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Research Project – Definition, Writing Guide and Ideas

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Research Project

Definition :

Research Project is a planned and systematic investigation into a specific area of interest or problem, with the goal of generating new knowledge, insights, or solutions. It typically involves identifying a research question or hypothesis, designing a study to test it, collecting and analyzing data, and drawing conclusions based on the findings.

Types of Research Project

Types of Research Projects are as follows:

Basic Research

This type of research focuses on advancing knowledge and understanding of a subject area or phenomenon, without any specific application or practical use in mind. The primary goal is to expand scientific or theoretical knowledge in a particular field.

Applied Research

Applied research is aimed at solving practical problems or addressing specific issues. This type of research seeks to develop solutions or improve existing products, services or processes.

Action Research

Action research is conducted by practitioners and aimed at solving specific problems or improving practices in a particular context. It involves collaboration between researchers and practitioners, and often involves iterative cycles of data collection and analysis, with the goal of improving practices.

Quantitative Research

This type of research uses numerical data to investigate relationships between variables or to test hypotheses. It typically involves large-scale data collection through surveys, experiments, or secondary data analysis.

Qualitative Research

Qualitative research focuses on understanding and interpreting phenomena from the perspective of the people involved. It involves collecting and analyzing data in the form of text, images, or other non-numerical forms.

Mixed Methods Research

Mixed methods research combines elements of both quantitative and qualitative research, using multiple data sources and methods to gain a more comprehensive understanding of a phenomenon.

Longitudinal Research

This type of research involves studying a group of individuals or phenomena over an extended period of time, often years or decades. It is useful for understanding changes and developments over time.

Case Study Research

Case study research involves in-depth investigation of a particular case or phenomenon, often within a specific context. It is useful for understanding complex phenomena in their real-life settings.

Participatory Research

Participatory research involves active involvement of the people or communities being studied in the research process. It emphasizes collaboration, empowerment, and the co-production of knowledge.

Research Project Methodology

Research Project Methodology refers to the process of conducting research in an organized and systematic manner to answer a specific research question or to test a hypothesis. A well-designed research project methodology ensures that the research is rigorous, valid, and reliable, and that the findings are meaningful and can be used to inform decision-making.

There are several steps involved in research project methodology, which are described below:

Define the Research Question

The first step in any research project is to clearly define the research question or problem. This involves identifying the purpose of the research, the scope of the research, and the key variables that will be studied.

Develop a Research Plan

Once the research question has been defined, the next step is to develop a research plan. This plan outlines the methodology that will be used to collect and analyze data, including the research design, sampling strategy, data collection methods, and data analysis techniques.

Collect Data

The data collection phase involves gathering information through various methods, such as surveys, interviews, observations, experiments, or secondary data analysis. The data collected should be relevant to the research question and should be of sufficient quantity and quality to enable meaningful analysis.

Analyze Data

Once the data has been collected, it is analyzed using appropriate statistical techniques or other methods. The analysis should be guided by the research question and should aim to identify patterns, trends, relationships, or other insights that can inform the research findings.

Interpret and Report Findings

The final step in the research project methodology is to interpret the findings and report them in a clear and concise manner. This involves summarizing the results, discussing their implications, and drawing conclusions that can be used to inform decision-making.

Research Project Writing Guide

Here are some guidelines to help you in writing a successful research project:

• Choose a topic: Choose a topic that you are interested in and that is relevant to your field of study. It is important to choose a topic that is specific and focused enough to allow for in-depth research and analysis.
• Conduct a literature review : Conduct a thorough review of the existing research on your topic. This will help you to identify gaps in the literature and to develop a research question or hypothesis.
• Develop a research question or hypothesis : Based on your literature review, develop a clear research question or hypothesis that you will investigate in your study.
• Design your study: Choose an appropriate research design and methodology to answer your research question or test your hypothesis. This may include choosing a sample, selecting measures or instruments, and determining data collection methods.
• Collect data: Collect data using your chosen methods and instruments. Be sure to follow ethical guidelines and obtain informed consent from participants if necessary.
• Analyze data: Analyze your data using appropriate statistical or qualitative methods. Be sure to clearly report your findings and provide interpretations based on your research question or hypothesis.
• Discuss your findings : Discuss your findings in the context of the existing literature and your research question or hypothesis. Identify any limitations or implications of your study and suggest directions for future research.
• Write your project: Write your research project in a clear and organized manner, following the appropriate format and style guidelines for your field of study. Be sure to include an introduction, literature review, methodology, results, discussion, and conclusion.
• Revise and edit: Revise and edit your project for clarity, coherence, and accuracy. Be sure to proofread for spelling, grammar, and formatting errors.
• Cite your sources: Cite your sources accurately and appropriately using the appropriate citation style for your field of study.

