future research meaning

What is 'futures studies' and how can it help us improve our world?

A futurist explains.

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• Futures studies is the systematic study of possible, probable and preferable futures.
• It can be used to help leaders and communities manage uncertainties and increase their resilience and innovation.
• We spoke with futurist Dr. Stuart Candy about the latest developments in this field and how it can help us solve pressing global challenges.

Futures studies, or futures research, is the systematic study of possible, probable and preferable futures. The field has broadened into an exploration of alternative futures and deepened to investigate the worldviews and mythologies that underlie our collective prospects.

Governments and leaders around the world are increasingly looking to systemic foresight to manage uncertainty and build resilience. For example, the government of the United Arab Emirates has a Ministry for the Future , and the UN Secretary General recently proposed a global Summit of the Future in 2023.

Futurists collaborate with businesses, governments and other partners to explore future scenarios and help people think about –– and prepare for –– things that haven’t happened yet. Dr. Stuart Candy, USC Berggruen Fellow and Associate Professor of Design at Carnegie Mellon University, is a professional futurist and experience designer known for pioneering experiential futures , a range of practices for bringing possible scenarios to life through tangible artifacts and immersive storytelling.

As we welcome Dr. Candy into the Forum Expert Network , we discuss his motivations to explore this domain, what developments have him most excited, what he wishes people knew about his work, and how we could make the concept of the future more inclusive and accountable.

What drew you to the field of foresight and speculative design?

I happened across the foresight field, or futures studies, back in high school. It was immediately inspiring to me –– wide-ranging and imaginative, analytically insightful, ethically engaged and practically applied. However, over some years of working with foresight in government, I found that policymakers had limited capacity to envision alternative futures, and even where the field had a certain currency, its legacy methods weren’t necessarily having great impact.

So, I began re-visiting longstanding creative interests of mine that had perhaps begun to fall away during my formal education in history and law –– making things, films, theatre, games –– and asked: how might thinking about futures be made more accessible and compelling through these modes?

What began as a trickle has, over time, become more like a flood: practitioners, scholars, activists, and others around the world are now working in countless different ways on these intersections. A range of these are documented in our recent collection Design and Futures .

What global challenge does your work address?

The central challenge this work addresses could certainly be called global, but equally, it's psychological. It is an aspect of the human condition that exists at every scale of action and institution, from the personal to the planetary. That challenge is: how to engage the various possible worlds we might find ourselves in later –– not just intellectually, in the abstract, but more deeply as potential lived realities? The field traditionally has been very strong on frameworks for organizing thought, but less so on converting those anticipations into embodied insights and making them stick.

Design and futures were largely non-overlapping worlds when we started joining the dots in the mid-2000s, and a decade ago, the term "speculative design" wasn’t even in the mix. However, new framings that speak to different groups are part of the vitality of how the work has taken off, and I’m glad to help people explore futures more effectively under any banner. I have now spent well over a decade bringing futures often into new spaces, especially by growing and gardening those connections between foresight and media, arts, and design, which is intended to help acculturate –– build into our cultures –– these ways of thinking.

I would add that to my mind, designers have special duties because they create fragments of the future on behalf of everyone. Similarly, to the extent that a leader in any context has an outsized capacity to shape things, they have a commensurate responsibility to practice and enable high quality futures thinking.

What is the most critical challenge that you face as a futurist?

Perhaps the most critical challenge is the need for futures literacy in the culture. Take politics and journalism, institutions that inherently deal with the future but that do not have a well-established habit of " rigorous imagining ". Lack of futures literacy is apparent when otherwise discerning journalists demand that you provide predictions for their piece on "the future" (note the singular form) of any issue they are covering.

It is also apparent when policymakers, technologists, pundits, and other public figures issue a constant stream of authoritative-sounding forecasts, but no one checks back later to see how they fared, or asks how this diet of images of the future might be exerting influence and serving some interests more than others. Raising collective futures literacy, or "social foresight", not just across organizations but also throughout society, is an essential way for us all to navigate the predicaments that we face as a species.

What is the most exciting new development in collective foresight and why?

The greatest development right now is the rapid widening of those who initiate, run, and take part in foresight work. It’s incredibly exciting. People in various sectors, bringing diverse cultural, organizational, and disciplinary backgrounds and sensibilities, are picking up the tools to build strategic foresight and experiential futures approaches in particular, and adapting them for their own contexts and needs.

There’s more participation and interest than there has ever been, which is as thrilling as it is overdue. Organization leaders and governments, too, are taking the cue to improve their foresight approaches which is necessary in this time.

How are emerging technologies in the sphere of media (such as AR/VR) enabling this?

Playing with emerging media tools and technologies is a fun and productive aspect of opening up new ways of thinking through experiential futures. For instance, for the World Economic Forum’s own Global Technology Governance Summit this year, with my Carnegie Mellon students we designed online media –– websites and podcasts that behaved as if they were "from" decades out, each examining technology governance dilemmas and interventions that might be waiting in the wings.

Another project, for the UNESCO Futures Summit, pictured a future after the Sustainable Development Goals are achieved, via a digital showcase of world-changing organizations and initiatives in the year 2045. Here, we created a digital trade show for visitors to wander and explore at their leisure, using an online collaboration software Miro . Earlier this year, we created TikToks from the future , just as an experiment. The result was a range of wonderfully mundane, sometimes provocative or hilarious, vignettes of everyday futures, made with zero budget, and exploring food, autonomous vehicles, real estate, travel, and more.

Yet, the medium itself does not necessarily need to be cutting-edge or experimental to be effective. To support the UN Development Programme’s annual innovation gathering, mid-pandemic, my collaborators and I created physical artifacts from alternative futures for global development and sent them in the mail for people to receive at their homes, ahead of a global event that took place entirely online.

Every storytelling approach offers different ways to think and feel into what alternative scenarios might be like. Since no one can visit the future to get hard information about it, we must use whatever it takes to stoke our collective imaginative and deliberative capacities.

What is most misunderstood about your work? What do you wish people knew?

The role of a futurist is more like that of an artist or writer than an accountant or lawyer. It’s as much an art or craft as a profession, and there are as many kinds of futurists as there are ways of thinking about the future. The tradition I identify with is notable for being radically imaginative, critical, inclusive, and democratic. And to me, taking words like "future" and "futurist" back from the ways they have been abused, pre-populated or colonized with a tremendous amount of baggage is part of the project in hand.

It could also be helpful for more people to be aware that experts in the field generally don’t call it " futurism " –– that word refers more to an art movement early last century that’s unrelated.

What has been the biggest impact of mapping futures?

Building the habit of mapping futures can be life changing. For institutions or organizations, it can really shift how they operate. Likewise at an individual level –– and it’s remarkable to get to see this among my students. I think a reason it can have such impact is that it’s a way of situating the "what" and "how" of daily effort within the larger "whys" in our lives. Investing in foresight capacity helps to knit vital day-to-day work to the meaningful longer-term and bigger-picture questions, and to keep those ties alive.

I believe the biggest collective impact of all this is unfolding right before our eyes, but it’s a large story, so you must look for it on a timescale of decades or generations rather than months or years. We, as humans, are learning how to codesign our futures. This is ultimately a transformation in culture and governance.

How can we democratize futures studies and make it more accessible?

Well, I love that question. It’s central to what we have been up to. My own approach to developing and socializing experiential futures widely has been to keep several hats at the ready, sometimes wearing more than one at once. As a creative, I devise projects and interventions to make particular questions, and new horizons of thought, available for particular occasions and audiences

As an educator, I learn from these experiments to devise new frameworks, and distribute them to emerging practitioners and whoever else can use them in their own context. And as a strategic consultant, I collaborate with organizations, governments and communities on their challenges to apply what we are learning, and show how it can work, which helps address those challenges while also earning greater legitimacy and visibility on behalf of a wider futures community, growing the audience of users and learners for the underlying practices.

If you’re wondering about what a broader "we" can do, just about every organization has potential to grow their foresight capacity , and make more space to engage with alternative futures, which can help support creativity and innovation on one hand as well as risk mitigation and resilience on the other.

