objective knowledge, research questions that can be answered yes or no, and operational definitions of variables to be measured.
A quantitative approach and statistical analysis would give you a bigger picture. 3. Identify how your analysis answers your research questions. Relate your methodology back to your original research questions and present a proposed outcome based on your analysis.
3. Follow the order of the results: To improve the readability and flow of your manuscript, match the order of specific methods to the order of the results that were achieved using those methods. 4. Use subheadings: Dividing the Methods section in terms of the experiments helps the reader to follow the section better.
How to write a research paper according to the LEAP approach. For a scientist, it is much easier to start writing a research paper with laying out the facts in the narrow sections (i.e. results), step back to describe them (i.e. write the discussion), and step back again to explain the broader picture in the introduction.
Methodology in research is defined as the systematic method to resolve a research problem through data gathering using various techniques, providing an interpretation of data gathered and drawing conclusions about the research data. Essentially, a research methodology is the blueprint of a research or study (Murthy & Bhojanna, 2009, p. 32).
Writing* / standards. The methods section of a research paper provides the information by which a study's validity is judged. Therefore, it requires a clear and precise description of how an experiment was done, and the rationale for why specific experimental procedures were chosen. The methods section should describe wh ….
Writing the Research Paper. Write a detailed outline. Almost the rough content of every paragraph. The order of the various topics in your paper. On the basis of the outline, start writing a part by planning the content, and then write it down. Put a visible mark (which you will later delete) where you need to quote a source, and write in the ...
The writing of the Methods section should be clear and orderly to avoid confusion and ambiguity. The methods section should ideally be structured in a set of subsections describing its main content. 13, 14, 15 A possible structure is proposed along this paper including the following subsections 13, 14, 15: 1. 2.
Definition: Research Paper is a written document that presents the author's original research, analysis, and interpretation of a specific topic or issue. It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new ...
However careful writing of this section is important because for your results to be of scientific merit they must be reproducible. Otherwise your paper does not represent good science. Goals: Describe equipment used and provide illustrations where relevant. "Methods Checklist" from: How to Write a Good Scientific Paper. Chris A. Mack. SPIE. 2018.
A research design is a strategy for answering your research question using empirical data. Creating a research design means making decisions about: Your overall research objectives and approach. Whether you'll rely on primary research or secondary research. Your sampling methods or criteria for selecting subjects. Your data collection methods.
Unlike a school research paper, the author does not set out to argue for or against a particular position, and then devote the majority of effort to finding sources to support the selected position. Instead, the author sets out in good faith to do as much fact-finding as possible, and thus research is likely to present multiple, conflicting ...
Final exam: Material 2 1. If you were conducting research to answer your research question, you would write it up as if it was a research paper. Briefly explain what would go in each section of that research paper (same sections as a research article) starting with the literature review section and ending with the discussion section. The literature review is the first main section of a ...
Hartung's research has found that there are cases where animal models may no longer be necessary. In a paper published in a 2018 edition of the journal Toxicological Sciences , he and his team found they were able to predict—using a computer model that combed through a massive chemical hazard database—whether a particular chemical would be ...
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 ...
Choose a research paper topic. Conduct preliminary research. Develop a thesis statement. Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft.
How to write scientific papers. Writing a paper is the final stage of scientific research. This seminar will focus on practical steps in manuscript writing, especially for students and researchers who are preparing a paper but do not know how to do it. Date: Oct. 1 (Tue.) and 2 (Wed.) (Two-days course)