definition of an research plan

How to write a research plan: Step-by-step guide

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30 January 2024

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Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

There’s general research planning; then there’s an official, well-executed research plan. Whatever data-driven research project you’re gearing up for, the research plan will be your framework for execution. The plan should also be detailed and thorough, with a diligent set of criteria to formulate your research efforts. Not including these key elements in your plan can be just as harmful as having no plan at all.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project.

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement, devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes, demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Research methods might include any of the following:

User interviews: this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies: this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting: participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups: use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies: ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys: get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing: tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing: ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project. Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty. But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

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FLEET LIBRARY | Research Guides

Rhode island school of design, create a research plan: research plan.

• Research Plan
• Literature Review
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A research plan is a framework that shows how you intend to approach your topic. The plan can take many forms: a written outline, a narrative, a visual/concept map or timeline. It's a document that will change and develop as you conduct your research. Components of a research plan

1. Research conceptualization - introduces your research question

2. Research methodology - describes your approach to the research question

3. Literature review, critical evaluation and synthesis - systematic approach to locating,

    reviewing and evaluating the work (text, exhibitions, critiques, etc) relating to your topic

4. Communication - geared toward an intended audience, shows evidence of your inquiry

Research conceptualization refers to the ability to identify specific research questions, problems or opportunities that are worthy of inquiry. Research conceptualization also includes the skills and discipline that go beyond the initial moment of conception, and which enable the researcher to formulate and develop an idea into something researchable ( Newbury 373).

Research methodology refers to the knowledge and skills required to select and apply appropriate methods to carry through the research project ( Newbury 374) .

Method describes a single mode of proceeding; methodology describes the overall process.

Method - a way of doing anything especially according to a defined and regular plan; a mode of procedure in any activity

Methodology - the study of the direction and implications of empirical research, or the sustainability of techniques employed in it; a method or body of methods used in a particular field of study or activity *Browse a list of research methodology books  or this guide on Art & Design Research

Literature Review, critical evaluation & synthesis

A literature review is a systematic approach to locating, reviewing, and evaluating the published work and work in progress of scholars, researchers, and practitioners on a given topic.

Critical evaluation and synthesis is the ability to handle (or process) existing sources. It includes knowledge of the sources of literature and contextual research field within which the person is working ( Newbury 373).

Literature reviews are done for many reasons and situations. Here's a short list:

Sources to consult while conducting a literature review:

Online catalogs of local, regional, national, and special libraries

meta-catalogs such as worldcat , Art Discovery Group , europeana , world digital library or RIBA

subject-specific online article databases (such as the Avery Index, JSTOR, Project Muse)

digital institutional repositories such as Digital Commons @RISD ; see Registry of Open Access Repositories

Open Access Resources recommended by RISD Research LIbrarians

works cited in scholarly books and articles

print bibliographies

the internet-locate major nonprofit, research institutes, museum, university, and government websites

search google scholar to locate grey literature & referenced citations

trade and scholarly publishers

fellow scholars and peers

Communication                              

Communication refers to the ability to

• structure a coherent line of inquiry
• communicate your findings to your intended audience
• make skilled use of visual material to express ideas for presentations, writing, and the creation of exhibitions ( Newbury 374)

Research plan framework: Newbury, Darren. "Research Training in the Creative Arts and Design." The Routledge Companion to Research in the Arts . Ed. Michael Biggs and Henrik Karlsson. New York: Routledge, 2010. 368-87. Print.

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• A Research Guide
• Research Paper Guide

How to Write a Research Plan

• Research plan definition
• Purpose of a research plan
• Research plan structure
• Step-by-step writing guide

Tips for creating a research plan

• Research plan examples

Research plan: definition and significance

What is the purpose of a research plan.

• Bridging gaps in the existing knowledge related to their subject.
• Reinforcing established research about their subject.
• Introducing insights that contribute to subject understanding.

Research plan structure & template

Introduction.

• What is the existing knowledge about the subject?
• What gaps remain unanswered?
• How will your research enrich understanding, practice, and policy?

Literature review

Expected results.

• Express how your research can challenge established theories in your field.
• Highlight how your work lays the groundwork for future research endeavors.
• Emphasize how your work can potentially address real-world problems.

5 Steps to crafting an effective research plan

Step 1: define the project purpose, step 2: select the research method, step 3: manage the task and timeline, step 4: write a summary, step 5: plan the result presentation.

• Brainstorm Collaboratively: Initiate a collective brainstorming session with peers or experts. Outline the essential questions that warrant exploration and answers within your research.
• Prioritize and Feasibility: Evaluate the list of questions and prioritize those that are achievable and important. Focus on questions that can realistically be addressed.
• Define Key Terminology: Define technical terms pertinent to your research, fostering a shared understanding. Ensure that terms like “church” or “unreached people group” are well-defined to prevent ambiguity.
• Organize your approach: Once well-acquainted with your institution’s regulations, organize each aspect of your research by these guidelines. Allocate appropriate word counts for different sections and components of your research paper.

Research plan example

• Writing a Research Paper
• Research Paper Title
• Research Paper Sources
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• Research Paper Thesis Statement
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• Research Paper Outline
• Research Paper Summary
• Research Paper Prospectus
• Research Paper Proposal
• Research Paper Format
• Research Paper Styles
• AMA Style Research Paper
• MLA Style Research Paper
• Chicago Style Research Paper
• APA Style Research Paper
• Research Paper Structure
• Research Paper Cover Page
• Research Paper Abstract
• Research Paper Introduction
• Research Paper Body Paragraph
• Research Paper Literature Review
• Research Paper Background
• Research Paper Methods Section
• Research Paper Results Section
• Research Paper Discussion Section
• Research Paper Conclusion
• Research Paper Appendix
• Research Paper Bibliography
• APA Reference Page
• Annotated Bibliography
• Bibliography vs Works Cited vs References Page
• Research Paper Types
• What is Qualitative Research

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Developing a Research Plan

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Walliman, N. (2011). Research methods: The basics . Routledge—Taylor and Francis Group.

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Olujide, J. O. (2004). Writing a research proposal. In H. A. Saliu & J. O. Oyebanji (Eds.), A guide on research proposal and report writing (Ch. 7, pp. 67–79). Faculty of Business and Social Sciences, Unilorin.

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Ajimotokan, H.A. (2023). Developing a Research Plan. In: Research Techniques. SpringerBriefs in Applied Sciences and Technology. Springer, Cham. https://doi.org/10.1007/978-3-031-13109-7_4

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What (Exactly) Is A Research Proposal?

A simple explainer with examples + free template.

By: Derek Jansen (MBA) | Reviewed By: Dr Eunice Rautenbach | June 2020 (Updated April 2023)

Whether you’re nearing the end of your degree and your dissertation is on the horizon, or you’re planning to apply for a PhD program, chances are you’ll need to craft a convincing research proposal . If you’re on this page, you’re probably unsure exactly what the research proposal is all about. Well, you’ve come to the right place.

Overview: Research Proposal Basics

• What a research proposal is
• What a research proposal needs to cover
• How to structure your research proposal
• Example /sample proposals
• Proposal writing FAQs
• Key takeaways & additional resources

What is a research proposal?

Simply put, a research proposal is a structured, formal document that explains what you plan to research (your research topic), why it’s worth researching (your justification), and how  you plan to investigate it (your methodology). 

The purpose of the research proposal (its job, so to speak) is to convince  your research supervisor, committee or university that your research is  suitable  (for the requirements of the degree program) and  manageable  (given the time and resource constraints you will face). 

The most important word here is “ convince ” – in other words, your research proposal needs to  sell  your research idea (to whoever is going to approve it). If it doesn’t convince them (of its suitability and manageability), you’ll need to revise and resubmit . This will cost you valuable time, which will either delay the start of your research or eat into its time allowance (which is bad news). 

What goes into a research proposal?

A good dissertation or thesis proposal needs to cover the “ what “, “ why ” and” how ” of the proposed study. Let’s look at each of these attributes in a little more detail:

Your proposal needs to clearly articulate your research topic . This needs to be specific and unambiguous . Your research topic should make it clear exactly what you plan to research and in what context. Here’s an example of a well-articulated research topic:

An investigation into the factors which impact female Generation Y consumer’s likelihood to promote a specific makeup brand to their peers: a British context

As you can see, this topic is extremely clear. From this one line we can see exactly:

• What’s being investigated – factors that make people promote or advocate for a brand of a specific makeup brand
• Who it involves – female Gen-Y consumers
• In what context – the United Kingdom

So, make sure that your research proposal provides a detailed explanation of your research topic . If possible, also briefly outline your research aims and objectives , and perhaps even your research questions (although in some cases you’ll only develop these at a later stage). Needless to say, don’t start writing your proposal until you have a clear topic in mind , or you’ll end up waffling and your research proposal will suffer as a result of this.

Need a helping hand?

As we touched on earlier, it’s not good enough to simply propose a research topic – you need to justify why your topic is original . In other words, what makes it  unique ? What gap in the current literature does it fill? If it’s simply a rehash of the existing research, it’s probably not going to get approval – it needs to be fresh.

But,  originality  alone is not enough. Once you’ve ticked that box, you also need to justify why your proposed topic is  important . In other words, what value will it add to the world if you achieve your research aims?

As an example, let’s look at the sample research topic we mentioned earlier (factors impacting brand advocacy). In this case, if the research could uncover relevant factors, these findings would be very useful to marketers in the cosmetics industry, and would, therefore, have commercial value . That is a clear justification for the research.

So, when you’re crafting your research proposal, remember that it’s not enough for a topic to simply be unique. It needs to be useful and value-creating – and you need to convey that value in your proposal. If you’re struggling to find a research topic that makes the cut, watch  our video covering how to find a research topic .

It’s all good and well to have a great topic that’s original and valuable, but you’re not going to convince anyone to approve it without discussing the practicalities – in other words:

• How will you actually undertake your research (i.e., your methodology)?
• Is your research methodology appropriate given your research aims?
• Is your approach manageable given your constraints (time, money, etc.)?

While it’s generally not expected that you’ll have a fully fleshed-out methodology at the proposal stage, you’ll likely still need to provide a high-level overview of your research methodology . Here are some important questions you’ll need to address in your research proposal:

• Will you take a qualitative , quantitative or mixed -method approach?
• What sampling strategy will you adopt?
• How will you collect your data (e.g., interviews, surveys, etc)?
• How will you analyse your data (e.g., descriptive and inferential statistics , content analysis, discourse analysis, etc, .)?
• What potential limitations will your methodology carry?

So, be sure to give some thought to the practicalities of your research and have at least a basic methodological plan before you start writing up your proposal. If this all sounds rather intimidating, the video below provides a good introduction to research methodology and the key choices you’ll need to make.

How To Structure A Research Proposal

Now that we’ve covered the key points that need to be addressed in a proposal, you may be wondering, “ But how is a research proposal structured? “.

While the exact structure and format required for a research proposal differs from university to university, there are four “essential ingredients” that commonly make up the structure of a research proposal:

• A rich introduction and background to the proposed research
• An initial literature review covering the existing research
• An overview of the proposed research methodology
• A discussion regarding the practicalities (project plans, timelines, etc.)

In the video below, we unpack each of these four sections, step by step.

Research Proposal Examples/Samples

In the video below, we provide a detailed walkthrough of two successful research proposals (Master’s and PhD-level), as well as our popular free proposal template.

Proposal Writing FAQs

How long should a research proposal be.

This varies tremendously, depending on the university, the field of study (e.g., social sciences vs natural sciences), and the level of the degree (e.g. undergraduate, Masters or PhD) – so it’s always best to check with your university what their specific requirements are before you start planning your proposal.

As a rough guide, a formal research proposal at Masters-level often ranges between 2000-3000 words, while a PhD-level proposal can be far more detailed, ranging from 5000-8000 words. In some cases, a rough outline of the topic is all that’s needed, while in other cases, universities expect a very detailed proposal that essentially forms the first three chapters of the dissertation or thesis.