One project we’ve developed over some years which I think exemplifies this hybrid activity rather well, is a card deck called The Thing From The Future . It’s a tool for diversifying and deepening imagination. We’ve used it with UN agencies and the International Red Cross, as well as the BBC, NASA JPL, US Conference of Mayors, Skoll World Forum and other partners all over the world. It is a game that has the purpose of lowering the bar to using imagination with skill, and having conversations that matter, but playfully.

The future is not just something that happens to us, it is something we have the ability to shape. And part of what is interesting is, the more people and institutions tune in, participate, and act, the truer this becomes.

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FUTURE RESEARCH

Types of future research suggestion.

The Future Research section of your dissertation is often combined with the Research Limitations section of your final, Conclusions chapter. This is because your future research suggestions generally arise out of the research limitations you have identified in your own dissertation. In this article, we discuss six types of future research suggestion. These include: (1) building on a particular finding in your research; (2) addressing a flaw in your research; examining (or testing) a theory (framework or model) either (3) for the first time or (4) in a new context, location and/or culture; (5) re-evaluating and (6) expanding a theory (framework or model). The goal of the article is to help you think about the potential types of future research suggestion that you may want to include in your dissertation.

Before we discuss each of these types of future research suggestion, we should explain why we use the word examining and then put or testing in brackets. This is simply because the word examining may be considered more appropriate when students use a qualitative research design; whereas the word testing fits better with dissertations drawing on a quantitative research design. We also put the words framework or model in brackets after the word theory . We do this because a theory , framework and model are not the same things. In the sections that follow, we discuss six types of future research suggestion.

Addressing research limitations in your dissertation

Building on a particular finding or aspect of your research, examining a conceptual framework (or testing a theoretical model) for the first time, examining a conceptual framework (or testing a theoretical model) in a new context, location and/or culture.

• Expanding a conceptual framework (or testing a theoretical model)

Re-evaluating a conceptual framework (or theoretical model)

In the Research Limitations section of your Conclusions chapter, you will have inevitably detailed the potential flaws (i.e., research limitations) of your dissertation. These may include:

An inability to answer your research questions

Theoretical and conceptual problems

Limitations of your research strategy

Problems of research quality

Identifying what these research limitations were and proposing future research suggestions that address them is arguably the easiest and quickest ways to complete the Future Research section of your Conclusions chapter.

Often, the findings from your dissertation research will highlight a number of new avenues that could be explored in future studies. These can be grouped into two categories:

Your dissertation will inevitably lead to findings that you did not anticipate from the start. These are useful when making future research suggestions because they can lead to entirely new avenues to explore in future studies. If this was the case, it is worth (a) briefly describing what these unanticipated findings were and (b) suggesting a research strategy that could be used to explore such findings in future.

Sometimes, dissertations manage to address all aspects of the research questions that were set. However, this is seldom the case. Typically, there will be aspects of your research questions that could not be answered. This is not necessarily a flaw in your research strategy, but may simply reflect that fact that the findings did not provide all the answers you hoped for. If this was the case, it is worth (a) briefly describing what aspects of your research questions were not answered and (b) suggesting a research strategy that could be used to explore such aspects in future.

You may want to recommend that future research examines the conceptual framework (or tests the theoretical model) that you developed. This is based on the assumption that the primary goal of your dissertation was to set out a conceptual framework (or build a theoretical model). It is also based on the assumption that whilst such a conceptual framework (or theoretical model) was presented, your dissertation did not attempt to examine (or test) it in the field . The focus of your dissertations was most likely a review of the literature rather than something that involved you conducting primary research.

Whilst it is quite rare for dissertations at the undergraduate and master's level to be primarily theoretical in nature like this, it is not unknown. If this was the case, you should think about how the conceptual framework (or theoretical model) that you have presented could be best examined (or tested) in the field . In understanding the how , you should think about two factors in particular:

What is the context, location and/or culture that would best lend itself to my conceptual framework (or theoretical model) if it were to be examined (or tested) in the field?

What research strategy is most appropriate to examine my conceptual framework (or test my theoretical model)?

If the future research suggestion that you want to make is based on examining your conceptual framework (or testing your theoretical model) in the field , you need to suggest the best scenario for doing so.

More often than not, you will not only have set out a conceptual framework (or theoretical model), as described in the previous section, but you will also have examined (or tested) it in the field . When you do this, focus is typically placed on a specific context, location and/or culture.

If this is the case, the obvious future research suggestion that you could propose would be to examine your conceptual framework (or test the theoretical model) in a new context, location and/or culture. For example, perhaps you focused on consumers (rather than businesses), or Canada (rather than the United Kingdom), or a more individualistic culture like the United States (rather than a more collectivist culture like China).

When you propose a new context, location and/or culture as your future research suggestion, make sure you justify the choice that you make. For example, there may be little value in future studies looking at different cultures if culture is not an important component underlying your conceptual framework (or theoretical model). If you are not sure whether a new context, location or culture is more appropriate, or what new context, location or culture you should select, a review the literature will often help clarify where you focus should be.

Expanding a conceptual framework (or theoretical model)

Assuming that you have set out a conceptual framework (or theoretical model) and examined (or tested) it in the field , another series of future research suggestions comes out of expanding that conceptual framework (or theoretical model).

We talk about a series of future research suggestions because there are so many ways that you can expand on your conceptual framework (or theoretical model). For example, you can do this by:

Examining constructs (or variables) that were included in your conceptual framework (or theoretical model) but were not focused.

Looking at a particular relationship aspect of your conceptual framework (or theoretical model) further.

Adding new constructs (or variables) to the conceptual framework (or theoretical model) you set out (if justified by the literature).

It would be possible to include one or a number of these as future research suggestions. Again, make sure that any suggestions you make have are justified , either by your findings or the literature.

With the dissertation process at the undergraduate and master's level lasting between 3 and 9 months, a lot a can happen in between. For example, a specific event (e.g., 9/11, the economic crisis) or some new theory or evidence that undermines (or questions) the literature (theory) and assumptions underpinning your conceptual framework (or theoretical model). Clearly, there is little you can do about this. However, if this happens, reflecting on it and re-evaluating your conceptual framework (or theoretical model), as well as your findings, is an obvious source of future research suggestions.

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Trends and Skills for the Future of Research

May 7, 2019 

Technological advancements have made it easier than ever for organizations to access large amounts of data. However, with this information overload comes the challenge of managing, analyzing, and reporting on the data. Organizations are increasingly relying on professional researchers and research analysts to turn these large amounts of data into information they can use to make strategic decisions that will positively impact business operations.

Career Outlook for Researchers

Career opportunities in the research field are diverse and span a variety of industries. A social science researcher may focus on areas like healthcare and unemployment, conducting interviews and surveys to collect data for analysis. In a corporate environment, an operations research analyst can help his or her organization by reviewing business processes and identifying efficiencies, while a market research analyst may make production recommendations after examining consumer purchasing patterns.

The educational requirements for research jobs also vary by industry and the roles and responsibilities of the position. Most professional researchers have a bachelor’s degree in market research or a related field, such as a  Bachelor of Arts degree in Liberal Studies . Senior-level research positions typically require a graduate degree such as a master’s in business administration.

New Trends and Techniques for Researchers

Regardless of specific role or training, professional researchers need to understand the emerging trends and new techniques in this field to excel in their careers. Here’s what researchers should know about future research trends.

Predictive Analytics

Predictive analytics refers to a sophisticated form of analysis using current and historical data to forecast future outcomes. Although using analytics to draw predictions about the future is not a new practice, predictive analytics is at the forefront of data analysis because of the advanced techniques involved. Some of the tools used in this practice include machine learning, artificial intelligence, data mining, and statistical and mathematical algorithms. These advanced tools and models allow for the creation of more accurate and dependable future predictions of trends, behaviors, and actions.

Because accurate future studies and forecasting are essential to most business models, researchers with predictive analytics experience are in demand. The valuable information generated by predictive analytics can be used by organizations to make strategic decisions about operations and identify opportunities and risks. For example, the financial services sector could use this practice to forecast market trends or create credit risk reports. Or government and law enforcement agencies may look to gather data about community crime and use that information to develop proactive safety measures.