Examples of Research Projects

Some Examples of Research Projects are as follows:

• Investigating the effects of a new medication on patients with a particular disease or condition.
• Exploring the impact of exercise on mental health and well-being.
• Studying the effectiveness of a new teaching method in improving student learning outcomes.
• Examining the impact of social media on political participation and engagement.
• Investigating the efficacy of a new therapy for a specific mental health disorder.
• Exploring the use of renewable energy sources in reducing carbon emissions and mitigating climate change.
• Studying the effects of a new agricultural technique on crop yields and environmental sustainability.
• Investigating the effectiveness of a new technology in improving business productivity and efficiency.
• Examining the impact of a new public policy on social inequality and access to resources.
• Exploring the factors that influence consumer behavior in a specific market.

Characteristics of Research Project

Here are some of the characteristics that are often associated with research projects:

• Clear objective: A research project is designed to answer a specific question or solve a particular problem. The objective of the research should be clearly defined from the outset.
• Systematic approach: A research project is typically carried out using a structured and systematic approach that involves careful planning, data collection, analysis, and interpretation.
• Rigorous methodology: A research project should employ a rigorous methodology that is appropriate for the research question being investigated. This may involve the use of statistical analysis, surveys, experiments, or other methods.
• Data collection : A research project involves collecting data from a variety of sources, including primary sources (such as surveys or experiments) and secondary sources (such as published literature or databases).
• Analysis and interpretation : Once the data has been collected, it needs to be analyzed and interpreted. This involves using statistical techniques or other methods to identify patterns or relationships in the data.
• Conclusion and implications : A research project should lead to a clear conclusion that answers the research question. It should also identify the implications of the findings for future research or practice.
• Communication: The results of the research project should be communicated clearly and effectively, using appropriate language and visual aids, to a range of audiences, including peers, stakeholders, and the wider public.

Importance of Research Project

Research projects are an essential part of the process of generating new knowledge and advancing our understanding of various fields of study. Here are some of the key reasons why research projects are important:

• Advancing knowledge : Research projects are designed to generate new knowledge and insights into particular topics or questions. This knowledge can be used to inform policies, practices, and decision-making processes across a range of fields.
• Solving problems: Research projects can help to identify solutions to real-world problems by providing a better understanding of the causes and effects of particular issues.
• Developing new technologies: Research projects can lead to the development of new technologies or products that can improve people’s lives or address societal challenges.
• Improving health outcomes: Research projects can contribute to improving health outcomes by identifying new treatments, diagnostic tools, or preventive strategies.
• Enhancing education: Research projects can enhance education by providing new insights into teaching and learning methods, curriculum development, and student learning outcomes.
• Informing public policy : Research projects can inform public policy by providing evidence-based recommendations and guidance on issues related to health, education, environment, social justice, and other areas.
• Enhancing professional development : Research projects can enhance the professional development of researchers by providing opportunities to develop new skills, collaborate with colleagues, and share knowledge with others.

Research Project Ideas

Following are some Research Project Ideas:

Field: Psychology

• Investigating the impact of social support on coping strategies among individuals with chronic illnesses.
• Exploring the relationship between childhood trauma and adult attachment styles.
• Examining the effects of exercise on cognitive function and brain health in older adults.
• Investigating the impact of sleep deprivation on decision making and risk-taking behavior.
• Exploring the relationship between personality traits and leadership styles in the workplace.
• Examining the effectiveness of cognitive-behavioral therapy (CBT) for treating anxiety disorders.
• Investigating the relationship between social comparison and body dissatisfaction in young women.
• Exploring the impact of parenting styles on children’s emotional regulation and behavior.
• Investigating the effectiveness of mindfulness-based interventions for treating depression.
• Examining the relationship between childhood adversity and later-life health outcomes.