The takeaway – be sure to check with your institution before you start writing.

How do I choose a topic for my research proposal?

Finding a good research topic is a process that involves multiple steps. We cover the topic ideation process in this video post.

How do I write a literature review for my proposal?

While you typically won’t need a comprehensive literature review at the proposal stage, you still need to demonstrate that you’re familiar with the key literature and are able to synthesise it. We explain the literature review process here.

How do I create a timeline and budget for my proposal?

We explain how to craft a project plan/timeline and budget in Research Proposal Bootcamp .

Which referencing format should I use in my research proposal?

The expectations and requirements regarding formatting and referencing vary from institution to institution. Therefore, you’ll need to check this information with your university.

What common proposal writing mistakes do I need to look out for?

We’ve create a video post about some of the most common mistakes students make when writing a proposal – you can access that here . If you’re short on time, here’s a quick summary:

• The research topic is too broad (or just poorly articulated).
• The research aims, objectives and questions don’t align.
• The research topic is not well justified.
• The study has a weak theoretical foundation.
• The research design is not well articulated well enough.
• Poor writing and sloppy presentation.
• Poor project planning and risk management.
• Not following the university’s specific criteria.

Key Takeaways & Additional Resources

As you write up your research proposal, remember the all-important core purpose:  to convince . Your research proposal needs to sell your study in terms of suitability and viability. So, focus on crafting a convincing narrative to ensure a strong proposal.

At the same time, pay close attention to your university’s requirements. While we’ve covered the essentials here, every institution has its own set of expectations and it’s essential that you follow these to maximise your chances of approval.

By the way, we’ve got plenty more resources to help you fast-track your research proposal. Here are some of our most popular resources to get you started:

• Proposal Writing 101 : A Introductory Webinar
• Research Proposal Bootcamp : The Ultimate Online Course
• Template : A basic template to help you craft your proposal

If you’re looking for 1-on-1 support with your research proposal, be sure to check out our private coaching service , where we hold your hand through the proposal development process (and the entire research journey), step by step.

Psst… there’s more!

This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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51 Comments

I truly enjoyed this video, as it was eye-opening to what I have to do in the preparation of preparing a Research proposal.

I would be interested in getting some coaching.

I real appreciate on your elaboration on how to develop research proposal,the video explains each steps clearly.

Thank you for the video. It really assisted me and my niece. I am a PhD candidate and she is an undergraduate student. It is at times, very difficult to guide a family member but with this video, my job is done.

In view of the above, I welcome more coaching.

Wonderful guidelines, thanks

This is very helpful. Would love to continue even as I prepare for starting my masters next year.

Thanks for the work done, the text was helpful to me

Bundle of thanks to you for the research proposal guide it was really good and useful if it is possible please send me the sample of research proposal

You’re most welcome. We don’t have any research proposals that we can share (the students own the intellectual property), but you might find our research proposal template useful: https://gradcoach.com/research-proposal-template/

Cheruiyot Moses Kipyegon

Thanks alot. It was an eye opener that came timely enough before my imminent proposal defense. Thanks, again

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Thank you. This is a great insight. I am a student preparing for a PhD program. I am requested to write my Research Proposal as part of what I am required to submit before my unconditional admission. I am grateful having listened to this video which will go a long way in helping me to actually choose a topic of interest and not just any topic as well as to narrow down the topic and be specific about it. I indeed need more of this especially as am trying to choose a topic suitable for a DBA am about embarking on. Thank you once more. The video is indeed helpful.

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Hi. For my MSc medical education research, please evaluate this topic for me: Training Needs Assessment of Faculty in Medical Training Institutions in Kericho and Bomet Counties

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I need any research proposal

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thank you for the video but i need a written example

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Illustration by James Round

How to plan a research project

Whether for a paper or a thesis, define your question, review the work of others – and leave yourself open to discovery.

by Brooke Harrington   + BIO

is professor of sociology at Dartmouth College in New Hampshire. Her research has won international awards both for scholarly quality and impact on public life. She has published dozens of articles and three books, most recently the bestseller Capital without Borders (2016), now translated into five languages.

Edited by Sam Haselby

Need to know

‘When curiosity turns to serious matters, it’s called research.’ – From Aphorisms (1880-1905) by Marie von Ebner-Eschenbach

Planning research projects is a time-honoured intellectual exercise: one that requires both creativity and sharp analytical skills. The purpose of this Guide is to make the process systematic and easy to understand. While there is a great deal of freedom and discovery involved – from the topics you choose, to the data and methods you apply – there are also some norms and constraints that obtain, no matter what your academic level or field of study. For those in high school through to doctoral students, and from art history to archaeology, research planning involves broadly similar steps, including: formulating a question, developing an argument or predictions based on previous research, then selecting the information needed to answer your question.

Some of this might sound self-evident but, as you’ll find, research requires a different way of approaching and using information than most of us are accustomed to in everyday life. That is why I include orienting yourself to knowledge-creation as an initial step in the process. This is a crucial and underappreciated phase in education, akin to making the transition from salaried employment to entrepreneurship: suddenly, you’re on your own, and that requires a new way of thinking about your work.

What follows is a distillation of what I’ve learned about this process over 27 years as a professional social scientist. It reflects the skills that my own professors imparted in the sociology doctoral programme at Harvard, as well as what I learned later on as a research supervisor for Ivy League PhD and MA students, and then as the author of award-winning scholarly books and articles. It can be adapted to the demands of both short projects (such as course term papers) and long ones, such as a thesis.

At its simplest, research planning involves the four distinct steps outlined below: orienting yourself to knowledge-creation; defining your research question; reviewing previous research on your question; and then choosing relevant data to formulate your own answers. Because the focus of this Guide is on planning a research project, as opposed to conducting a research project, this section won’t delve into the details of data-collection or analysis; those steps happen after you plan the project. In addition, the topic is vast: year-long doctoral courses are devoted to data and analysis. Instead, the fourth part of this section will outline some basic strategies you could use in planning a data-selection and analysis process appropriate to your research question.

Step 1: Orient yourself

Planning and conducting research requires you to make a transition, from thinking like a consumer of information to thinking like a producer of information. That sounds simple, but it’s actually a complex task. As a practical matter, this means putting aside the mindset of a student, which treats knowledge as something created by other people. As students, we are often passive receivers of knowledge: asked to do a specified set of readings, then graded on how well we reproduce what we’ve read.

Researchers, however, must take on an active role as knowledge producers . Doing research requires more of you than reading and absorbing what other people have written: you have to engage in a dialogue with it. That includes arguing with previous knowledge and perhaps trying to show that ideas we have accepted as given are actually wrong or incomplete. For example, rather than simply taking in the claims of an author you read, you’ll need to draw out the implications of those claims: if what the author is saying is true, what else does that suggest must be true? What predictions could you make based on the author’s claims?

In other words, rather than treating a reading as a source of truth – even if it comes from a revered source, such as Plato or Marie Curie – this orientation step asks you to treat the claims you read as provisional and subject to interrogation. That is one of the great pieces of wisdom that science and philosophy can teach us: that the biggest advances in human understanding have been made not by being correct about trivial things, but by being wrong in an interesting way . For example, Albert Einstein was wrong about quantum mechanics, but his arguments about it with his fellow physicist Niels Bohr have led to some of the biggest breakthroughs in science, even a century later.

Step 2: Define your research question

Students often give this step cursory attention, but experienced researchers know that formulating a good question is sometimes the most difficult part of the research planning process. That is because the precise language of the question frames the rest of the project. It’s therefore important to pose the question carefully, in a way that’s both possible to answer and likely to yield interesting results. Of course, you must choose a question that interests you, but that’s only the beginning of what’s likely to be an iterative process: most researchers come back to this step repeatedly, modifying their questions in light of previous research, resource limitations and other considerations.

Researchers face limits in terms of time and money. They, like everyone else, have to pose research questions that they can plausibly answer given the constraints they face. For example, it would be inadvisable to frame a project around the question ‘What are the roots of the Arab-Israeli conflict?’ if you have only a week to develop an answer and no background on that topic. That’s not to limit your imagination: you can come up with any question you’d like. But it typically does require some creativity to frame a question that you can answer well – that is, by investigating thoroughly and providing new insights – within the limits you face.

In addition to being interesting to you, and feasible within your resource constraints, the third and most important characteristic of a ‘good’ research topic is whether it allows you to create new knowledge. It might turn out that your question has already been asked and answered to your satisfaction: if so, you’ll find out in the next step of this process. On the other hand, you might come up with a research question that hasn’t been addressed previously. Before you get too excited about breaking uncharted ground, consider this: a lot of potentially researchable questions haven’t been studied for good reason ; they might have answers that are trivial or of very limited interest. This could include questions such as ‘Why does the area of a circle equal π r²?’ or ‘Did winter conditions affect Napoleon’s plans to invade Russia?’ Of course, you might be able to make the argument that a seemingly trivial question is actually vitally important, but you must be prepared to back that up with convincing evidence. The exercise in the ‘Learn More’ section below will help you think through some of these issues.

Finally, scholarly research questions must in some way lead to new and distinctive insights. For example, lots of people have studied gender roles in sports teams; what can you ask that hasn’t been asked before? Reinventing the wheel is the number-one no-no in this endeavour. That’s why the next step is so important: reviewing previous research on your topic. Depending on what you find in that step, you might need to revise your research question; iterating between your question and the existing literature is a normal process. But don’t worry: it doesn’t go on forever. In fact, the iterations taper off – and your research question stabilises – as you develop a firm grasp of the current state of knowledge on your topic.

Step 3: Review previous research

In academic research, from articles to books, it’s common to find a section called a ‘literature review’. The purpose of that section is to describe the state of the art in knowledge on the research question that a project has posed. It demonstrates that researchers have thoroughly and systematically reviewed the relevant findings of previous studies on their topic, and that they have something novel to contribute.

Your own research project should include something like this, even if it’s a high-school term paper. In the research planning process, you’ll want to list at least half a dozen bullet points stating the major findings on your topic by other people. In relation to those findings, you should be able to specify where your project could provide new and necessary insights. There are two basic rhetorical positions one can take in framing the novelty-plus-importance argument required of academic research:

• Position 1 requires you to build on or extend a set of existing ideas; that means saying something like: ‘Person A has argued that X is true about gender; this implies Y, which has not yet been tested. My project will test Y, and if I find evidence to support it, that will change the way we understand gender.’
• Position 2 is to argue that there is a gap in existing knowledge, either because previous research has reached conflicting conclusions or has failed to consider something important. For example, one could say that research on middle schoolers and gender has been limited by being conducted primarily in coeducational environments, and that findings might differ dramatically if research were conducted in more schools where the student body was all-male or all-female.

Your overall goal in this step of the process is to show that your research will be part of a larger conversation: that is, how your project flows from what’s already known, and how it advances, extends or challenges that existing body of knowledge. That will be the contribution of your project, and it constitutes the motivation for your research.

Two things are worth mentioning about your search for sources of relevant previous research. First, you needn’t look only at studies on your precise topic. For example, if you want to study gender-identity formation in schools, you shouldn’t restrict yourself to studies of schools; the empirical setting (schools) is secondary to the larger social process that interests you (how people form gender identity). That process occurs in many different settings, so cast a wide net. Second, be sure to use legitimate sources – meaning publications that have been through some sort of vetting process, whether that involves peer review (as with academic journal articles you might find via Google Scholar) or editorial review (as you’d find in well-known mass media publications, such as The Economist or The Washington Post ). What you’ll want to avoid is using unvetted sources such as personal blogs or Wikipedia. Why? Because anybody can write anything in those forums, and there is no way to know – unless you’re already an expert – if the claims you find there are accurate. Often, they’re not.

Step 4: Choose your data and methods

Whatever your research question is, eventually you’ll need to consider which data source and analytical strategy are most likely to provide the answers you’re seeking. One starting point is to consider whether your question would be best addressed by qualitative data (such as interviews, observations or historical records), quantitative data (such as surveys or census records) or some combination of both. Your ideas about data sources will, in turn, suggest options for analytical methods.