Researchers need to keep abreast of this cutting-edge form of analytics because of its increasing usage. According to a report by Zion Market Research, the predictive analytics market in 2016 was valued at approximately $3.49 billion and is expected to continue to grow.

Digital Tools

Advancements in digital tools continue to change the way researchers work. In fact, it can be a challenge for researchers to stay up-to-speed with the new resources available to them. Here are just a few digital tools and trends that support and simplify the work of researchers:

• Search faster and easier. Researchers can spend less time searching for the right information by using search engines and curator sites such as CiteULike, Google Scholar, and LazyScholar.
• Manage and share data. Code and data sharing are becoming more common among researchers, with sites like Code Ocean and Datahub providing data management, storage, and sharing.
• Manage references. Sites such as EndNote and CitationStyles help researchers electronically manage their bibliographies, citation styles, and references.
• Connect with fellow researchers. Sites such as Academia and Addgene help researchers get expert advice and identify opportunities to collaborate or share findings.

Data Visualization

From the widespread use of infographics in educational materials to storytelling on social media platforms through video and pictures, there is a clear trend toward more frequent visual communication in society. When applied to data analytics, visualization is the term often used to describe the practice of taking standard data and statistics and displaying them in a visually creative way.

Researchers who want their analysis effectively communicated should take note of this trend. For example, a simple research report that presents the findings in a large numerical spreadsheet may be hard to understand and confusing to the average person. If that same information was displayed in a graphic chart or by telling a story with images, readers would more likely have a clearer picture and understanding of the report’s main points.

Researchers who want to implement this trend in their practice should:

• Consider the visual options available — whether it’s an infographic, chart, or slideshow
• Focus on their audience and the key messages they need to convey
• Remember to ensure the visual will highlight the actual data instead of serving as a distraction

Are you interested in learning more about the research profession and the techniques involved in predictive analytics and data visualization? Explore the Marville University Bachelor of Arts degree in Liberal Studies , and learn how this online degree could be your first step to a new career as a research analyst.

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EconoTimes, “Trends in Predictive Analytics”

Forbes, “Data Visualization, How to Tell a Story with Data”

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September 18, 2018

Searching for Meaning – The Future of Research

The discrepancy between clients’ worries and vendors’ concerns is an issue when considering the future of the industry

by Nick Drew

Editor’s Intro: A month or so ago, I attended a client presentation given by a very good marketing scientist. He did some extremely sophisticated modeling, that contained some very meaningful business implications. Unfortunately, he spent the first 14 of his 15 minutes talking about technical aspects of his modeling, and the implications got very short shrift. As Nick Drew discusses, things like this just won’t do. As market researchers worry over their future, they need to fuss as much over what the research means as how they did it. Research companies , especially, need to do a better job supporting clients when it comes to extracting business meaning.

The brief summer pause in research conferences, webinars and events is a good time to reflect on the major themes being discussed and what they suggest for the future of market research . As in years past, two clear themes arise.

First , how much time is spent discussing how to do research better. Second , the extent to which vendors dominate these discussions: a quick look through conference agendas this year suggests about twice as many vendors as clients spoke at them. Neither theme is surprising – as with any industry there are always ways to improve what we do; and vendors, being in the business of selling research, are often more focused on where it progresses as a profession. There is a third theme from these discussions, but it’s worth pausing briefly to consider the nature of market research.

Conventional research has two parts: data and meaning.

When a client commissions a project, the vendor collects some data then analyzes it to extract meaning. The data may come from a survey, focus groups, biometrics or numerous other sources. It can be numerical, with tables and TURF analysis ; it can be a transcript of an interview, or it can just be a single answer to a particular question. A large part of researchers’ expertise is knowing what data is required for a specific objective and designing the ideal way to collect it. But that’s just the first part of any research study.

The second part is about finding meaning. It starts with the data – the survey responses, the focus group transcripts or something else – and produces insights and conclusions. The process isn’t always clear; everyone broadly understands how to ‘do’ a survey, but it’s tough to explain exactly how to turn 400 pages of data tables into concise conclusions or translate 30 pages of focus group notes into three clear business implications. Good researchers do it very well, others… not so much. However it’s done, though, without the meaning a project isn’t research – it’s just a collection of data.

More importantly, for clients, the meaning is the project, and data is just a by-product. Every research study stems from a business challenge – what product line to develop, how to reach an audience, which strategy is best – and the research only exists to provide solutions to that challenge. Nobody starts a project stating that “we need 400 pages of data tables”; instead, a successful research study is one that generates business outcomes – actionably findings, clear direction or a compelling marketing strategy. For clients, research is about the meaning, and better research means better meaning and better outcomes.

With this in mind, the third clear theme from industry discussions around improving research is the extent to which they’re dominated by vendors talking about data collection. Across conferences, webinars and other forums, vendors seem obsessed by the future of collecting data, how to gather “correct” data, and new and supposedly better types of data. It’s mostly vendors because clients don’t care: give a client a choice between a new data source they can’t interpret and better outcomes from established data sources, and they’ll choose the latter 9 times out of 10.

This rift between clients’ concerns and industry discussion is clearly troubling, but it also sells short what research is.

20 years ago, research was based almost entirely on telephone or in-person interviews, and data collection was a huge part of any project. Now, data is a commodity. Clients are drowning in website traffic, in-store footfall and ad campaign metrics; for those who need to collect more, self-serve tools such as Zappi, Google Surveys and iTracks are cheap and easy to use. Research vendors’ ability to collect data is no longer a differentiating factor, and collecting yet more data isn’t necessarily providing clients with a solution they want.

Instead, as researchers, we need to really understand our expertise and what we bring to businesses. We’re not just data collectors; researchers’ value is in making sense of data – extracting meaning from diverse datasets and turning it into business outcomes. We know consumers, we understand behaviours and we can track trends; but most importantly we can turn data into insightful outputs and clear recommendations for non-researchers to use. It’s a unique skill set, increasingly valuable as clients grapple with a deluge of data, and it’s what we should be focusing on as an industry.

“We can collect better data” is the research slogan of the past. “We can turn this data into something meaningful” is what clients have always looked for; as we consider where the industry goes from here, it’s also the research slogan for the future.

The views, opinions, data, and methodologies expressed above are those of the contributor(s) and do not necessarily reflect or represent the official policies, positions, or beliefs of Greenbook.

Comments are moderated to ensure respect towards the author and to prevent spam or self-promotion. Your comment may be edited, rejected, or approved based on these criteria. By commenting, you accept these terms and take responsibility for your contributions.

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Kane RL, Guise JM, Hartman K, et al. Presentation of Future Research Needs [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US); 2012 Apr. (Methods Future Research Needs Reports, No. 9.)

Presentation of Future Research Needs [Internet].

Introduction.

This methods paper was commissioned by the Agency for Healthcare Research and Quality (AHRQ) as one of a series of papers addressing methods issues in the relatively new area of explicit discussion of future research needs (FRN) as part of comparative effectiveness research (CER). This paper is intended to reflect current and recommended practices for the AHRQ Evidence-based Practice Centers (EPC), but these methods will certainly be refined in the coming years through both the EPC program and related initiatives as envisioned by the Affordable Care Act. Other papers in this methods series on future research needs in comparative effectiveness research may be found on AHRQ’s effective health care (EHC) Web site: www.effectivehealthcare.ahrq.gov/futureresearchneedsmethods.cfm .