Field: Economics

• Analyzing the impact of trade agreements on economic growth in developing countries.
• Examining the effects of tax policy on income distribution and poverty reduction.
• Investigating the relationship between foreign aid and economic development in low-income countries.
• Exploring the impact of globalization on labor markets and job displacement.
• Analyzing the impact of minimum wage laws on employment and income levels.
• Investigating the effectiveness of monetary policy in managing inflation and unemployment.
• Examining the relationship between economic freedom and entrepreneurship.
• Analyzing the impact of income inequality on social mobility and economic opportunity.
• Investigating the role of education in economic development.
• Examining the effectiveness of different healthcare financing systems in promoting health equity.

Field: Sociology

• Investigating the impact of social media on political polarization and civic engagement.
• Examining the effects of neighborhood characteristics on health outcomes.
• Analyzing the impact of immigration policies on social integration and cultural diversity.
• Investigating the relationship between social support and mental health outcomes in older adults.
• Exploring the impact of income inequality on social cohesion and trust.
• Analyzing the effects of gender and race discrimination on career advancement and pay equity.
• Investigating the relationship between social networks and health behaviors.
• Examining the effectiveness of community-based interventions for reducing crime and violence.
• Analyzing the impact of social class on cultural consumption and taste.
• Investigating the relationship between religious affiliation and social attitudes.

Field: Computer Science

• Developing an algorithm for detecting fake news on social media.
• Investigating the effectiveness of different machine learning algorithms for image recognition.
• Developing a natural language processing tool for sentiment analysis of customer reviews.
• Analyzing the security implications of blockchain technology for online transactions.
• Investigating the effectiveness of different recommendation algorithms for personalized advertising.
• Developing an artificial intelligence chatbot for mental health counseling.
• Investigating the effectiveness of different algorithms for optimizing online advertising campaigns.
• Developing a machine learning model for predicting consumer behavior in online marketplaces.
• Analyzing the privacy implications of different data sharing policies for online platforms.
• Investigating the effectiveness of different algorithms for predicting stock market trends.

Field: Education

• Investigating the impact of teacher-student relationships on academic achievement.
• Analyzing the effectiveness of different pedagogical approaches for promoting student engagement and motivation.
• Examining the effects of school choice policies on academic achievement and social mobility.
• Investigating the impact of technology on learning outcomes and academic achievement.
• Analyzing the effects of school funding disparities on educational equity and achievement gaps.
• Investigating the relationship between school climate and student mental health outcomes.
• Examining the effectiveness of different teaching strategies for promoting critical thinking and problem-solving skills.
• Investigating the impact of social-emotional learning programs on student behavior and academic achievement.
• Analyzing the effects of standardized testing on student motivation and academic achievement.

Field: Environmental Science

• Investigating the impact of climate change on species distribution and biodiversity.
• Analyzing the effectiveness of different renewable energy technologies in reducing carbon emissions.
• Examining the impact of air pollution on human health outcomes.
• Investigating the relationship between urbanization and deforestation in developing countries.
• Analyzing the effects of ocean acidification on marine ecosystems and biodiversity.
• Investigating the impact of land use change on soil fertility and ecosystem services.
• Analyzing the effectiveness of different conservation policies and programs for protecting endangered species and habitats.
• Investigating the relationship between climate change and water resources in arid regions.
• Examining the impact of plastic pollution on marine ecosystems and biodiversity.
• Investigating the effects of different agricultural practices on soil health and nutrient cycling.

Field: Linguistics

• Analyzing the impact of language diversity on social integration and cultural identity.
• Investigating the relationship between language and cognition in bilingual individuals.
• Examining the effects of language contact and language change on linguistic diversity.
• Investigating the role of language in shaping cultural norms and values.
• Analyzing the effectiveness of different language teaching methodologies for second language acquisition.
• Investigating the relationship between language proficiency and academic achievement.
• Examining the impact of language policy on language use and language attitudes.
• Investigating the role of language in shaping gender and social identities.
• Analyzing the effects of dialect contact on language variation and change.
• Investigating the relationship between language and emotion expression.