You might need to collect your own data, or you might find everything you need readily available in an existing dataset someone else has created. A great place to start is with a research librarian: university libraries always have them and, at public universities, those librarians can work with the public, including people who aren’t affiliated with the university. If you don’t happen to have a public university and its library close at hand, an ordinary public library can still be a good place to start: the librarians are often well versed in accessing data sources that might be relevant to your study, such as the census, or historical archives, or the Survey of Consumer Finances.

Because your task at this point is to plan research, rather than conduct it, the purpose of this step is not to commit you irrevocably to a course of action. Instead, your goal here is to think through a feasible approach to answering your research question. You’ll need to find out, for example, whether the data you want exist; if not, do you have a realistic chance of gathering the data yourself, or would it be better to modify your research question? In terms of analysis, would your strategy require you to apply statistical methods? If so, do you have those skills? If not, do you have time to learn them, or money to hire a research assistant to run the analysis for you?

Please be aware that qualitative methods in particular are not the casual undertaking they might appear to be. Many people make the mistake of thinking that only quantitative data and methods are scientific and systematic, while qualitative methods are just a fancy way of saying: ‘I talked to some people, read some old newspapers, and drew my own conclusions.’ Nothing could be further from the truth. In the final section of this guide, you’ll find some links to resources that will provide more insight on standards and procedures governing qualitative research, but suffice it to say: there are rules about what constitutes legitimate evidence and valid analytical procedure for qualitative data, just as there are for quantitative data.

Circle back and consider revising your initial plans

As you work through these four steps in planning your project, it’s perfectly normal to circle back and revise. Research planning is rarely a linear process. It’s also common for new and unexpected avenues to suggest themselves. As the sociologist Thorstein Veblen wrote in 1908 : ‘The outcome of any serious research can only be to make two questions grow where only one grew before.’ That’s as true of research planning as it is of a completed project. Try to enjoy the horizons that open up for you in this process, rather than becoming overwhelmed; the four steps, along with the two exercises that follow, will help you focus your plan and make it manageable.

Key points – How to plan a research project

• Planning a research project is essential no matter your academic level or field of study. There is no one ‘best’ way to design research, but there are certain guidelines that can be helpfully applied across disciplines.
• Orient yourself to knowledge-creation. Make the shift from being a consumer of information to being a producer of information.
• Define your research question. Your question frames the rest of your project, sets the scope, and determines the kinds of answers you can find.
• Review previous research on your question. Survey the existing body of relevant knowledge to ensure that your research will be part of a larger conversation.
• Choose your data and methods. For instance, will you be collecting qualitative data, via interviews, or numerical data, via surveys?
• Circle back and consider revising your initial plans. Expect your research question in particular to undergo multiple rounds of refinement as you learn more about your topic.

Good research questions tend to beget more questions. This can be frustrating for those who want to get down to business right away. Try to make room for the unexpected: this is usually how knowledge advances. Many of the most significant discoveries in human history have been made by people who were looking for something else entirely. There are ways to structure your research planning process without over-constraining yourself; the two exercises below are a start, and you can find further methods in the Links and Books section.

The following exercise provides a structured process for advancing your research project planning. After completing it, you’ll be able to do the following:

• describe clearly and concisely the question you’ve chosen to study
• summarise the state of the art in knowledge about the question, and where your project could contribute new insight
• identify the best strategy for gathering and analysing relevant data

In other words, the following provides a systematic means to establish the building blocks of your research project.

Exercise 1: Definition of research question and sources

This exercise prompts you to select and clarify your general interest area, develop a research question, and investigate sources of information. The annotated bibliography will also help you refine your research question so that you can begin the second assignment, a description of the phenomenon you wish to study.

Jot down a few bullet points in response to these two questions, with the understanding that you’ll probably go back and modify your answers as you begin reading other studies relevant to your topic:

• What will be the general topic of your paper?
• What will be the specific topic of your paper?

b) Research question(s)

Use the following guidelines to frame a research question – or questions – that will drive your analysis. As with Part 1 above, you’ll probably find it necessary to change or refine your research question(s) as you complete future assignments.

• Your question should be phrased so that it can’t be answered with a simple ‘yes’ or ‘no’.
• Your question should have more than one plausible answer.
• Your question should draw relationships between two or more concepts; framing the question in terms of How? or What? often works better than asking Why ?

c) Annotated bibliography

Most or all of your background information should come from two sources: scholarly books and journals, or reputable mass media sources. You might be able to access journal articles electronically through your library, using search engines such as JSTOR and Google Scholar. This can save you a great deal of time compared with going to the library in person to search periodicals. General news sources, such as those accessible through LexisNexis, are acceptable, but should be cited sparingly, since they don’t carry the same level of credibility as scholarly sources. As discussed above, unvetted sources such as blogs and Wikipedia should be avoided, because the quality of the information they provide is unreliable and often misleading.

To create an annotated bibliography, provide the following information for at least 10 sources relevant to your specific topic, using the format suggested below.

Name of author(s):

Publication date:

Title of book, chapter, or article:

If a chapter or article, title of journal or book where they appear:

Brief description of this work, including main findings and methods ( c 75 words):

Summary of how this work contributes to your project ( c 75 words):

Brief description of the implications of this work ( c 25 words):

Identify any gap or controversy in knowledge this work points up, and how your project could address those problems ( c 50 words):

Exercise 2: Towards an analysis

Develop a short statement ( c 250 words) about the kind of data that would be useful to address your research question, and how you’d analyse it. Some questions to consider in writing this statement include:

• What are the central concepts or variables in your project? Offer a brief definition of each.
• Do any data sources exist on those concepts or variables, or would you need to collect data?
• Of the analytical strategies you could apply to that data, which would be the most appropriate to answer your question? Which would be the most feasible for you? Consider at least two methods, noting their advantages or disadvantages for your project.

Links & books

One of the best texts ever written about planning and executing research comes from a source that might be unexpected: a 60-year-old work on urban planning by a self-trained scholar. The classic book The Death and Life of Great American Cities (1961) by Jane Jacobs (available complete and free of charge via this link ) is worth reading in its entirety just for the pleasure of it. But the final 20 pages – a concluding chapter titled ‘The Kind of Problem a City Is’ – are really about the process of thinking through and investigating a problem. Highly recommended as a window into the craft of research.

Jacobs’s text references an essay on advancing human knowledge by the mathematician Warren Weaver. At the time, Weaver was director of the Rockefeller Foundation, in charge of funding basic research in the natural and medical sciences. Although the essay is titled ‘A Quarter Century in the Natural Sciences’ (1960) and appears at first blush to be merely a summation of one man’s career, it turns out to be something much bigger and more interesting: a meditation on the history of human beings seeking answers to big questions about the world. Weaver goes back to the 17th century to trace the origins of systematic research thinking, with enthusiasm and vivid anecdotes that make the process come alive. The essay is worth reading in its entirety, and is available free of charge via this link .

For those seeking a more in-depth, professional-level discussion of the logic of research design, the political scientist Harvey Starr provides insight in a compact format in the article ‘Cumulation from Proper Specification: Theory, Logic, Research Design, and “Nice” Laws’ (2005). Starr reviews the ‘research triad’, consisting of the interlinked considerations of formulating a question, selecting relevant theories and applying appropriate methods. The full text of the article, published in the scholarly journal Conflict Management and Peace Science , is available, free of charge, via this link .

Finally, the book Getting What You Came For (1992) by Robert Peters is not only an outstanding guide for anyone contemplating graduate school – from the application process onward – but it also includes several excellent chapters on planning and executing research, applicable across a wide variety of subject areas. It was an invaluable resource for me 25 years ago, and it remains in print with good reason; I recommend it to all my students, particularly Chapter 16 (‘The Thesis Topic: Finding It’), Chapter 17 (‘The Thesis Proposal’) and Chapter 18 (‘The Thesis: Writing It’).

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Home Market Research

What is Research: Definition, Methods, Types & Examples

The search for knowledge is closely linked to the object of study; that is, to the reconstruction of the facts that will provide an explanation to an observed event and that at first sight can be considered as a problem. It is very human to seek answers and satisfy our curiosity. Let’s talk about research.

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

Research is the careful consideration of study regarding a particular concern or research problem using scientific methods. According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”

Inductive methods analyze an observed event, while deductive methods verify the observed event. Inductive approaches are associated with qualitative research , and deductive methods are more commonly associated with quantitative analysis .

Research is conducted with a purpose to:

• Identify potential and new customers
• Understand existing customers
• Set pragmatic goals
• Develop productive market strategies
• Address business challenges
• Put together a business expansion plan
• Identify new business opportunities
• Good research follows a systematic approach to capture accurate data. Researchers need to practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated with it.
• It creates a path for generating new questions. Existing data helps create more research opportunities.
• It is analytical and uses all the available data so that there is no ambiguity in inference.
• Accuracy is one of the most critical aspects of research. The information must be accurate and correct. For example, laboratories provide a controlled environment to collect data. Accuracy is measured in the instruments used, the calibrations of instruments or tools, and the experiment’s final result.

What is the purpose of research?

There are three main purposes:

• Exploratory: As the name suggests, researchers conduct exploratory studies to explore a group of questions. The answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to handle new problem areas that haven’t been explored before. This exploratory data analysis process lays the foundation for more conclusive data collection and analysis.

LEARN ABOUT: Descriptive Analysis

• Descriptive: It focuses on expanding knowledge on current issues through a process of data collection. Descriptive research describe the behavior of a sample population. Only one variable is required to conduct the study. The three primary purposes of descriptive studies are describing, explaining, and validating the findings. For example, a study conducted to know if top-level management leaders in the 21st century possess the moral right to receive a considerable sum of money from the company profit.

LEARN ABOUT: Best Data Collection Tools

• Explanatory: Causal research or explanatory research is conducted to understand the impact of specific changes in existing standard procedures. Running experiments is the most popular form. For example, a study that is conducted to understand the effect of rebranding on customer loyalty.

Here is a comparative analysis chart for a better understanding:

It begins by asking the right questions and choosing an appropriate method to investigate the problem. After collecting answers to your questions, you can analyze the findings or observations to draw reasonable conclusions.

When it comes to customers and market studies, the more thorough your questions, the better the analysis. You get essential insights into brand perception and product needs by thoroughly collecting customer data through surveys and questionnaires . You can use this data to make smart decisions about your marketing strategies to position your business effectively.

To make sense of your study and get insights faster, it helps to use a research repository as a single source of truth in your organization and manage your research data in one centralized data repository .

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

Qualitative research is a method that collects data using conversational methods, usually open-ended questions . The responses collected are essentially non-numerical. This method helps a researcher understand what participants think and why they think in a particular way.

Types of qualitative methods include:

• One-to-one Interview
• Focus Groups
• Ethnographic studies
• Text Analysis

Quantitative methods deal with numbers and measurable forms . It uses a systematic way of investigating events or data. It answers questions to justify relationships with measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

Remember, it is only valuable and useful when it is valid, accurate, and reliable. Incorrect results can lead to customer churn and a decrease in sales.

It is essential to ensure that your data is:

• Valid – founded, logical, rigorous, and impartial.
• Accurate – free of errors and including required details.
• Reliable – other people who investigate in the same way can produce similar results.
• Timely – current and collected within an appropriate time frame.
• Complete – includes all the data you need to support your business decisions.

Gather insights

• Identify the main trends and issues, opportunities, and problems you observe. Write a sentence describing each one.
• Keep track of the frequency with which each of the main findings appears.
• Make a list of your findings from the most common to the least common.
• Evaluate a list of the strengths, weaknesses, opportunities, and threats identified in a SWOT analysis .
• Prepare conclusions and recommendations about your study.
• Act on your strategies
• Look for gaps in the information, and consider doing additional inquiry if necessary
• Plan to review the results and consider efficient methods to analyze and interpret results.