• Comparative Effectiveness Research

CER is the “generation and synthesis of evidence that compares the benefits and harms of alternative methods to prevent, diagnose, treat, and monitor a clinical condition or to improve delivery of care. The purpose of CER is to assist consumers, clinicians, purchasers, and policymakers to make informed decisions that will improve care both at the individual and the population levels.” 1 CER comprises a broad range of activities and types of study, encompassing systematic reviews, secondary data analyses, randomized controlled trials, prospective observational studies, health systems research, and dissemination of results to the public, providers, policymakers, and other key stakeholders. Key components of CER include comparisons between active treatments, policies, or diagnostic strategies with evidence from research conducted in settings similar to those in which most patients with a given condition are treated. The explicit nature of CER is demonstrated by the descriptions of proposed study questions through the PICOTS formalism, in which each Key Question is described using six dimensions: Population; Intervention; Comparator treatment or test; Outcomes assessed; Timeframe; Study setting. 2

• Future Research Needs

Systematic reviews of focused clinical and policy questions reach conclusions whenever feasible and describe the strength of evidence supporting those conclusions. However, many reviews find only low or moderate strength of evidence to address a given Key Question. Problems are often identified with the amount or quality of the literature examined, leading to an inability to address all of the components of the key study questions to sufficiently address the clinical and policy needs that led to the Key Questions. Gaps in the evidence remain. A common criticism of systematic reviews is that, while they generally contain a section describing the limitations of the research just reviewed, these limitations sections often are very general (e.g., “larger trials are needed”) and provide relatively little guidance to funders or the research community regarding the next study or series of studies needed to advance a given field. 3 Yet a key, and to date, underutilized role of the systematic review process is to stimulate new research to address identified gaps in the literature.

With these FRN papers and accompanying methods papers, the AHRQ EPC Program distinguishes between the evidence gaps that are identified from within a systematic review and those that are prioritized and clearly defined as research needs by stakeholders based on their potential impact on practice or care. A more explicit and prioritized listing of research needs, with guidance regarding how to address those needs, could allow the impact of systematic reviews to be more fully realized and increase the pace of research to provide meaningful answers. The audience for future research needs reports includes the research community, funders, policymakers, and advocacy groups. Reducing the time between synthesis of evidence, identification of future research needs, and initiation of studies to address those needs is urgently needed in the current health care environment.

The Future Research Needs Process

In the AHRQ EHC program, FRN documents are derived from systematic reviews of CER questions. The FRN document follows online publication of the systematic review and serves as a standalone document. Figure 1 shows the flow of an FRN project.

Flowchart of future research needs process. * May include identification of additional evidence gaps. † Reduction through topic consolidation, preliminary prioritization, and consideration of ongoing research (duplication criteria).

Each FRN report begins with identifying a list of evidence gaps from the systematic review (in draft or final form), which may be augmented with input from a multidisciplinary panel of stakeholders familiar with both the research methods and the clinical and policy content of the systematic review. The EPC then works with the stakeholder group to elaborate and consolidate the evidence gaps, taking into consideration any ongoing or planned research that may already be addressing gaps. Potential research questions are then elaborated following the PICOTS framework with the exception of methodological questions, which may be organized differently. 4 Once the questions have been formalized, they are given a final ranking by the stakeholders according to potential value criteria. The final list of 4–12 high priority Future Research Needs with specific questions, including PICOTS definition (as appropriate) and potential study designs, is published in a final document intended for use by researchers and funders of research.

Scope of This Paper

This paper is one of a series of papers that provide recommendations and best practices on the steps in identifying and prioritizing Future Research Needs. (This particular paper addresses issues around presenting the findings from an FRN analysis, which are covered in steps 4, 6, and 7. This paper does not address other related issues around determining research gaps, orienting stakeholders to CER questions, FRN process and prioritization criteria, elaboration of evidence gaps, and ranking research needs, within steps 1, 2, 3, and 5, which are covered in related papers. 5 – 7 ) Other papers that address other steps in the FRN process will be posted as they are completed at www.effectivehealthcare.ahrq.gov/futureresearchneedsmethods.cfm .

• Background and Rationale

The goal of the FRN documents is to encourage further research based on the shortcomings identified in the comparative effectiveness (CE) reviews, by extending the discussion raised in those reports. We walk a fine line between stimulating action and appearing overly prescriptive. The question of the “desirable” level of detail in laying out future research needs is related to larger questions of:

• Who is the primary audience for the reports (funding agencies, researchers)?
• Is the prioritization activity a technical exercise in which solutions (highly specified research studies to address research needs) are found? or
• Are stakeholders engaged in a prioritization activity that leads to insights and broad understanding of research needs?

These questions may also be related to the extent of the evidence base in the underlying field of research. It is possible that fields with a large evidence base are more amenable to focused prioritization efforts that yield highly specified research questions.

Stakeholder perspective offers some clues about which approach (technical or broader insights) may be the most appropriate. In some cases, stakeholders may move the identification to a broader plane than was originally anticipated. For example, the future research needs report on weight gain in pregnancy offered the following narrative: “Stakeholders were reluctant to dictate a specific form of study design because they felt that many of the research areas were at a nascent stage that might benefit from a multiplicity of approaches. In addition, while the group was inspired to map the identified research priorities to study approaches, they were reluctant to specify a single, correct next step. They expressed confidence in the collective energy and creativity of the scientific community, suggesting that agencies and organizations seeking to advance research in this area solicit and amply fund investigator-initiated research rather than prespecifying study designs to answer high priority questions. Likewise there was confidence that robust expertise and appropriate study populations are available to realize answers to the prioritized questions quickly in order to bring practical tools and new knowledge to advancing the care of women and their children.” 8

Stakeholder reactions varied for other topics. For example, members of the stakeholder panel on treatment for localized prostate cancer 9 took into account two large, lengthy randomized controlled trials that were then underway and sought to identify potential studies and research designs that could enrich the evidence base while awaiting the results of those trials. They also shifted the emphasis from specific treatments to determining which patients should be treated and when, because of their concern about substantial overtreatment in this patient population.

In addition to the pilot work in FRN documents, recognizing that this was a new area of work, these eight centers were also engaged in methodological development to provide an underpinning for eventual programmatic guidance. One of these projects was devoted to defining an optimal format for presenting research needs. 10

As a result of these early experiences in piloting approaches to FRN development and prioritization, and exploration of methods, AHRQ has identified the need for program guidance on a structured and consistent method for presenting FRNs. Initial efforts have been made to create guidance, but initial experience has suggested that further refinements are indicated.

This project explores how recommendations for FRNs beyond the work done in CE reviews can be best organized and presented across a variety of topics. It delineates the elements and presentation that are most helpful in a standalone future research needs document.

In the context of the FRN document, this relates specifically to the way the prioritized list of research needs (the “future research needs”) are presented. Early experience suggests two categories of research gaps, one related to the topic area and another related to methodological issues. This report will inform presentation elements and the level of detail that are appropriate for each.

• Cite this Page Kane RL, Guise JM, Hartman K, et al. Presentation of Future Research Needs [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US); 2012 Apr. (Methods Future Research Needs Reports, No. 9.) Introduction.
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Home » Implications in Research – Types, Examples and Writing Guide

Implications in Research – Types, Examples and Writing Guide

Table of Contents

Implications in Research

Implications in research refer to the potential consequences, applications, or outcomes of the findings and conclusions of a research study. These can include both theoretical and practical implications that extend beyond the immediate scope of the study and may impact various stakeholders, such as policymakers, practitioners, researchers , or the general public.

Structure of Implications

The format of implications in research typically follows the structure below:

• Restate the main findings: Begin by restating the main findings of the study in a brief summary .
• Link to the research question/hypothesis : Clearly articulate how the findings are related to the research question /hypothesis.
• Discuss the practical implications: Discuss the practical implications of the findings, including their potential impact on the field or industry.
• Discuss the theoretical implications : Discuss the theoretical implications of the findings, including their potential impact on existing theories or the development of new ones.
• Identify limitations: Identify the limitations of the study and how they may affect the generalizability of the findings.
• Suggest directions for future research: Suggest areas for future research that could build on the current study’s findings and address any limitations.

Types of Implications in Research

Types of Implications in Research are as follows:

Theoretical Implications

These are the implications that a study has for advancing theoretical understanding in a particular field. For example, a study that finds a new relationship between two variables can have implications for the development of theories and models in that field.

Practical Implications

These are the implications that a study has for solving practical problems or improving real-world outcomes. For example, a study that finds a new treatment for a disease can have implications for improving the health of patients.

Methodological Implications

These are the implications that a study has for advancing research methods and techniques. For example, a study that introduces a new method for data analysis can have implications for how future research in that field is conducted.

Ethical Implications

These are the implications that a study has for ethical considerations in research. For example, a study that involves human participants must consider the ethical implications of the research on the participants and take steps to protect their rights and welfare.