Field: Political Science

• Analyzing the impact of electoral systems on women’s political representation.
• Investigating the relationship between political ideology and attitudes towards immigration.
• Examining the effects of political polarization on democratic institutions and political stability.
• Investigating the impact of social media on political participation and civic engagement.
• Analyzing the effects of authoritarianism on human rights and civil liberties.
• Investigating the relationship between public opinion and foreign policy decisions.
• Examining the impact of international organizations on global governance and cooperation.
• Investigating the effectiveness of different conflict resolution strategies in resolving ethnic and religious conflicts.
• Analyzing the effects of corruption on economic development and political stability.
• Investigating the role of international law in regulating global governance and human rights.

Field: Medicine

• Investigating the impact of lifestyle factors on chronic disease risk and prevention.
• Examining the effectiveness of different treatment approaches for mental health disorders.
• Investigating the relationship between genetics and disease susceptibility.
• Analyzing the effects of social determinants of health on health outcomes and health disparities.
• Investigating the impact of different healthcare delivery models on patient outcomes and cost effectiveness.
• Examining the effectiveness of different prevention and treatment strategies for infectious diseases.
• Investigating the relationship between healthcare provider communication skills and patient satisfaction and outcomes.
• Analyzing the effects of medical error and patient safety on healthcare quality and outcomes.
• Investigating the impact of different pharmaceutical pricing policies on access to essential medicines.
• Examining the effectiveness of different rehabilitation approaches for improving function and quality of life in individuals with disabilities.

Field: Anthropology

• Analyzing the impact of colonialism on indigenous cultures and identities.
• Investigating the relationship between cultural practices and health outcomes in different populations.
• Examining the effects of globalization on cultural diversity and cultural exchange.
• Investigating the role of language in cultural transmission and preservation.
• Analyzing the effects of cultural contact on cultural change and adaptation.
• Investigating the impact of different migration policies on immigrant integration and acculturation.
• Examining the role of gender and sexuality in cultural norms and values.
• Investigating the impact of cultural heritage preservation on tourism and economic development.
• Analyzing the effects of cultural revitalization movements on indigenous communities.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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11.2 Steps in Developing a Research Proposal

Learning objectives.

• Identify the steps in developing a research proposal.
• Choose a topic and formulate a research question and working thesis.
• Develop a research proposal.

Writing a good research paper takes time, thought, and effort. Although this assignment is challenging, it is manageable. Focusing on one step at a time will help you develop a thoughtful, informative, well-supported research paper.

Your first step is to choose a topic and then to develop research questions, a working thesis, and a written research proposal. Set aside adequate time for this part of the process. Fully exploring ideas will help you build a solid foundation for your paper.

Choosing a Topic

When you choose a topic for a research paper, you are making a major commitment. Your choice will help determine whether you enjoy the lengthy process of research and writing—and whether your final paper fulfills the assignment requirements. If you choose your topic hastily, you may later find it difficult to work with your topic. By taking your time and choosing carefully, you can ensure that this assignment is not only challenging but also rewarding.

Writers understand the importance of choosing a topic that fulfills the assignment requirements and fits the assignment’s purpose and audience. (For more information about purpose and audience, see Chapter 6 “Writing Paragraphs: Separating Ideas and Shaping Content” .) Choosing a topic that interests you is also crucial. You instructor may provide a list of suggested topics or ask that you develop a topic on your own. In either case, try to identify topics that genuinely interest you.

After identifying potential topic ideas, you will need to evaluate your ideas and choose one topic to pursue. Will you be able to find enough information about the topic? Can you develop a paper about this topic that presents and supports your original ideas? Is the topic too broad or too narrow for the scope of the assignment? If so, can you modify it so it is more manageable? You will ask these questions during this preliminary phase of the research process.

Identifying Potential Topics

Sometimes, your instructor may provide a list of suggested topics. If so, you may benefit from identifying several possibilities before committing to one idea. It is important to know how to narrow down your ideas into a concise, manageable thesis. You may also use the list as a starting point to help you identify additional, related topics. Discussing your ideas with your instructor will help ensure that you choose a manageable topic that fits the requirements of the assignment.

In this chapter, you will follow a writer named Jorge, who is studying health care administration, as he prepares a research paper. You will also plan, research, and draft your own research paper.