Review your goals before making any conclusions about your study. Remember how the process you have completed and the data you have gathered help answer your questions. Ask yourself if what your analysis revealed facilitates the identification of your conclusions and recommendations.

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The value of a good research plan

A research plan is a guiding framework that can make or break the efficiency and success of your research project. Oftentimes teams avoid them because they’ve earned a reputation as a dry or actionless document — however, this doesn’t have to be the case.

In this article, we’ll go over the most important aspects of a good research plan and show you how they can be visual and actionable with monday.com Work OS.

Don’t miss more quality content!

Why is the research plan pivotal to a research project.

A research plan is pivotal to a research project because it identifies and helps define your focus, method, and goals while also outlining the research project from start to finish.

This type of plan is often necessary to:

• Apply for grants or internal company funding.
• Discover possible research partners or business partners.
• Take your research from an idea into reality.

It will also control the entire journey of the research project through every stage by defining crucial research questions and the hypothesis (theory) that you’ll strive to prove or disprove.

What goes into a research plan?

The contents of a thorough research plan should include a hypothesis, methodology, and more. There is some variation between academic and commercial research, but these are common elements:

• Hypothesis:  the problem you are trying to solve and the basis for a theoretical solution. For example, if I reduce my intake of calories, I’ll lose weight.
• Research questions: research questions help guide your investigation into particular issues. If you were looking into the potential impact of outsourcing production, you might ask something like: how would outsourcing impact our production costs?
• Research method: the method you’ll use to get the data for your research. For example, a case study, survey, interviews, a clinical trial, or user tests.
• Definitions: a glossary for the research plan, explaining the terminology that you use throughout the document.
• Conceptual frameworks:  a conceptual framework helps illustrate what you think you’ll discover with your research. In a sense, it’s a visual representation of a more complex hypothesis.

For commercial plans, there will also likely be a budget and timeline estimate, as well as concrete hypothetical benefits for the company (such as how much money the project should save you).

OK, so you’ve got a handle on the building blocks of a research plan, but how should you actually write it?

How do you write a research plan on monday.com?

The first, and perhaps most crucial part of having a good research plan is having the right medium for creating and sharing it. Using a pre-defined template can also make it much easier to get started.

On monday.com, you can choose from several templates like the Project Proposal Template or better yet the Research Power Tools Template to manage all aspects of your project including important communication with internal and external stakeholders and teammates.

Use your template to:

• Create workdocs
• Upload assets
• Provide feedback
• Assign task owners
• Automate communication

The next step in writing a research plan is choosing the topic. To pick the right topic, focus on these factors:

• What are the priorities of the potential funder/employer, such as the company or institution?
• Are there any relevant recent studies with results you can build on and explore with further research?
• Can you creatively adapt your experience — whether post-grad or professional — to make you the natural candidate? They don’t just need to believe in the research project, but also in your ability to manage it successfully.

Do your research, no pun intended. Once you’ve got the topic, you need to work on fleshing out the core ideas with the building blocks we mentioned above.

• Get specific with your research questions and goals. Don’t go with, “how can we revolutionize our HR practices?” Instead use, “what is the economic and environmental impact of only accepting digital CVs?”
• Use clear language aimed at gatekeepers.  If it’s a CTO (Chief Technology Officer) or a lab committee, you can use well-known technical terms. If they aren’t technical experts, adjust accordingly.
• Include preliminary data or highlight similar studies.  For companies, showing that a similar approach helped a competitor is a better argument than an empty assertion.

The recommended length of the plan depends on who you’re sending it to and their expectations. If possible, look at successful examples or directly ask your potential employers about their preferences. Not only do you need the right idea, but you also need to present it in the right way for your research project to have a fighting chance.

What is a good research plan?

A good research plan is one that gets accepted and funded to start doing the research.

If you want to plan a pivotal study, it’s not enough to consider the problem in a vacuum. You also need to evaluate how you can best communicate the value of your project to the gatekeepers.

Consider the entirety of your current situation and what that means for your project.

For example, inputs like funding, staff, IP, and how the scale of the project lines up with your company’s research budget. Or how it aligns with the goals of a University program. If the primary goal of the research is to impact a company or government agency directly, you should consider these stages of research engagement.

( Image Source )

• Inputs: anything from funding and staff to company IP that you need to both run the project and implement any results. Does this line up with the budget?
• Activities: case studies, trials, surveys, the actual research.
• Outputs: the final reports, any publications, and raw data.
• Outcome: how will it directly impact the company, organization, or larger society?
• Impacts: what are the indirect benefits or downsides?

In an internal research proposal, you can outline these aspects in separate sections. That allows different execs or managers to focus on the details that matter most to them. You must also work to engage stakeholders  and make sure that they understand the importance of your project.

Frequently asked questions

What are the 5 purposes of research.

The 2 primary purposes of research are to gather information or test an existing theory. When broken down further, you can see 5 more specific purposes:

• Exploratory research  is an early-stage inquiry that explores a topic for further study down the line, like exploring the deep ocean with a submersible vehicle.
• Descriptive research  aims to explore and describe a specific substance, person, or phenomenon.
• Explanatory research  is about figuring out the causal relationship, why something happens.
• Predictive research  is all about trying to predict what might happen in specific situations based on the properties of the research object.
• Meta-research  looks for overarching insights from multiple sources and tests the validity of common hypotheses.

What is a research work plan?

A research work plan is another name for a research plan, which is a critical component of any research proposal. Universities, labs, and companies use them to evaluate research projects before they decide to accept them.

As a researcher, it’s essential when targeting a funding opportunity of any kind.

What are the methods of research?

There are many research methods ranging from a simple online survey to a high-budget clinical study. Here are some examples of popular data collection methods:

• Clinical trials
• Experiments
• Case studies
• Observations

Which one is right for your plan depends on your hypothesis, goals, industry regulations, and more.

Create a dynamic research plan

If you want to turn your research project into a reality, you need to go beyond the academic and into management mode.

With a template from monday.com, you can plan out a research project from start to finish. Including goals and objectives, budget estimates, milestones, and more.

Send this article to someone who’d like it.

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What is Research Methodology? Definition, Types, and Examples

Research methodology 1,2 is a structured and scientific approach used to collect, analyze, and interpret quantitative or qualitative data to answer research questions or test hypotheses. A research methodology is like a plan for carrying out research and helps keep researchers on track by limiting the scope of the research. Several aspects must be considered before selecting an appropriate research methodology, such as research limitations and ethical concerns that may affect your research.

The research methodology section in a scientific paper describes the different methodological choices made, such as the data collection and analysis methods, and why these choices were selected. The reasons should explain why the methods chosen are the most appropriate to answer the research question. A good research methodology also helps ensure the reliability and validity of the research findings. There are three types of research methodology—quantitative, qualitative, and mixed-method, which can be chosen based on the research objectives.

What is research methodology ?

A research methodology describes the techniques and procedures used to identify and analyze information regarding a specific research topic. It is a process by which researchers design their study so that they can achieve their objectives using the selected research instruments. It includes all the important aspects of research, including research design, data collection methods, data analysis methods, and the overall framework within which the research is conducted. While these points can help you understand what is research methodology, you also need to know why it is important to pick the right methodology.

Why is research methodology important?

Having a good research methodology in place has the following advantages: 3

• Helps other researchers who may want to replicate your research; the explanations will be of benefit to them.
• You can easily answer any questions about your research if they arise at a later stage.
• A research methodology provides a framework and guidelines for researchers to clearly define research questions, hypotheses, and objectives.
• It helps researchers identify the most appropriate research design, sampling technique, and data collection and analysis methods.
• A sound research methodology helps researchers ensure that their findings are valid and reliable and free from biases and errors.
• It also helps ensure that ethical guidelines are followed while conducting research.
• A good research methodology helps researchers in planning their research efficiently, by ensuring optimum usage of their time and resources.

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Types of research methodology.

There are three types of research methodology based on the type of research and the data required. 1

• Quantitative research methodology focuses on measuring and testing numerical data. This approach is good for reaching a large number of people in a short amount of time. This type of research helps in testing the causal relationships between variables, making predictions, and generalizing results to wider populations.
• Qualitative research methodology examines the opinions, behaviors, and experiences of people. It collects and analyzes words and textual data. This research methodology requires fewer participants but is still more time consuming because the time spent per participant is quite large. This method is used in exploratory research where the research problem being investigated is not clearly defined.
• Mixed-method research methodology uses the characteristics of both quantitative and qualitative research methodologies in the same study. This method allows researchers to validate their findings, verify if the results observed using both methods are complementary, and explain any unexpected results obtained from one method by using the other method.

What are the types of sampling designs in research methodology?

Sampling 4 is an important part of a research methodology and involves selecting a representative sample of the population to conduct the study, making statistical inferences about them, and estimating the characteristics of the whole population based on these inferences. There are two types of sampling designs in research methodology—probability and nonprobability.

• Probability sampling

In this type of sampling design, a sample is chosen from a larger population using some form of random selection, that is, every member of the population has an equal chance of being selected. The different types of probability sampling are:

• Systematic —sample members are chosen at regular intervals. It requires selecting a starting point for the sample and sample size determination that can be repeated at regular intervals. This type of sampling method has a predefined range; hence, it is the least time consuming.
• Stratified —researchers divide the population into smaller groups that don’t overlap but represent the entire population. While sampling, these groups can be organized, and then a sample can be drawn from each group separately.
• Cluster —the population is divided into clusters based on demographic parameters like age, sex, location, etc.
• Convenience —selects participants who are most easily accessible to researchers due to geographical proximity, availability at a particular time, etc.
• Purposive —participants are selected at the researcher’s discretion. Researchers consider the purpose of the study and the understanding of the target audience.
• Snowball —already selected participants use their social networks to refer the researcher to other potential participants.
• Quota —while designing the study, the researchers decide how many people with which characteristics to include as participants. The characteristics help in choosing people most likely to provide insights into the subject.

What are data collection methods?

During research, data are collected using various methods depending on the research methodology being followed and the research methods being undertaken. Both qualitative and quantitative research have different data collection methods, as listed below.

Qualitative research 5

• One-on-one interviews: Helps the interviewers understand a respondent’s subjective opinion and experience pertaining to a specific topic or event
• Document study/literature review/record keeping: Researchers’ review of already existing written materials such as archives, annual reports, research articles, guidelines, policy documents, etc.
• Focus groups: Constructive discussions that usually include a small sample of about 6-10 people and a moderator, to understand the participants’ opinion on a given topic.
• Qualitative observation : Researchers collect data using their five senses (sight, smell, touch, taste, and hearing).

Quantitative research 6

• Sampling: The most common type is probability sampling.
• Interviews: Commonly telephonic or done in-person.
• Observations: Structured observations are most commonly used in quantitative research. In this method, researchers make observations about specific behaviors of individuals in a structured setting.
• Document review: Reviewing existing research or documents to collect evidence for supporting the research.
• Surveys and questionnaires. Surveys can be administered both online and offline depending on the requirement and sample size.

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What are data analysis methods.

The data collected using the various methods for qualitative and quantitative research need to be analyzed to generate meaningful conclusions. These data analysis methods 7 also differ between quantitative and qualitative research.

Quantitative research involves a deductive method for data analysis where hypotheses are developed at the beginning of the research and precise measurement is required. The methods include statistical analysis applications to analyze numerical data and are grouped into two categories—descriptive and inferential.

Descriptive analysis is used to describe the basic features of different types of data to present it in a way that ensures the patterns become meaningful. The different types of descriptive analysis methods are:

• Measures of frequency (count, percent, frequency)
• Measures of central tendency (mean, median, mode)
• Measures of dispersion or variation (range, variance, standard deviation)
• Measure of position (percentile ranks, quartile ranks)

Inferential analysis is used to make predictions about a larger population based on the analysis of the data collected from a smaller population. This analysis is used to study the relationships between different variables. Some commonly used inferential data analysis methods are:

• Correlation: To understand the relationship between two or more variables.
• Cross-tabulation: Analyze the relationship between multiple variables.
• Regression analysis: Study the impact of independent variables on the dependent variable.
• Frequency tables: To understand the frequency of data.
• Analysis of variance: To test the degree to which two or more variables differ in an experiment.