Policy Implications

These are the implications that a study has for informing policy decisions. For example, a study that examines the effectiveness of a particular policy can have implications for policymakers who are considering whether to implement or change that policy.

Societal Implications

These are the implications that a study has for society as a whole. For example, a study that examines the impact of a social issue such as poverty or inequality can have implications for how society addresses that issue.

Forms of Implications In Research

Forms of Implications are as follows:

Positive Implications

These refer to the positive outcomes or benefits that may result from a study’s findings. For example, a study that finds a new treatment for a disease can have positive implications for patients, healthcare providers, and the wider society.

Negative Implications

These refer to the negative outcomes or risks that may result from a study’s findings. For example, a study that finds a harmful side effect of a medication can have negative implications for patients, healthcare providers, and the wider society.

Direct Implications

These refer to the immediate consequences of a study’s findings. For example, a study that finds a new method for reducing greenhouse gas emissions can have direct implications for policymakers and businesses.

Indirect Implications

These refer to the broader or long-term consequences of a study’s findings. For example, a study that finds a link between childhood trauma and mental health issues can have indirect implications for social welfare policies, education, and public health.

Importance of Implications in Research

The following are some of the reasons why implications are important in research:

• To inform policy and practice: Research implications can inform policy and practice decisions by providing evidence-based recommendations for actions that can be taken to address the issues identified in the research. This can lead to more effective policies and practices that are grounded in empirical evidence.
• To guide future research: Implications can also guide future research by identifying areas that need further investigation, highlighting gaps in current knowledge, and suggesting new directions for research.
• To increase the impact of research : By communicating the practical and theoretical implications of their research, researchers can increase the impact of their work by demonstrating its relevance and importance to a wider audience.
• To enhance the credibility of research : Implications can help to enhance the credibility of research by demonstrating that the findings have practical and theoretical significance and are not just abstract or academic exercises.
• To foster collaboration and engagement : Implications can also foster collaboration and engagement between researchers, practitioners, policymakers, and other stakeholders by providing a common language and understanding of the practical and theoretical implications of the research.

Example of Implications in Research

Here are some examples of implications in research:

• Medical research: A study on the efficacy of a new drug for a specific disease can have significant implications for medical practitioners, patients, and pharmaceutical companies. If the drug is found to be effective, it can be used to treat patients with the disease, improve their health outcomes, and generate revenue for the pharmaceutical company.
• Educational research: A study on the impact of technology on student learning can have implications for educators and policymakers. If the study finds that technology improves student learning outcomes, educators can incorporate technology into their teaching methods, and policymakers can allocate more resources to technology in schools.
• Social work research: A study on the effectiveness of a new intervention program for individuals with mental health issues can have implications for social workers, mental health professionals, and policymakers. If the program is found to be effective, social workers and mental health professionals can incorporate it into their practice, and policymakers can allocate more resources to the program.
• Environmental research: A study on the impact of climate change on a particular ecosystem can have implications for environmentalists, policymakers, and industries. If the study finds that the ecosystem is at risk, environmentalists can advocate for policy changes to protect the ecosystem, policymakers can allocate resources to mitigate the impact of climate change, and industries can adjust their practices to reduce their carbon footprint.
• Economic research: A study on the impact of minimum wage on employment can have implications for policymakers and businesses. If the study finds that increasing the minimum wage does not lead to job losses, policymakers can implement policies to increase the minimum wage, and businesses can adjust their payroll practices.

How to Write Implications in Research

Writing implications in research involves discussing the potential outcomes or consequences of your findings and the practical applications of your study’s results. Here are some steps to follow when writing implications in research:

• Summarize your key findings: Before discussing the implications of your research, briefly summarize your key findings. This will provide context for your implications and help readers understand how your research relates to your conclusions.
• Identify the implications: Identify the potential implications of your research based on your key findings. Consider how your results might be applied in the real world, what further research might be necessary, and what other areas of study could be impacted by your research.
• Connect implications to research question: Make sure that your implications are directly related to your research question or hypotheses. This will help to ensure that your implications are relevant and meaningful.
• Consider limitations : Acknowledge any limitations or weaknesses of your research, and discuss how these might impact the implications of your research. This will help to provide a more balanced view of your findings.
• Discuss practical applications : Discuss the practical applications of your research and how your findings could be used in real-world situations. This might include recommendations for policy or practice changes, or suggestions for future research.
• Be clear and concise : When writing implications in research, be clear and concise. Use simple language and avoid jargon or technical terms that might be confusing to readers.
• Provide a strong conclusion: Provide a strong conclusion that summarizes your key implications and leaves readers with a clear understanding of the significance of your research.

Purpose of Implications in Research

The purposes of implications in research include:

• Informing practice: The implications of research can provide guidance for practitioners, policymakers, and other stakeholders about how to apply research findings in practical settings.
• Generating new research questions: Implications can also inspire new research questions that build upon the findings of the original study.
• Identifying gaps in knowledge: Implications can help to identify areas where more research is needed to fully understand a phenomenon.
• Promoting scientific literacy: Implications can also help to promote scientific literacy by communicating research findings in accessible and relevant ways.
• Facilitating decision-making : The implications of research can assist decision-makers in making informed decisions based on scientific evidence.
• Contributing to theory development : Implications can also contribute to the development of theories by expanding upon or challenging existing theories.

When to Write Implications in Research

Here are some specific situations of when to write implications in research:

• Research proposal : When writing a research proposal, it is important to include a section on the potential implications of the research. This section should discuss the potential impact of the research on the field and its potential applications.
• Literature review : The literature review is an important section of the research paper where the researcher summarizes existing knowledge on the topic. This is also a good place to discuss the potential implications of the research. The researcher can identify gaps in the literature and suggest areas for further research.
• Conclusion or discussion section : The conclusion or discussion section is where the researcher summarizes the findings of the study and interprets their meaning. This is a good place to discuss the implications of the research and its potential impact on the field.

Advantages of Implications in Research

Implications are an important part of research that can provide a range of advantages. Here are some of the key advantages of implications in research:

• Practical applications: Implications can help researchers to identify practical applications of their research findings, which can be useful for practitioners and policymakers who are interested in applying the research in real-world contexts.
• Improved decision-making: Implications can also help decision-makers to make more informed decisions based on the research findings. By clearly identifying the implications of the research, decision-makers can understand the potential outcomes of their decisions and make better choices.
• Future research directions : Implications can also guide future research directions by highlighting areas that require further investigation or by suggesting new research questions. This can help to build on existing knowledge and fill gaps in the current understanding of a topic.
• Increased relevance: By highlighting the implications of their research, researchers can increase the relevance of their work to real-world problems and challenges. This can help to increase the impact of their research and make it more meaningful to stakeholders.
• Enhanced communication : Implications can also help researchers to communicate their findings more effectively to a wider audience. By highlighting the practical applications and potential benefits of their research, researchers can engage with stakeholders and communicate the value of their work more clearly.

About the author

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Researcher, Academic Writer, Web developer

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Suggestions for Future Research

Your dissertation needs to include suggestions for future research. Depending on requirements of your university, suggestions for future research can be either integrated into Research Limitations section or it can be a separate section.

You will need to propose 4-5 suggestions for future studies and these can include the following:

1. Building upon findings of your research . These may relate to findings of your study that you did not anticipate. Moreover, you may suggest future research to address unanswered aspects of your research problem.

2. Addressing limitations of your research . Your research will not be free from limitations and these may relate to formulation of research aim and objectives, application of data collection method, sample size, scope of discussions and analysis etc. You can propose future research suggestions that address the limitations of your study.

3. Constructing the same research in a new context, location and/or culture . It is most likely that you have addressed your research problem within the settings of specific context, location and/or culture. Accordingly, you can propose future studies that can address the same research problem in a different settings, context, location and/or culture.

4. Re-assessing and expanding theory, framework or model you have addressed in your research . Future studies can address the effects of specific event, emergence of a new theory or evidence and/or other recent phenomenon on your research problem.

My e-book,  The Ultimate Guide to Writing a Dissertation in Business Studies: a step by step assistance  offers practical assistance to complete a dissertation with minimum or no stress. The e-book covers all stages of writing a dissertation starting from the selection to the research area to submitting the completed version of the work within the deadline. John Dudovskiy

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Following the Subject pp 25–44 Cite as

What is Subjectivation? Key Concepts and Proposals for Future Research

• Boris Traue 12 &
• Lisa Pfahl 13  
• First Online: 01 June 2022

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5 Citations

Part of the book series: Subjektivierung und Gesellschaft/Studies in Subjectivation ((SG))

The concept of ‘subjectivation’ is commonly used in the social sciences and humanities, but its meaning is often less than clear. This paper disambiguates different uses of subjectivation in poststructuralist sociology and interpretive sociology by showing how they draw from the terminologies of subjectivity, subjection, and subjectness. A relational framework for the study of subjectivation is introduced, highlighting conceptual concerns in subjectivation research: affectivity, materiality, and agency, which together allow the authors to focus on a concept of the “subject of rights”.

• Subjectivity
• Subjectivation
• Relational sociology

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‘Subject’ is the latin translation of the Greek term ὑποκείμενον, hypokeimenon—literally that which is ‘placed under’ or ‘underlies’ (Balibar et al. 2014 ).

Subjectivities are of relative permanency and extend across the social worlds an individual is interacting with. While socialization adapts individuals to specific contexts, subjectivation is an achievement which creates ‘persons’ who act after the image they project of themselves and which are projected onto them.

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Traue, B., Pfahl, L. (2022). What is Subjectivation? Key Concepts and Proposals for Future Research. In: Bosančić, S., Brodersen, F., Pfahl, L., Schürmann, L., Spies, T., Traue, B. (eds) Following the Subject. Subjektivierung und Gesellschaft/Studies in Subjectivation. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-31497-2_2

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25 Questions (and Answers!) About the Great North American Eclipse

The McDonald Observatory’s guide to one of nature’s most beautiful and astounding events: What you might see, how to view it safely, how astronomers will study it, how animals might react, and some of the mythology and superstitions about the Sun’s great disappearing act.

1. What’s happening?

The Moon will cross directly between Earth and the Sun, temporarily blocking the Sun from view along a narrow path across Mexico, the United States, and Canada. Viewers across the rest of the United States will see a partial eclipse, with the Moon covering only part of the Sun’s disk.

2. When will it happen?

The eclipse takes place on April 8. It will get underway at 10:42 a.m. CDT, when the Moon’s shadow first touches Earth’s surface, creating a partial eclipse. The Big Show—totality—begins at about 11:39 a.m., over the south-central Pacific Ocean. The shadow will first touch North America an hour and a half later, on the Pacific coast of Mexico. Moving at more than 1,600 miles (2,575 km) per hour, the path of totality will enter the United States at Eagle Pass, Texas, at 1:27 p.m. CDT. The lunar shadow will exit the United States and enter the Canadian province of New Brunswick near Houlton, Maine, at 2:35 p.m. (3:35 p.m. EDT).

3. How long will totality last?

The exact timing depends on your location. The maximum length is 4 minutes, 27 seconds near Torreon, Mexico. In the United States, several towns in southwestern Texas will see 4 minutes, 24 seconds of totality. The closer a location is to the centerline of the path of totality, the longer the eclipse will last.

4. What will it look like?

Eclipse veterans say there’s nothing quite like a total solar eclipse. In the last moments before the Sun disappears behind the Moon, bits of sunlight filter through the lunar mountains and canyons, forming bright points of light known as Baily’s beads. The last of the beads provides a brief blaze known as a diamond ring effect. When it fades away, the sky turns dark and the corona comes into view— million-degree plasma expelled from the Sun’s surface. It forms silvery filaments that radiate away from the Sun. Solar prominences, which are fountains of gas from the surface, form smaller, redder streamers on the rim of the Sun’s disk.

5. What safety precautions do I need to take?

It’s perfectly safe to look at the total phase of the eclipse with your eyes alone. In fact, experts say it’s the best way to enjoy the spectacle. The corona, which surrounds the intervening Moon with silvery tendrils of light, is only about as bright as a full Moon.

During the partial phases of the eclipse, however, including the final moments before and first moments after totality, your eyes need protection from the Sun’s blinding light. Even a 99-percent-eclipsed Sun is thousands of times brighter than a full Moon, so even a tiny sliver of direct sunlight can be dangerous!

To stay safe, use commercially available eclipse viewers, which can look like eyeglasses or can be embedded in a flat sheet that you hold in front of your face. Make sure your viewer meets the proper safety standards, and inspect it before you use it to make sure there are no scratches to let in unfiltered sunlight.

You also can view the eclipse through a piece of welder’s glass (No. 14 or darker), or stand under a leafy tree and look at the ground; the gaps between leaves act as lenses, projecting a view of the eclipse on the ground. With an especially leafy tree you can see hundreds of images of the eclipse at once. (You can also use a colander or similar piece of gear to create the same effect.)

One final mode of eclipse watching is with a pinhole camera. You can make one by poking a small hole in an index card, file folder, or piece of stiff cardboard. Let the Sun shine through the hole onto the ground or a piece of paper, but don’t look at the Sun through the hole! The hole projects an image of the eclipsed Sun, allowing you to follow the entire sequence, from the moment of first contact through the Moon’s disappearance hours later.

6. Where can I see the eclipse?

In the United States, the path of totality will extend from Eagle Pass, Texas, to Houlton, Maine. It will cross 15 states: Texas, Oklahoma, Arkansas, Missouri, Illinois, Indiana, Kentucky, Ohio, Pennsylvania, New York, Vermont, New Hampshire, Maine, Tennessee, and Michigan (although it barely nicks the last two).

In Texas, the eclipse will darken the sky over Austin, Waco, and Dallas—the most populous city in the path, where totality (the period when the Sun is totally eclipsed) will last 3 minutes, 51 seconds.

Other large cities along the path include Little Rock; Indianapolis; Dayton, Toledo, and Cleveland, Ohio; Erie, Pennsylvania; Buffalo and Rochester, New York; and Burlington, Vermont.

Outside the path of totality, American skywatchers will see a partial eclipse, in which the Sun covers only part of the Sun’s disk. The sky will grow dusky and the air will get cooler, but the partially eclipsed Sun is still too bright to look at without proper eye protection. The closer to the path of totality, the greater the extent of the eclipse. From Memphis and Nashville, for example, the Moon will cover more than 95 percent of the Sun’s disk. From Denver and Phoenix, it’s about 65 percent. And for the unlucky skywatchers in Seattle, far to the northwest of the eclipse centerline, it’s a meager 20 percent.

The total eclipse path also crosses Mexico, from the Pacific coast, at Mazatlán, to the Texas border. It also crosses a small portion of Canada, barely including Hamilton, Ontario. Eclipse Details for Locations Around the United States • aa.usno.navy.mil/data/Eclipse2024 • eclipse.aas.org • GreatAmericanEclipse.com

7. What causes solar eclipses?

These awe-inspiring spectacles are the result of a pleasant celestial coincidence: The Sun and Moon appear almost exactly the same size in Earth’s sky. The Sun is actually about 400 times wider than the Moon but it’s also about 400 times farther, so when the new Moon passes directly between Earth and the Sun—an alignment known as syzygy—it can cover the Sun’s disk, blocking it from view.

8. Why don’t we see an eclipse at every new Moon?

The Moon’s orbit around Earth is tilted a bit with respect to the Sun’s path across the sky, known as the ecliptic. Because of that angle, the Moon passes north or south of the Sun most months, so there’s no eclipse. When the geometry is just right, however, the Moon casts its shadow on Earth’s surface, creating a solar eclipse. Not all eclipses are total. The Moon’s distance from Earth varies a bit, as does Earth’s distance from the Sun. If the Moon passes directly between Earth and the Sun when the Moon is at its farthest, we see an annular eclipse, in which a ring of sunlight encircles the Moon. Regardless of the distance, if the SunMoon-Earth alignment is off by a small amount, the Moon can cover only a portion of the Sun’s disk, creating a partial eclipse.