Qualitative research involves an inductive method for data analysis where hypotheses are developed after data collection. The methods include:

• Content analysis: For analyzing documented information from text and images by determining the presence of certain words or concepts in texts.
• Narrative analysis: For analyzing content obtained from sources such as interviews, field observations, and surveys. The stories and opinions shared by people are used to answer research questions.
• Discourse analysis: For analyzing interactions with people considering the social context, that is, the lifestyle and environment, under which the interaction occurs.
• Grounded theory: Involves hypothesis creation by data collection and analysis to explain why a phenomenon occurred.
• Thematic analysis: To identify important themes or patterns in data and use these to address an issue.

How to choose a research methodology?

Here are some important factors to consider when choosing a research methodology: 8

• Research objectives, aims, and questions —these would help structure the research design.
• Review existing literature to identify any gaps in knowledge.
• Check the statistical requirements —if data-driven or statistical results are needed then quantitative research is the best. If the research questions can be answered based on people’s opinions and perceptions, then qualitative research is most suitable.
• Sample size —sample size can often determine the feasibility of a research methodology. For a large sample, less effort- and time-intensive methods are appropriate.
• Constraints —constraints of time, geography, and resources can help define the appropriate methodology.

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How to write a research methodology .

A research methodology should include the following components: 3,9

• Research design —should be selected based on the research question and the data required. Common research designs include experimental, quasi-experimental, correlational, descriptive, and exploratory.
• Research method —this can be quantitative, qualitative, or mixed-method.
• Reason for selecting a specific methodology —explain why this methodology is the most suitable to answer your research problem.
• Research instruments —explain the research instruments you plan to use, mainly referring to the data collection methods such as interviews, surveys, etc. Here as well, a reason should be mentioned for selecting the particular instrument.
• Sampling —this involves selecting a representative subset of the population being studied.
• Data collection —involves gathering data using several data collection methods, such as surveys, interviews, etc.
• Data analysis —describe the data analysis methods you will use once you’ve collected the data.
• Research limitations —mention any limitations you foresee while conducting your research.
• Validity and reliability —validity helps identify the accuracy and truthfulness of the findings; reliability refers to the consistency and stability of the results over time and across different conditions.
• Ethical considerations —research should be conducted ethically. The considerations include obtaining consent from participants, maintaining confidentiality, and addressing conflicts of interest.

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Frequently Asked Questions

Q1. What are the key components of research methodology?

A1. A good research methodology has the following key components:

• Research design
• Data collection procedures
• Data analysis methods
• Ethical considerations

Q2. Why is ethical consideration important in research methodology?

A2. Ethical consideration is important in research methodology to ensure the readers of the reliability and validity of the study. Researchers must clearly mention the ethical norms and standards followed during the conduct of the research and also mention if the research has been cleared by any institutional board. The following 10 points are the important principles related to ethical considerations: 10

• Participants should not be subjected to harm.
• Respect for the dignity of participants should be prioritized.
• Full consent should be obtained from participants before the study.
• Participants’ privacy should be ensured.
• Confidentiality of the research data should be ensured.
• Anonymity of individuals and organizations participating in the research should be maintained.
• The aims and objectives of the research should not be exaggerated.
• Affiliations, sources of funding, and any possible conflicts of interest should be declared.
• Communication in relation to the research should be honest and transparent.
• Misleading information and biased representation of primary data findings should be avoided.

Q3. What is the difference between methodology and method?

A3. Research methodology is different from a research method, although both terms are often confused. Research methods are the tools used to gather data, while the research methodology provides a framework for how research is planned, conducted, and analyzed. The latter guides researchers in making decisions about the most appropriate methods for their research. Research methods refer to the specific techniques, procedures, and tools used by researchers to collect, analyze, and interpret data, for instance surveys, questionnaires, interviews, etc.

Research methodology is, thus, an integral part of a research study. It helps ensure that you stay on track to meet your research objectives and answer your research questions using the most appropriate data collection and analysis tools based on your research design.

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• Research methodologies. Pfeiffer Library website. Accessed August 15, 2023. https://library.tiffin.edu/researchmethodologies/whatareresearchmethodologies
• Types of research methodology. Eduvoice website. Accessed August 16, 2023. https://eduvoice.in/types-research-methodology/
• The basics of research methodology: A key to quality research. Voxco. Accessed August 16, 2023. https://www.voxco.com/blog/what-is-research-methodology/
• Sampling methods: Types with examples. QuestionPro website. Accessed August 16, 2023. https://www.questionpro.com/blog/types-of-sampling-for-social-research/
• What is qualitative research? Methods, types, approaches, examples. Researcher.Life blog. Accessed August 15, 2023. https://researcher.life/blog/article/what-is-qualitative-research-methods-types-examples/
• What is quantitative research? Definition, methods, types, and examples. Researcher.Life blog. Accessed August 15, 2023. https://researcher.life/blog/article/what-is-quantitative-research-types-and-examples/
• Data analysis in research: Types & methods. QuestionPro website. Accessed August 16, 2023. https://www.questionpro.com/blog/data-analysis-in-research/#Data_analysis_in_qualitative_research
• Factors to consider while choosing the right research methodology. PhD Monster website. Accessed August 17, 2023. https://www.phdmonster.com/factors-to-consider-while-choosing-the-right-research-methodology/
• What is research methodology? Research and writing guides. Accessed August 14, 2023. https://paperpile.com/g/what-is-research-methodology/
• Ethical considerations. Business research methodology website. Accessed August 17, 2023. https://research-methodology.net/research-methodology/ethical-considerations/

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Home » Research Methodology – Types, Examples and writing Guide

Research Methodology – Types, Examples and writing Guide

Table of Contents

Research Methodology

Definition:

Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.

Structure of Research Methodology

Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:

I. Introduction

• Provide an overview of the research problem and the need for a research methodology section
• Outline the main research questions and objectives

II. Research Design

• Explain the research design chosen and why it is appropriate for the research question(s) and objectives
• Discuss any alternative research designs considered and why they were not chosen
• Describe the research setting and participants (if applicable)

III. Data Collection Methods

• Describe the methods used to collect data (e.g., surveys, interviews, observations)
• Explain how the data collection methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or instruments used for data collection

IV. Data Analysis Methods

• Describe the methods used to analyze the data (e.g., statistical analysis, content analysis )
• Explain how the data analysis methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or software used for data analysis

V. Ethical Considerations

• Discuss any ethical issues that may arise from the research and how they were addressed
• Explain how informed consent was obtained (if applicable)
• Detail any measures taken to ensure confidentiality and anonymity

VI. Limitations

• Identify any potential limitations of the research methodology and how they may impact the results and conclusions

VII. Conclusion

• Summarize the key aspects of the research methodology section
• Explain how the research methodology addresses the research question(s) and objectives

Research Methodology Types

Types of Research Methodology are as follows:

Quantitative Research Methodology

This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.

Qualitative Research Methodology

This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.

Mixed-Methods Research Methodology

This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.

Case Study Research Methodology

This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.

Action Research Methodology

This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.

Experimental Research Methodology

This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.

Survey Research Methodology

This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.

Grounded Theory Research Methodology

This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.

Research Methodology Example

An Example of Research Methodology could be the following:

Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults

Introduction:

The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.

Research Design:

The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.

Participants:

Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.

Intervention :

The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.

Data Collection:

Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.

Data Analysis:

Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.

Ethical Considerations:

This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.

Data Management:

All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.

Limitations:

One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.

Conclusion:

This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.

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 research methodology:

• Start by explaining your research question: Begin the methodology section by restating your research question and explaining why it’s important. This helps readers understand the purpose of your research and the rationale behind your methods.
• Describe your research design: Explain the overall approach you used to conduct research. This could be a qualitative or quantitative research design, experimental or non-experimental, case study or survey, etc. Discuss the advantages and limitations of the chosen design.
• Discuss your sample: Describe the participants or subjects you included in your study. Include details such as their demographics, sampling method, sample size, and any exclusion criteria used.
• Describe your data collection methods : Explain how you collected data from your participants. This could include surveys, interviews, observations, questionnaires, or experiments. Include details on how you obtained informed consent, how you administered the tools, and how you minimized the risk of bias.
• Explain your data analysis techniques: Describe the methods you used to analyze the data you collected. This could include statistical analysis, content analysis, thematic analysis, or discourse analysis. Explain how you dealt with missing data, outliers, and any other issues that arose during the analysis.
• Discuss the validity and reliability of your research : Explain how you ensured the validity and reliability of your study. This could include measures such as triangulation, member checking, peer review, or inter-coder reliability.
• Acknowledge any limitations of your research: Discuss any limitations of your study, including any potential threats to validity or generalizability. This helps readers understand the scope of your findings and how they might apply to other contexts.
• Provide a summary: End the methodology section by summarizing the methods and techniques you used to conduct your research. This provides a clear overview of your research methodology and helps readers understand the process you followed to arrive at your findings.

When to Write Research Methodology

Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.

The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.

The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.

Applications of Research Methodology

Here are some of the applications of research methodology:

• To identify the research problem: Research methodology is used to identify the research problem, which is the first step in conducting any research.
• To design the research: Research methodology helps in designing the research by selecting the appropriate research method, research design, and sampling technique.
• To collect data: Research methodology provides a systematic approach to collect data from primary and secondary sources.
• To analyze data: Research methodology helps in analyzing the collected data using various statistical and non-statistical techniques.
• To test hypotheses: Research methodology provides a framework for testing hypotheses and drawing conclusions based on the analysis of data.
• To generalize findings: Research methodology helps in generalizing the findings of the research to the target population.
• To develop theories : Research methodology is used to develop new theories and modify existing theories based on the findings of the research.
• To evaluate programs and policies : Research methodology is used to evaluate the effectiveness of programs and policies by collecting data and analyzing it.
• To improve decision-making: Research methodology helps in making informed decisions by providing reliable and valid data.

Purpose of Research Methodology

Research methodology serves several important purposes, including:

• To guide the research process: Research methodology provides a systematic framework for conducting research. It helps researchers to plan their research, define their research questions, and select appropriate methods and techniques for collecting and analyzing data.
• To ensure research quality: Research methodology helps researchers to ensure that their research is rigorous, reliable, and valid. It provides guidelines for minimizing bias and error in data collection and analysis, and for ensuring that research findings are accurate and trustworthy.
• To replicate research: Research methodology provides a clear and detailed account of the research process, making it possible for other researchers to replicate the study and verify its findings.
• To advance knowledge: Research methodology enables researchers to generate new knowledge and to contribute to the body of knowledge in their field. It provides a means for testing hypotheses, exploring new ideas, and discovering new insights.
• To inform decision-making: Research methodology provides evidence-based information that can inform policy and decision-making in a variety of fields, including medicine, public health, education, and business.

Advantages of Research Methodology

Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:

• Systematic and structured approach : Research methodology provides a systematic and structured approach to conducting research, which ensures that the research is conducted in a rigorous and comprehensive manner.
• Objectivity : Research methodology aims to ensure objectivity in the research process, which means that the research findings are based on evidence and not influenced by personal bias or subjective opinions.
• Replicability : Research methodology ensures that research can be replicated by other researchers, which is essential for validating research findings and ensuring their accuracy.
• Reliability : Research methodology aims to ensure that the research findings are reliable, which means that they are consistent and can be depended upon.
• Validity : Research methodology ensures that the research findings are valid, which means that they accurately reflect the research question or hypothesis being tested.
• Efficiency : Research methodology provides a structured and efficient way of conducting research, which helps to save time and resources.
• Flexibility : Research methodology allows researchers to choose the most appropriate research methods and techniques based on the research question, data availability, and other relevant factors.
• Scope for innovation: Research methodology provides scope for innovation and creativity in designing research studies and developing new research techniques.

Research Methodology Vs Research Methods

About the author.