9. How often do solar eclipses happen?

Earth sees as least two solar eclipses per year, and, rarely, as many as five. Only three eclipses per two years are total. In addition, total eclipses are visible only along narrow paths. According to Belgian astronomer Jean Meuss, who specializes in calculating such things, any given place on Earth will see a total solar eclipse, on average, once every 375 years. That number is averaged over many centuries, so the exact gap varies. It might be centuries between succeeding eclipses, or it might be only a few years. A small region of Illinois, Missouri, and Kentucky, close to the southeast of St. Louis, for example, saw the total eclipse of 2017 and will experience this year’s eclipse as well. Overall, though, you don’t want to wait for a total eclipse to come to you. If you have a chance to travel to an eclipse path, take it!

10. What is the limit for the length of totality?

Astronomers have calculated the length of totality for eclipses thousands of years into the future. Their calculations show that the greatest extent of totality will come during the eclipse of July 16, 2186, at 7 minutes, 29 seconds, in the Atlantic Ocean, near the coast of South America. The eclipse will occur when the Moon is near its closest point to Earth, so it appears largest in the sky, and Earth is near its farthest point from the Sun, so the Sun appears smaller than average. That eclipse, by the way, belongs to the same Saros cycle as this year’s.

11. When will the next total eclipse be seen from the United States?

The next total eclipse visible from anywhere in the United States will take place on March 30, 2033, across Alaska. On August 22, 2044, a total eclipse will be visible across parts of Montana, North Dakota, and South Dakota. The next eclipse to cross the entire country will take place on August 12, 2045, streaking from northern California to southern Florida. Here are the other total solar eclipses visible from the contiguous U.S. this century:

March 30, 2052 Florida, Georgia, tip of South Carolina May 11, 2078 From Louisiana to North Carolina May 1, 2079 From Philadelphia up the Atlantic coast to Maine September 14, 2099 From North Dakota to the Virginia-North Carolina border

12. What is the origin of the word ‘eclipse?’

The word first appeared in English writings in the late 13th century. It traces its roots, however, to the Greek words “ecleipsis” or “ekleipein.” According to various sources, the meaning was “to leave out, fail to appear,” “a failing, forsaking,” or “abandon, cease, die.”

13. Do solar eclipses follow any kind of pattern?

The Moon goes through several cycles. The best known is its 29.5-day cycle of phases, from new through full and back again. Other cycles include its distance from Earth (which varies by about 30,000 miles (50,000 km) over 27.5 days) and its relationship to the Sun’s path across the sky, known as the ecliptic (27.2 days), among others. These three cycles overlap every 6,585.3 days, which is 18 years, 11 days, and 8 hours.

This cycle of cycles is known as a Saros (a word created by Babylonians). The circumstances for each succeeding eclipse in a Saros are similar—the Moon is about the same distance from Earth, for example, and they occur at the same time of year. Each eclipse occurs one-third of the way around Earth from the previous one, however; the next eclipse in this Saros, for example, will be visible from parts of the Pacific Ocean.

Each Saros begins with a partial eclipse. A portion of the Moon just nips the northern edge of the Sun, for example, blocking only a fraction of the Sun’s light. With each succeeding eclipse in the cycle, the Moon covers a larger fraction of the solar disk, eventually creating dozens of total eclipses. The Moon then slides out of alignment again, this time in the opposite direction, creating more partial eclipses. The series ends with a grazing partial eclipse on the opposite hemisphere (the southern tip, for example).

Several Saros cycles churn along simultaneously (40 are active now), so Earth doesn’t have to wait 18 years between eclipses. They can occur at intervals of one, five, six, or seven months.

The April 8 eclipse is the 30th of Saros 139, a series of 71 events that began with a partial eclipse, in the far north, and will end with another partial eclipse, this time in the far southern hemisphere. The next eclipse in this Saros, also total, will take place on April 20, 2042.

First eclipse May 17, 1501

First total eclipse December 21, 1843

Final total eclipse March 26, 2601

Longest total eclipse July 16, 2186,  7 minutes, 29 seconds

Final partial eclipse July 3, 2763

All eclipses 71 (43 total, 16 partial, 12 hybrid)

Source: NASA Catalog of Solar Eclipses: eclipse.gsfc.nasa.gov/SEsaros/SEsaros139.html

14. What about eclipse seasons?

Eclipses occur in “seasons,” with two or three eclipses (lunar and solar) in a period of about five weeks. Individual eclipses are separated by two weeks: a lunar eclipse at full Moon, a solar eclipse at new Moon (the sequence can occur in either order). If the first eclipse in a season occurs during the first few days of the window, then the season will have three eclipses. When one eclipse in the season is poor, the other usually is much better.

That’s certainly the case with the season that includes the April 8 eclipse. It begins with a penumbral lunar eclipse on the night of March 24, in which the Moon will pass through Earth’s outer shadow. The eclipse will cover the Americas, although the shadow is so faint that most skywatchers won’t notice it.

This article was previously published in the March/April 2024 issue of StarDate  magazine, a publication of The University of Texas at Austin’s McDonald Observatory. Catch StarDate’s daily radio program on more than 300 stations nationwide or subscribe online at  stardate.org .

15. How can astronomers forecast eclipses so accurately?

They’ve been recording eclipses and the motions of the Moon for millennia. And over the past half century they’ve been bouncing laser beams off of special reflectors carried to the Moon by Apollo astronauts and Soviet rovers. Those observations reveal the Moon’s position to within a fraction of an inch. Using a combination of the Earth-Moon distance, the Moon’s precise shape, Earth’s rotation and its distance from the Sun, and other factors, astronomers can predict the timing of an eclipse to within a fraction of a second many centuries into the future.

Edmond Halley made the first confirmed solar eclipse prediction, using the laws of gravity devised only a few decades earlier by Isaac Newton. Halley forecast that an eclipse would cross England on May 3, 1715. He missed the timing by just four minutes and the path by 20 miles, so the eclipse is known as Halley’s Eclipse.

16. What are the types of solar eclipses?

Total : the Moon completely covers the Sun.

Annular : the Moon is too far away to completely cover the Sun, leaving a bright ring of sunlight around it.

Partial : the Moon covers only part of the Sun’s disk.

Hybrid : an eclipse that is annular at its beginning and end, but total at its peak.

17. What are Baily’s beads?

During the minute or two before or after totality, bits of the Sun shine through canyons and other features on the limb of the Moon, producing “beads” of sunlight. They were first recorded and explained by Edmond Halley, in 1715. During a presentation to the Royal Academy of Sciences more than a century later, however, astronomer Frances Baily first described them as “a string of beads,” so they’ve been known as Baily’s beads ever since. Please note that Baily’s beads are too bright to look at without eye protection!

18. Will Earth always see total solar eclipses?

No, it will not. The Moon is moving away from Earth at about 1.5 inches (3.8 cm) per year. Based on that rate of recession, in about 600 million years the Moon would have moved so far from Earth that it would no longer appear large enough to cover the Sun. The speed at which the Moon separates from Earth changes over the eons, however, so scientists aren’t sure just when Earth will see its final total solar eclipse.

19. How will the eclipse affect solar power?

If your solar-powered house is in or near the path of totality, the lights truly will go out, as they do at night. For large power grids, the eclipse will temporarily reduce the total amount of electricity contributed by solar generation. During the October 14, 2023, annular eclipse, available solar power plummeted in California and Texas. At the same time, demand increased as individual Sun-powered homes and other buildings began drawing electricity from the power grid. Both networks were able to compensate with stations powered by natural gas and other sources.

The power drop during this year’s eclipse could be more dramatic because there will be less sunlight at the peak of the eclipse.

20. What are some of the myths and superstitions associated with solar eclipses?

Most ancient cultures created stories to explain the Sun’s mysterious and terrifying disappearances.

In China and elsewhere, it was thought the Sun was being devoured by a dragon. Other cultures blamed a hungry frog (Vietnam), a giant wolf loosed by the god Loki (Scandinavia), or the severed head of a monster (India). Still others saw an eclipse as a quarrel (or a reunion) between Sun and Moon. Some peoples shot flaming arrows into the sky to scare away the monster or to rekindle the solar fire. One especially intriguing story, from Transylvania, said that an eclipse occurred when the Sun covered her face in disgust at bad human behavior.

Eclipses have been seen as omens of evil deeds to come. In August 1133, King Henry I left England for Normandy one day before a lengthy solar eclipse, bringing prophesies of doom. The country later was plunged into civil war, and Henry died before he could return home, strengthening the impression that solar eclipses were bad mojo.

Ancient superstitions claimed that eclipses could cause plague and other maladies. Modern superstitions say that food prepared during an eclipse is poison and that an eclipse will damage the babies of pregnant women who look at it. None of that is true, of course. There’s nothing at all to fear from this beautiful natural event.

21. How do animals react to solar eclipses?

Scientists haven’t studied the topic very thoroughly, but they do have some general conclusions. Many daytime animals start their evening rituals, while many nighttime animals wake up when the eclipse is over, perhaps cursing their alarm clocks for letting them sleep so late!

During the 2017 total eclipse, scientists observed 17 species at Riverbanks Zoo in Columbia, South Carolina. About three-quarters of the species showed some response as the sky darkened. Some animals acted nervous, while others simply headed for bed. A species of gibbon had the most unusual reaction, moving excitedly and chattering in ways the zookeepers hadn’t seen before.

Other studies have reported that bats and owls sometimes come out during totality, hippos move toward their nighttime feeding grounds, and spiders tear down their webs, only to rebuild them when the Sun returns. Bees have been seen to return to their hives during totality and not budge until the next day, crickets begin their evening chorus, and, unfortunately, mosquitoes emerge, ready to dine on unsuspecting eclipse watchers.

A NASA project, Eclipse Soundscapes, is using volunteers around the country to learn more about how animals react to the changes. The project collected audio recordings and observations by participants during the annular eclipse last year, and will repeat the observations this year. Volunteers can sign up at eclipsesoundscapes.org

22. How will scientists study this year’s eclipse?

Astronomers don’t pay quite as much professional attention to solar eclipses as they did in decades and centuries past. However, they still schedule special observations to add to their knowledge of the Sun and especially the inner edge of the corona.

Sun-watching satellites create artificial eclipses by placing a small disk across the face of the Sun, blocking the Sun’s disk and revealing the corona, solar prominences, and big explosions of charged particles known as coronal mass ejections.

Because of the way light travels around the edges of an eclipsing disk, however, it’s difficult to observe the region just above the Sun’s visible surface, which is where much of the action takes place. The corona is heated to millions of degrees there, and the constant flow of particles known as the solar wind is accelerated to a million miles per hour or faster, so solar astronomers really want to see that region in detail. The eclipsing Moon doesn’t create the same effects around the limb of the Sun, so a solar eclipse still provides the best way to look close to the Sun’s surface.

For this year’s eclipse, some scientists will repeat a series of experiments they conducted in 2017 using a pair of highaltitude WB-57 aircraft to “tag team” through the lunar shadow, providing several extra minutes of observations.

Other scientists will use the eclipse to study Earth’s ionosphere, an electrically charged layer of the atmosphere that “bends” radio waves, allowing them to travel thousands of miles around the planet. Sunlight rips apart atoms and molecules during the day, intensifying the charge. At night, the atoms and molecules recombine, reducing the charge.

Physicists want to understand how the ionosphere reacts to the temporary loss of sunlight during an eclipse. They will do so with the help of thousands of volunteer ham radio operators, who will exchange messages with others around the planet. During last October’s annular eclipse, when the Moon covered most but not all of the Sun, the experiment showed a large and immediate change in the ionosphere as the sunlight dimmed.

NASA also will launch three small “sounding” rockets, which loft instruments into space for a few minutes, to probe the ionosphere shortly before, during, and shortly after the eclipse.

Another project will use radar to study changes in the interactions between the solar wind and Earth’s atmosphere, while yet another will use a radio telescope to map sunspots and surrounding regions as the Moon passes across them.

One project will piece together images of the eclipse snapped through more than 40 identical telescopes spaced along the path of totality to create a one-hour movie of the eclipse. The telescopes will be equipped with instruments that see the three-dimensional structure of the corona, allowing solar scientists to plot how the corona changes.

23. What have astronomers learned from eclipses?

Solar eclipses have been powerful tools for studying the Sun, the layout of the solar system, and the physics of the universe.

Until the Space Age, astronomers could see the Sun’s corona only during eclipses, so they traveled around the world to catch these brief glimpses of it.

Eclipses also offered a chance to refine the scale of the solar system. Watching an eclipse from different spots on Earth and comparing the angles of the Moon and Sun helped reveal the relative sizes and distances of both bodies, which were important steps in understanding their true distances.

During an eclipse in 1868, two astronomers discovered a new element in the corona. It was named helium, after Helios, a Greek name for the Sun. The element wasn’t discovered on Earth until a quarter of a century later.

An eclipse in 1919 helped confirm General Relativity, which was Albert Einstein’s theory of gravity. The theory predicted that the gravity of a massive body should deflect the path of light rays flying near its surface. During the eclipse, astronomers found that the positions of background stars that appeared near the Sun were shifted by a tiny amount, which was in perfect agreement with Einstein’s equations.

Today, astronomers are using records of eclipses dating back thousands of years to measure changes in Earth’s rotation rate and the distance to the Moon.

24. How did astronomers study eclipses in the past?

With great effort! From the time they could accurately predict when and where solar eclipses would be visible, they organized expeditions that took them to every continent except Antarctica, on trips that lasted months and that sometimes were spoiled by clouds or problems both technical and human.

During the American Revolution, for example, a group of Harvard scientists led by Samuel Williams received safe passage from the British army to view an eclipse from Penobscot Bay, Maine, on October 21, 1780. Williams slightly miscalculated the eclipse path, though, so the group missed totality by a few miles. (The expedition did make some useful observations, however.)

In 1860, an expedition headed by Simon Newcomb, one of America’s top astronomers, journeyed up the Saskatchewan River, hundreds of miles from the nearest city, braving rapids, mosquitoes, and bad weather. After five grueling weeks, they had to stop short of their planned viewing site, although at a location still inside the eclipse path. Clouds covered the Sun until almost the end of totality, however, so the expedition came up empty.

King Mongkut of Siam invited a French expedition and hundreds of other dignitaries to view an eclipse from present-day Thailand in 1868. He built an observatory and a large compound to house his guests at a site Mongkut himself had selected as the best viewing spot. The eclipse came off perfectly, but many visitors contracted malaria. So did Mongkut, who died a few weeks later.

An expedition in 1914, to Russia, was plagued by both clouds and the start of World War I. The team abandoned its instruments at a Russian observatory and escaped through Scandinavia.

The eclipse of July 29, 1878, offered fewer impediments. In fact, it was a scientific and social extravaganza. The eclipse path stretched from Montana Territory to Texas. Teams of astronomers from the United States and Europe spread out along the path. Thomas Edison stationed his group in Wyoming, where he used a tasimeter, a device of his own creation, to try to measure the temperature of the corona. Samuel Pierpoint Langley, a future secretary of the Smithsonian, was atop Pikes Peak in Colorado. Maria Mitchell, perhaps America’s leading female scientist, decamped to Denver. And Asaph Hall, who had discovered the moons of Mars just the year before, journeyed to the flatlands of eastern Colorado.

Thousands of average Americans joined the festivities, paying outrageous prices for some of the best viewing spots. Some things, it seems, never change.

25. What about lunar eclipses?

While solar eclipses happen during new Moon, lunar eclipses occur when the Moon is full, so it aligns opposite the Sun in our sky. The Moon passes through Earth’s shadow. In a total eclipse, the entire lunar disk turns orange or red. In a partial eclipse, Earth’s inner shadow covers only a portion of the Moon. And during a penumbral eclipse, the Moon passes through the outer portion of Earth’s shadow, darkening the Moon so little that most people don’t even notice it.

Lunar eclipses happen as often as solar eclipses—at least twice per year. This is a poor year for lunar eclipses, however. There is a penumbral eclipse on the night of March 24, with the Moon slipping through Earth’s faint outer shadow, and a partial eclipse on the night of September 17, in which the Moon barely dips into the darker inner shadow. Both eclipses will be visible from most of the United States.

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