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Research Plan: Definition and How to Prepare It

The research plan , which is also called “ research proposal ” before acceptance by competent authority, is a scholarly paper. As is well-known, it must conform to accepted conventions of academic and scientific procedure. It is expected to show evidence of intelligent grasp of the problem being proposed for solution, and fields related to it. It must also present appropriate and valid method and procedure for the solution of the problem.

Allowing for certain variations due to preferences of scholars, disciplines, and institutions, a research plan generally contains the following:

1) The title of the personal study,

2) Statement of the problem,

3) Review of related literature, and

4) Scope and limitation of the study,

5) Importance or significance of the study,

6) Definition of terms, and theoretical framework,

7) Methods and procedure,

8) Bibliography.

The title of the research plan should be brief but descriptive and comprehensive. The title should also be an adequate index to the key contents of the following: 1) the statement of the problem, 2) the method(s) used, and 3) the expected or hypothetical conclusion(s).

Although it is the first to appear on the research plan, it can remain tentative until the problem and methodology have been clearly formulated. (See also W. C. Campbell & S. V. Ballou, Form and Style: Theses, Reports, Term Papers, 4 th ed., Boston, USA: Houghton Miffin, 1974, p. 15).

The Statement of the Problem

The statement of the problem is the part of the research plan, which contains two parts, namely: 1) a careful exposition of an area involving significant problems, and how such problems affect knowledge in the given discipline, and 2) a clear and concise statement of the problem. The first is an essay that demonstrates the researcher’s intelligent and broad grasp of the key problem currently confronting her discipline. The second is a clear statement of the question(s) to be answered or hypothesis to be tested.

The statement of the problem in experimental research is usually in the form of a hypothesis or a series of related hypotheses which call for proof or disproof. Other types of research require that the problem be stated categorically in the form of a question or series of related questions. In case a question needs further specification by means of sub-questions, care is to be taken that the sub-questions are all comprehended by the primary question. Multiple questions and questions which add new problems not expressed or implied in the primary question must be avoided. (See Campbell & Ballou, p. 18).

It must be remembered that the statement of the problem is not the same with the statement of the purpose of the study. The first is the question to be answered, while the second is the reason for answering the question.

A good statement of the problem must be consistent with the title and the methods and procedure to be used in the research.

Review of Related Literature

It is assumed that before the researcher starts making the research plan, she has read many important works related to the proposed study. The aims of the review of related literature are:

1) to show that the researcher is familiar with key ideas in his field of study;

2) to show that the knowledge in the field is incomplete, unreliable, or both; and

3) to show that the findings of the proposed study will: a) add to, b) supplement, 

         and/or c) correct present knowledge.

The tone and tenor of the review of related literature are both expository and evaluative or critical.

The materials subject to review under this heading are both published and unpublished materials containing anything that have some pertinence to the proposed subject of study. These include books, periodicals, documents, theses, dissertations, and all papers that are conventionally regarded among scholars as disciplinary literature. This explains why it is redundant to say “literature and studies” because the term “literature” includes all studies, which are on record and reported.

Scope and Limitation of the Study

The scope of the study refers to the 

1) specific source(s) of information, and 

2) time involved in the study. 

Since the scope of the study directly affect the validity of the conclusion derived from it, it may be assumed that a study that has no specifically defined scope and limitation of sources and time cannot lead to a definite and valid generalization and/or conclusion.

The limitation of the study refers to shortcoming or source of weakness of the study. The honest researcher must admit the weakness or limitation of any aspect of her investigation or her tools of investigation, and source of information. This fundamental rule is required by intellectual honesty. For example, using translation as reference due to one’s lack of proficiency in the original language of the source is a limitation of the investigator. Limitations that are so great as to cause doubt concerning the validity or conclusion of the study invalidate a research plan.

Significance of the Study

The significance of the study is generally of two kinds, namely, 1) the significance of the expected findings of the study to the specific discipline to which the study belongs, and 2) the benefit that human world may derive from the findings. Evidence of significance on the first level is generally sufficient. Significance of the second level if not discreetly put tends to be pretentious and violates the modesty generally expected of scholars. It is, therefore, generally best to convince the reader that the answer(s) one is trying to discover are important mainly to one’s line of study, and leave the “earth-shaking” value of the study understated or implied.

Research on the graduate school level is expected to show evidence of 1) mastery of scientific and rational methods of arriving at conclusions, and 2) actual contribution of new knowledge to the pool of human knowledge. Unless the study meets this requirement, the study is not significant, and this could imply that the student fails even in the first.

Definition of Terms and Theoretical Framework

The theoretical framework of the study is stated here. This is the place to present 1) the assumption of the study, that is, proposition regarded are true and therefore not requiring proof in the proposed research, and 2) the definition of key terms.

It is usual that scholars or researchers work within the framework of a discipline, which have generally accepted principles or law which need simply to be assumed as true, and within whose framework the researcher performs his reflected thinking. This means placing the proposed study in the context of a specific school of thought in the researcher’s field of study. It may also require statement of ideas already proved satisfactory by other or previous researchers.

When the theoretical framework in the form of assumptions has been completed, key terms, especially those that are used in a particular or unusual sense, are defined. Operational definitions are preferred. Sources of definitions are properly indicated. Definitions not indicated as having been borrowed from sources are assumed to belong to the author of the research plan.

Operational definitions reduce abstract terms (for example, education) to concrete or quantifiable or measurable terms. The term “development”, for example, is defined operationally as “getting people to know, desire, and be capable of doing better things”. Operational definitions are always in a framework of a study.

Methods and Procedure

Methods refer to the set of procedures or steps to be undertaken for discovering knowledge with reference to the time setting of the truth to be known, that is, the past, present, and the future.

Truth of the past is historical. That of the present is described or pictured. And that of the future can be experimented, that is, create a situation whereby an unknown truth can be observed under controlled conditions. Therefore, there are three methods in general use in the scholarly world.

One method may be used, or where necessary, a combination of all three. But the use of these in combination must be done with great care so that it is always clear when each of the methods is being used, especially in the writing of the research report.

In certain disciplines, such as Literature and Philosophy, textual studies are usual. Studies of text are historical because the ordinary aim of this type of study is to arrive at the original intent of the author insofar as this is possible. This involved an attempt to situate words in their historical or biological context, with reference to their import at the time and place the document was written.

In the research plan, it is sufficient to indicate which method is proposed to be used.

Procedures are sub-items under methods. They are steps in logical or chronological sequence which are seen as an organized system of steps toward the discovery of truth, which involve 1) analyzing, 2) classifying, 3) comparing, 4) narrating, and 5) making conclusions regarding what causes produced what effects. One should not confuse method with the steps in a method.

After the procedures have been presented, a proposed outline of the expected report (for example, thesis, dissertation, and term paper) is presented. This outline shows clearly the proposed titles and subsections under each title. Parts or chapters are presented in their expected final sequence which indicate how the successive parts lead to the findings and conclusion.

Bibliography

This is a systematic listing of all available references in libraries, archives, collections, and in other sources. Exhaustiveness is ideal. Although last in the research plan, it is the first to be done in the order of procedure and time. This is because before anyone can formulate a title or problem for the research plan, one has to know whether there are available sources, or whether there already exist and completed studies covering the same area and problem. The way to discover the sources is to look for them wherever they may be an make a listing of these sources.

Final Note : Sometimes, a research plan or proposal may be presented for evaluation in order to secure funding. When this is the case, two things must be added to the foregoing parts: 1) a timetable indicating the schedule of research activities and the time each step in the research is expected to be completed, and 2) a statement of expenses properly itemized to indicate which amount is for which activity, and for which logistics (that is, tools, equipment, instruments, postage, and the like) and related expenses, such as salaries and publication expenses. It is important to note that the budget is not only itemized but also justified.

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2024 National Strategy for Suicide Prevention

Suicide is an urgent and growing public health crisis. More than 49,000 people in the United States died by suicide in 2022. That’s one death every 11 minutes.

National Strategy for Suicide Prevention

The 2024 National Strategy for Suicide Prevention is a bold new 10-year, comprehensive, whole-of-society approach to suicide prevention that provides concrete recommendations for addressing gaps in the suicide prevention field. This coordinated and comprehensive approach to suicide prevention at the national, state, tribal, local, and territorial levels relies upon critical partnerships across the public and private sectors. People with lived experience are critical to the success of this work. 

 The National Strategy seeks to prevent suicide risk in the first place; identify and support people with increased risk through treatment and crisis intervention; prevent reattempts; promote long-term recovery; and support survivors of suicide loss. 

Four strategic directions guide the National Strategy:

Strategic Direction 1: Community-Based Suicide Prevention

Goal 1: Establish effective, broad-based, collaborative, and sustainable suicide prevention partnerships.

Goal 2: Support upstream comprehensive community-based suicide prevention.

Goal 3: Reduce access to lethal means among people at risk of suicide.

Goal 4: Conduct postvention and support people with suicide-centered lived experience.

Goal 5: Integrate suicide prevention into the culture of the workplace and into other community settings.

Goal 6: Build and sustain suicide prevention infrastructure at the state, tribal, local, and territorial levels.

Goal 7: Implement research-informed suicide prevention communication activities in diverse populations using best practices from communication science.

Strategic Direction 2: Treatment and Crisis Services

Goal 8: Implement effective suicide prevention services as a core component of health care.

Goal 9: Improve the quality and accessibility of crisis care services across all communities.

Strategic Direction 3: Surveillance, Quality Improvement, and Research

Goal 10: Improve the quality, timeliness, scope, usefulness, and accessibility of data needed for suicide-related surveillance, research, evaluation, and quality improvement.

Goal 11: Promote and support research on suicide prevention.

Strategic Direction 4: Health Equity in Suicide Prevention

Goal 12: Embed health equity into all comprehensive suicide prevention activities.

Goal 13: Implement comprehensive suicide prevention strategies for populations disproportionately affected by suicide, with a focus on historically marginalized communities, persons with suicide-centered lived experience, and youth.

Goal 14: Create an equitable and diverse suicide prevention workforce that is equipped and supported to address the needs of the communities they serve.

Goal 15: Improve and expand effective suicide prevention programs for populations disproportionately impacted by suicide across the life span through improved data, research, and evaluation.

Federal Action Plan

The Federal Action Plan identifies more than 200 actions across the federal government to be taken over the next three years in support of those goals. These actions include:

• Evaluating promising community-based suicide prevention strategies
• Identifying ways to address substance use/overdose and suicide risk together in the clinical setting
• Funding a mobile crisis locator for use by 988 crisis centers
• Increasing support for survivors of suicide loss and others whose lives have been impacted by suicide

These actions will be monitored and evaluated regularly to determine progress and success, and to further identify barriers to suicide prevention.

Get Involved

Join the conversation. Everyone has a role to play in preventing the tragedy of suicide. Find social media material, templates, and other resources to support and participate in the shared effort.

Read the press release

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NEWS ALERT: Police have begun removing barricades, detaining people at a pro-Palestinian demonstrators’ encampment at UCLA

House passes bill to expand definition of antisemitism amid growing campus protests over Gaza war

The Associated Press

May 1, 2024, 6:02 PM

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WASHINGTON (AP) — The House passed legislation Wednesday that would establish a broader definition of antisemitism for the Department of Education to enforce anti-discrimination laws, the latest response from lawmakers to a nationwide student protest movement over the Israel-Hamas war.

The proposal, which passed 320-91 with some bipartisan support, would codify the International Holocaust Remembrance Alliance’s definition of antisemitism in Title VI of the Civil Rights Act of 1964, a federal anti-discrimination law that bars discrimination based on shared ancestry, ethnic characteristics or national origin. It now goes to the Senate where its fate is uncertain.

Action on the bill was just the latest reverberation in Congress from the protest movement that has swept university campuses. Republicans in Congress have denounced the protests and demanded action to stop them, thrusting university officials into the center of the charged political debate over Israel’s conduct of the war in Gaza. More than 33,000 Palestinians have been killed since the war was launched in October, after Hamas staged a deadly terrorist attack against Israeli civilians.

If passed by the Senate and signed into law, the bill would broaden the legal definition of antisemitism to include the “targeting of the state of Israel, conceived as a Jewish collectivity.” Critics say the move would have a chilling effect on free speech throughout college campuses.

“Speech that is critical of Israel alone does not constitute unlawful discrimination,” Rep. Jerry Nadler, D-N.Y., said during a hearing Tuesday. “By encompassing purely political speech about Israel into Title VI’s ambit, the bill sweeps too broadly.”

Advocates of the proposal say it would provide a much-needed, consistent framework for the Department of Education to police and investigate the rising cases of discrimination and harassment targeted toward Jewish students.

“It is long past time that Congress act to protect Jewish Americans from the scourge of antisemitism on campuses around the country,” Rep. Russell Fry, R-S.C., said Tuesday.

The expanded definition of antisemitism was first adopted in 2016 by the International Holocaust Remembrance Alliance, an intergovernmental group that includes the United States and European Union states, and has been embraced by the State Department under the past three presidential administrations, including Joe Biden’s

Previous bipartisan efforts to codify it into law have failed. But the Oct. 7 terrorist attack by Hamas militants in Israel and the subsequent war in Gaza have reignited efforts to target incidents of antisemitism on college campuses.

Separately, Speaker Mike Johnson announced Tuesday that several House committees will be tasked with a wide probe that ultimately threatens to withhold federal research grants and other government support for universities, placing another pressure point on campus administrators who are struggling to manage pro-Palestinian encampments, allegations of discrimination against Jewish students and questions of how they are integrating free speech and campus safety.

The House investigation follows several high-profile hearings that helped precipitate the resignations of presidents at Harvard and the University of Pennsylvania. And House Republicans promised more scrutiny, saying they were calling on the administrators of Yale, UCLA and the University of Michigan to testify next month.

The House Oversight Committee took it one step further Wednesday, sending a small delegation of Republican members to an encampment at nearby George Washington University in the District of Columbia. GOP lawmakers spent the short visit criticizing the protests and Mayor Muriel Bowser’s refusal to send in the Metropolitan Police Department to disperse the demonstrators.

Bowser on Monday confirmed that the city and the district’s police department had declined the university’s request to intervene. “We did not have any violence to interrupt on the GW campus,” Bowser said, adding that police chief Pamela Smith made the ultimate decision. “This is Washington, D.C., and we are, by design, a place where people come to address the government and their grievances with the government.”

It all comes at a time when college campuses and the federal government are struggling to define exactly where political speech crosses into antisemitism. Dozens of U.S. universities and schools face civil rights investigations by the Education Department over allegations of antisemitism and Islamophobia.

Among the questions campus leaders have struggled to answer is whether phrases like “from the river to the sea, Palestine will be free” should be considered under the definition of antisemitism.

The proposed definition faced strong opposition from several Democratic lawmakers, Jewish organizations as well as free speech advocates.

In a letter sent to lawmakers Friday, the American Civil Liberties Union urged members to vote against the legislation, saying federal law already prohibits antisemitic discrimination and harassment.

“H.R. 6090 is therefore not needed to protect against antisemitic discrimination; instead, it would likely chill free speech of students on college campuses by incorrectly equating criticism of the Israeli government with antisemitism,” the letter stated.

Jeremy Ben-Ami, president of the centrist pro-Israel group J Street, said his organization opposes the bipartisan proposal because he sees it as an “unserious” effort led by Republicans “to continually force votes that divide the Democratic caucus on an issue that shouldn’t be turned into a political football.”

Associated Press writers Ashraf Khalil, Collin Binkley and Stephen Groves contributed to this report.

Copyright © 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, written or redistributed.

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Nixon Advisers’ Climate Research Plan: Another Lost Chance on the Road to Crisis

A 1971 plan for a global carbon dioxide monitoring network never came to fruition. the proposal is detailed in a document newly unearthed by the national security archive..

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A Pennsylvania County Is Suing the Fossil Fuel Industry for Damages Linked to Climate Change

MIT’s Sloan School Launches Ambitious Climate Center to Aid Policymakers

Exxon’s Own Research Confirmed Fossil Fuels’ Role in Global Warming Decades Ago

In 1971, President Richard Nixon’s science advisers proposed a multimillion dollar climate change research project with benefits they said were too “immense” to be quantified, since they involved “ensuring man’s survival,” according to a White House document newly obtained by the nonprofit National Security Archive and shared exclusively with Inside Climate News.

The plan would have established six global and 10 regional monitoring stations in remote locations to collect data on carbon dioxide, solar radiation, aerosols and other factors that exert influence on the atmosphere. It would have engaged five government agencies in a six-year initiative, with spending of $23 million in the project’s peak year of 1974—the equivalent of $172 million in today’s dollars. It would have used then-cutting-edge technology, some of which is only now being widely implemented in carbon monitoring more than 50 years later. 

But it stands as yet another lost opportunity early on the road to the climate crisis. Researchers at the National Security Archive, based at the George Washington University, could find no documentation of what happened to the proposal, and it was never implemented.

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“Who knows what would have happened if we had some kind of concerted effort, just even on the monitoring side of things?” asked Rachel Santarsiero, an analyst who directs the National Security Archive’s Climate Change Transparency Project.

It turns out that the monitoring proposal, which was authorized by the head of Nixon’s White House Office of Science and Technology, Edward E. David Jr., did get a second life in another form. After leaving the Nixon administration, David joined the oil giant Exxon, and as president of the Exxon Research and Engineering Company from 1977 to 1986, he signed off on a groundbreaking Exxon project that used one of its oil tankers to gather atmospheric and oceanic carbon dioxide samples, beginning in 1979. That research, which was first reported by Inside Climate News in 2015, confirmed fossil fuels’ role in global warming. It also showed the oil industry knew the harm of its products and is now a key piece of evidence in lawsuits by states and cities across the country seeking compensation from the oil industry for climate damages.

The National Security Archive relies on the Freedom of Information Act to obtain such historical documents, and it currently maintains one of the largest non-governmental archives of declassified government documents—many relating to military and security issues. In the past year, the Archive has launched a project specifically to compile the historical record of the U.S. government’s reckoning with climate change. On Friday, to mark Earth Week, the group released a briefing book detailing climate change discussions in the Nixon White House, including the new document.

It has long been known that Nixon’s advisers warned him of the risks of global warming. A tranche of documents released by the Nixon Presidential Library in 2010 showed that his then-adviser Daniel Patrick Moynihan urged his administration to engage with the issue as early as 1969. Moynihan, who later served 24 years as U.S. Senator from New York, noted that sea level rise of 10 feet was possible with a 7-degree Fahrenheit (3.9-degree Celsius) temperature increase. “Goodbye, New York,” he wrote. “Goodbye Washington, for that matter.”

But the newly revealed Dec. 20, 1971, research proposal by the White House Office of Science and Technology shows for the first time that Nixon’s science advisors embarked on an extensive analysis of the potential risks of climate change and an assessment of the data needs. 

The purpose of the project would be to “assess current and future impact of natural climatic changes, provide alerts to potential catastrophic trends and gain new environmental insight and understanding as a basis for wise strategies,” reads the research plan, which is unsigned but was conducted under the authority of David.

Under a section marked “cost-benefit analysis,” the authors wrote, “No analysis is feasible. Benefits are immense, but not quantifiable, since this element contributes to ensuring man’s survival.”

Nixon’s aides proposed that the government embark on development of new instruments using lidar, or light-detecting and remote sensing—a technology then less than a decade old—to better measure carbon in the atmosphere. They were correct on the advantages of lidar, but it would be more than four decades until scientists at NASA and around the world began to implement its use to study not just the concentration of carbon dioxide, but its global distribution and daily variations.

“I felt like this document was really ahead of its time,” Santarsiero said.

Decades before a scientific consensus emerged on climate change, Nixon’s science advisers conveyed an understanding of the risks. Research, they wrote, would assist in “taking of protective measures against potential natural disasters such as large-scale inundation of low-lying coastal regions, broad extensions of ice sheets and severe health hazards.”

“No analysis is feasible. Benefits are immense, but not quantifiable, since this element contributes to ensuring man’s survival.”

The advisers showed awareness of the role of fossil fuel pollution in climate change, even if their understanding was incomplete. “Transportation on land or in the air exerts a deleterious effect upon the atmosphere and is in turn affected by it,” they wrote.

“They readily admitted that the science wasn’t there yet to solve these problems,” Santarsiero said. “But they said we still need to take action, and the science will grow alongside, to help us tackle these issues. That attitude just feels markedly different from the discourse that’s happening today, where we can’t even get general consensus, and that basically halts preventative or mitigation efforts in its tracks.”

Nixon, indeed, left behind a far more progressive record on the environment than his Republican successors. He proposed and established the Environmental Protection Agency and later embraced a national Earth Day, expanding on the idea launched earlier by U.S. Sen. Gaylord Nelson, a Wisconsin Democrat. Although the U.S. government never embarked on a carbon dioxide monitoring plan as ambitious as the one Nixon’s science advisers proposed, it would expand its research stations, as they advised, beyond the one site at Mauna Loa, Hawaii, which had been operating since 1958. The National Oceanic and Atmospheric Administration opened additional carbon dioxide measurement stations at Barrow, Alaska; American Samoa; and South Pole, Antarctica, in 1973.

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But by then, with the Watergate scandal engulfing Washington, the Nixon administration was unraveling. Nixon, who had privately railed against environmentalists for wanting humans to “go back and live like a bunch of damned animals,” as Santarsiero recollects in her briefing book, abolished his science and technology office. Its leader, David, quit in frustration early in 1973, according to his New York Times obituary in 2017.

While at Exxon, David continued to press for more science related to global warming, and in addition to the sampling research, he oversaw a transition to more climate modeling work—some of which was remarkably on target in its projection of temperature increase related to carbon dioxide concentrations. But in a coda to his career, he signed on to a 2012 Wall Street Journal opinion piece in which climate science skeptics argued there was no compelling reason to decarbonize the world’s economy.

Ultimately, U.S. government researchers at NASA, NOAA and other agencies would lead much of the science that led to a consensus on global warming. But government policy has lagged far behind the warnings of scientists, as the latest document from the Nixon archives underscores.

Marianne Lavelle

Reporter, washington, d.c..

Marianne Lavelle is a reporter for Inside Climate News. She has covered environment, science, law, and business in Washington, D.C. for more than two decades. She has won the Polk Award, the Investigative Editors and Reporters Award, and numerous other honors. Lavelle spent four years as online energy news editor and writer at National Geographic. She spearheaded a project on climate lobbying for the nonprofit journalism organization, the Center for Public Integrity. She also has worked at U.S. News and World Report magazine and The National Law Journal. While there, she led the award-winning 1992 investigation, “Unequal Protection,” on the disparity in environmental law enforcement against polluters in minority and white communities. Lavelle received her master’s degree from Columbia University Graduate School of Journalism, and is a graduate of Villanova University.

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Discrimination Experiences Shape Most Asian Americans’ Lives

3. asian americans and the ‘model minority’ stereotype, table of contents.

• Key findings from the survey
• Most Asian Americans have been treated as foreigners in some way, no matter where they were born
• Most Asian Americans have been subjected to ‘model minority’ stereotypes, but many haven’t heard of the term
• Experiences with other daily and race-based discrimination incidents
• In their own words: Key findings from qualitative research on Asian Americans and discrimination experiences
• Discrimination in interpersonal encounters with strangers
• Racial discrimination at security checkpoints
• Encounters with police because of race or ethnicity
• Racial discrimination in the workplace
• Quality of service in restaurants and stores
• Discrimination in neighborhoods
• Experiences with name mispronunciation
• Discrimination experiences of being treated as foreigners
• In their own words: How Asian Americans would react if their friend was told to ‘go back to their home country’
• Awareness of the term ‘model minority’
• Views of the term ‘model minority’
• How knowledge of Asian American history impacts awareness and views of the ‘model minority’ label
• Most Asian Americans have experienced ‘model minority’ stereotypes
• In their own words: Asian Americans’ experiences with the ‘model minority’ stereotype
• Asian adults who personally know an Asian person who has been threatened or attacked since COVID-19
• In their own words: Asian Americans’ experiences with discrimination during the COVID-19 pandemic
• Experiences with talking about racial discrimination while growing up
• Is enough attention being paid to anti-Asian racism in the U.S.?
• Acknowledgments
• Sample design
• Data collection
• Weighting and variance estimation
• Methodology: 2021 focus groups of Asian Americans
• Appendix: Supplemental tables

In the survey, we asked Asian Americans about their views and experiences with another stereotype: Asians in the U.S. being a “model minority.” Asian adults were asked about their awareness of the label “model minority,” their views on whether the term is a good or bad thing, and their experiences with being treated in ways that reflect the stereotype.

What is the ‘model minority’ stereotype?

Amid the Civil Rights Movement in the 1960s, another narrative about Asian Americans became widespread: being characterized as a “model” minority. In 1966, two articles were published in The New York Times Magazine and U.S. News and World Report that portrayed Japanese and Chinese Americans as examples of successful minorities. Additionally, in 1987 Time magazine published a cover story on “those Asian American whiz kids.” The model minority stereotype has characterized the nation’s Asian population as high-achieving economically and educationally, which has been attributed to Asians being hardworking and deferential to parental and authority figures, among other factors. The stereotype generalizes Asians in the U.S. as intelligent, well-off, and able to excel in fields such as math and science. Additionally, the model minority myth positions Asian Americans in comparison with other non-White groups such as Black and Hispanic Americans.

For many Asians living in the United States, these characterizations do not align with their lived experiences  or reflect their diverse socioeconomic backgrounds . Among Asian origin groups in the U.S., there are wide differences in economic and social experiences. Additionally, academic research has investigated how the pressures of the model minority stereotype can impact Asian Americans’ mental health and academic performance . Critics of the myth have also pointed to its impact on other racial and ethnic groups, especially Black Americans. Some argue that the myth has been used to minimize racial discrimination and justify policies that overlook the historical circumstances and impacts of colonialism, slavery and segregation on other non-White racial and ethnic groups.

More than half of Asian adults (55%) say they have not heard of the term “model minority.” Just under half (44%) say they have heard of the term.

There are some differences in awareness of the term across demographic groups:

• Ethnic origin: About half of Korean and Chinese adults say they have heard of the term, while only about one-third of Indian adults say the same.
• Nativity: 57% of U.S.-born Asian adults have heard the term “model minority,” compared with 40% of immigrants.
• Immigrant generation: Among immigrants, 60% of those who came to the U.S. as children (“1.5 generation” in this report) say they have heard of the term “model minority,” compared with 32% of those who came to the U.S. as adults (first generation). And among U.S.-born Asian Americans, those who are second generation are more likely than those who are third or higher generation to say the same (62% vs. 40%).
• Age: 56% of Asian adults under 30 say they have heard of the term, compared with fewer than half among older Asian adults.
• Party: 51% of Asian adults who identify with or lean to the Democratic Party say they’ve heard the term, compared with 34% of those who identify with or lean to the Republican Party.

Awareness of the term ‘model minority’ varies across education and income

Asian adults with higher levels of formal education and higher family income are more likely to say they have heard of the term “model minority”:

• 53% of Asian adults with a postgraduate degree say they have heard the term, compared with smaller shares of those with a bachelor’s degree or less.
• 54% of Asian adults who make $150,000 or more say they have heard the term, higher than the shares among those with lower incomes. Among Asian Americans who make less than $30,000, only 29% say they have heard of the term “model minority.”

Notably, awareness of the term is higher among those born in the U.S. than immigrants across all levels of education and income.

Among Asian adults who have heard of the term “model minority,” about four-in-ten say using it to describe Asians in the U.S. is a bad thing. Another 28% say using it is neither good nor bad, 17% say using it is a good thing, and 12% say they are not sure.

These views vary by ethnic origin, nativity, age and party. Among those who have heard of the term:

• Ethnic origin: Among Indian adults, the gap between those who say the term “model minority” is a bad thing and those who say it is a good thing (36% vs. 27%) is smaller than among other ethnic origin groups.
• Nativity: 60% of U.S.-born Asian adults say describing Asians as a model minority is a bad thing, while 9% say it is a good thing. Meanwhile, immigrants’ views of the model minority stereotype are more split (33% vs. 21%, respectively).
• Immigrant generation: Among immigrants, 43% of 1.5-generation Asian adults say using the term “model minority” is a bad thing, compared with 26% of first-generation Asian adults.
• Age: Asian adults under 30 are far more likely to say the model minority label is a bad thing than a good thing (66% vs. 8%). Meanwhile, Asian adults 65 and older are more likely to say describing Asian Americans as a model minority is a good thing (36%) than a bad thing (17%).
• Party: 52% of Asian Democrats say describing Asians as a model minority is a bad thing, about three times the share of Asian Republicans who say the same (17%). 

Among those who know the term “model minority,” views of whether using it to describe Asians in the U.S. is a good or bad thing does not vary significantly across education levels. By income, Asian adults who make less than $30,000 are somewhat less likely to say it is a bad thing than those with higher incomes. 18

Views of the ‘model minority’ label are linked to perceptions of the American dream

In the survey, we asked Asian Americans if they believe they have achieved the American dream, are on their way to achieving it, or if they believe the American dream is out of their reach. Among those who have heard of the term “model minority”:

• 54% of Asian adults who believe the American dream is out of their reach say describing Asian Americans as a model minority is a bad thing. This is higher than the shares among those who believe they are on their way to achieving (44%) or believe they have already achieved the American dream (30%).
• Meanwhile, 26% of Asian adults who believe they have achieved the American dream say the model minority label is a good thing. In comparison, 14% of those who believe they are on their way to achieving the American dream and 11% of those who believe that the American dream is out of their reach say the same.

In this survey, we asked Asian Americans how informed they are about the history of Asians in the U.S.

Whether Asian adults have heard of the model minority label is linked to their knowledge of Asian American history:

• 62% of Asian adults who are extremely or very informed of U.S. Asian history have heard of the term “model minority.”
• Smaller shares of those who are somewhat informed (44%) or a little or not at all informed (29%) about U.S. Asian history say they are aware of the term.  

However, among those who have heard of the “model minority” label, views on whether using it to describe Asian Americans is good or bad are similar regardless of how informed they are on Asian American history. About four-in-ten across knowledge levels say describing Asian Americans as a model minority is a bad thing.

The model minority stereotype often paints Asian Americans as intellectually and financially successful, deferential to authority, and competent but robotic or unemotional , especially in comparison with other racial and ethnic groups. Additionally, some stereotypes associated with the model minority characterize Asian Americans as successful in fields such as math and science, as well as lacking in creativity.

Nearly two-thirds of Asian adults (63%) say that in their day-to-day encounters with strangers, they have at least one experience in which someone assumed they are good at math and science or not a creative thinker.

Broadly, Asian adults are far more likely to say someone has assumed they are good at math and science (58%) than not a creative thinker (22%).

Across these experiences, there are some differences by demographic groups:

• Ethnic origin: 68% of Indian adults say strangers have assumed they are good at math and science, a higher share than among most other origin groups. Meanwhile, about half or fewer of Japanese (47%) and Filipino (43%) adults say people have made this assumption about them.
• Immigrant generation: About seven-in-ten Asian adults who are 1.5 generation and second generation each say people have assumed they are good at math and science, compared with 50% among the first generation and 46% among third or higher generations.
• Education: About two-thirds of Asian adults with a postgraduate degree or a bachelor’s degree say strangers have assumed they are good at math and science, compared with roughly half of those with some college experience or less. Similar shares regardless of education say people have assumed they are not a creative thinker.
• Income: 69% of those who make $150,000 or more say strangers have assumed they are good at math and science, compared with 43% of those who make less than $30,000.  
• Race: 59% of single-race Asian adults (those who identify as Asian and no other race) say someone assumed they are good at math and science, compared with 45% of Asian adults who identify with two or more races (those who identify as Asian and at least one other race).

In our 2021 focus groups of Asian Americans, participants talked about their views of and experiences with the “model minority” stereotype.

Many U.S.-born Asian participants shared how it has been harmful , with some discussing the social pressures associated with it. Others spoke about how the stereotype portrays Asians as monolithic and compares them with other racial and ethnic groups.

“You have to be polished. There’s no room for failure. There’s no room for imperfections. You have to be well-spoken, well-educated, have the right opinions, be good-looking, be tall. [You] have to have a family structure. There’s no room for any sort of freedom in identity except for the mold that you’ve been painted as – as a model citizen.”

–U.S.-born man of Pakistani origin in early 30s

“As an Asian person, I feel like there’s a stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

“The model minority myth … mak[es] us as Asians [and] South Asians monoliths. … I’ve had people go, ‘Oh, so your dad’s a doctor? Is he a lawyer? Do you have money? Do you have this? Do you have that? Are you [in] an arranged marriage?’ And just the kind of image that portrays and gives us. But the expectations put on us as being high performing and everyone assumes you’re going to be smart. … I am a black sheep in many ways, not only within my family, but within Asian [and] South Asian culture, being [in my profession], someone who’s not a doctor, who hasn’t gone the professional, traditional, educational route. So, it’s very harmful, that too, for those communities within the Asian diaspora who have come to the United States. … [M]any of them come from impoverished and underrepresented communities and the expectations put on them to produce or the types of jobs and menial labor they have to take on as a result is really a very poisonous mythos to have out there.”

–U.S.-born woman of Indian origin in early 40s

“One of the reasons the model minority fallacy works so well as an argument against affirmative action [for Indians is] they are a newer immigrant group that has come here and … [t]here’s a lot of education [in India]. People have opportunity there that then they can come [to America] and continue with those connections. Whereas Blacks and Hispanics have had generations of oppression, so they don’t have anything to build off of. So when you bucket everybody – Black, Hispanics and Asians – into one group, then you can make those arguments of, ‘Oh, [Asians] are the model minority, they can do it.’”

Some participants talked about having mixed feelings about being called the “model minority” and how they felt like it put them in a kind of “middle ground.” 

“I feel like Asians are kind of known as the model minority. That kind of puts us in an interesting position where I feel like we’re supposed to excel and succeed in the media, or we’re seen in the media as exceeding in all these things as smart. All of us are not by any means. Yeah, I feel like we’re in this weird middle ground.”

–U.S.-born man of Chinese origin in early 20s

“A lot of people believe that Japanese are the most humble and honest people, even among other Asians. I feel like I need to live up to that. I have to try hard when people say things like that. Of course, it is good, but it’s a lot of work sometimes. As Japanese, and for my family, I try hard.”

–Immigrant man of Japanese origin in mid-40s (translated from Japanese)

Others had more positive impressions of the model minority label, saying it made them proud to be Asian and have others see them that way:

“Whenever I apply for any job, in the drop-down there is an option to choose the ethnicity, and I write Asian American proudly because everyone knows us Asians as hardworking, they recognize us as loyal and hardworking.”

–Immigrant woman of Nepalese origin in mid-40s (translated from Nepali)

“I think any model is a good thing. I mean the cognitive, the word ‘model,’ when you model after somebody it’s a positive meaning to it. So personally for me I have no issues with being called the model minority because it only tells me that I’m doing something right.”

–U.S.-born man of Hmong origin in early 40s

• Some of these groups had relatively small sample sizes. For shares of Asian adults who have heard of the term “model minority” and say using the term to describe the U.S. Asian population is a good or bad thing, by education and income, refer to the Appendix . ↩

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Methodology: 2023 focus groups of asian americans, 1 in 10: redefining the asian american dream (short film), the hardships and dreams of asian americans living in poverty, key facts about asian american eligible voters in 2024, most popular, report materials.

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