Jorge was assigned to write a research paper on health and the media for an introductory course in health care. Although a general topic was selected for the students, Jorge had to decide which specific issues interested him. He brainstormed a list of possibilities.

If you are writing a research paper for a specialized course, look back through your notes and course activities. Identify reading assignments and class discussions that especially engaged you. Doing so can help you identify topics to pursue.

• Health Maintenance Organizations (HMOs) in the news
• Sexual education programs
• Hollywood and eating disorders
• Americans’ access to public health information
• Media portrayal of health care reform bill
• Depictions of drugs on television
• The effect of the Internet on mental health
• Popularized diets (such as low-carbohydrate diets)
• Fear of pandemics (bird flu, HINI, SARS)
• Electronic entertainment and obesity
• Advertisements for prescription drugs
• Public education and disease prevention

Set a timer for five minutes. Use brainstorming or idea mapping to create a list of topics you would be interested in researching for a paper about the influence of the Internet on social networking. Do you closely follow the media coverage of a particular website, such as Twitter? Would you like to learn more about a certain industry, such as online dating? Which social networking sites do you and your friends use? List as many ideas related to this topic as you can.

Narrowing Your Topic

Once you have a list of potential topics, you will need to choose one as the focus of your essay. You will also need to narrow your topic. Most writers find that the topics they listed during brainstorming or idea mapping are broad—too broad for the scope of the assignment. Working with an overly broad topic, such as sexual education programs or popularized diets, can be frustrating and overwhelming. Each topic has so many facets that it would be impossible to cover them all in a college research paper. However, more specific choices, such as the pros and cons of sexual education in kids’ television programs or the physical effects of the South Beach diet, are specific enough to write about without being too narrow to sustain an entire research paper.

A good research paper provides focused, in-depth information and analysis. If your topic is too broad, you will find it difficult to do more than skim the surface when you research it and write about it. Narrowing your focus is essential to making your topic manageable. To narrow your focus, explore your topic in writing, conduct preliminary research, and discuss both the topic and the research with others.

Exploring Your Topic in Writing

“How am I supposed to narrow my topic when I haven’t even begun researching yet?” In fact, you may already know more than you realize. Review your list and identify your top two or three topics. Set aside some time to explore each one through freewriting. (For more information about freewriting, see Chapter 8 “The Writing Process: How Do I Begin?” .) Simply taking the time to focus on your topic may yield fresh angles.

Jorge knew that he was especially interested in the topic of diet fads, but he also knew that it was much too broad for his assignment. He used freewriting to explore his thoughts so he could narrow his topic. Read Jorge’s ideas.

Conducting Preliminary Research

Another way writers may focus a topic is to conduct preliminary research . Like freewriting, exploratory reading can help you identify interesting angles. Surfing the web and browsing through newspaper and magazine articles are good ways to start. Find out what people are saying about your topic on blogs and online discussion groups. Discussing your topic with others can also inspire you. Talk about your ideas with your classmates, your friends, or your instructor.

Jorge’s freewriting exercise helped him realize that the assigned topic of health and the media intersected with a few of his interests—diet, nutrition, and obesity. Preliminary online research and discussions with his classmates strengthened his impression that many people are confused or misled by media coverage of these subjects.

Jorge decided to focus his paper on a topic that had garnered a great deal of media attention—low-carbohydrate diets. He wanted to find out whether low-carbohydrate diets were as effective as their proponents claimed.

Writing at Work

At work, you may need to research a topic quickly to find general information. This information can be useful in understanding trends in a given industry or generating competition. For example, a company may research a competitor’s prices and use the information when pricing their own product. You may find it useful to skim a variety of reliable sources and take notes on your findings.

The reliability of online sources varies greatly. In this exploratory phase of your research, you do not need to evaluate sources as closely as you will later. However, use common sense as you refine your paper topic. If you read a fascinating blog comment that gives you a new idea for your paper, be sure to check out other, more reliable sources as well to make sure the idea is worth pursuing.

Review the list of topics you created in Note 11.18 “Exercise 1” and identify two or three topics you would like to explore further. For each of these topics, spend five to ten minutes writing about the topic without stopping. Then review your writing to identify possible areas of focus.

Set aside time to conduct preliminary research about your potential topics. Then choose a topic to pursue for your research paper.

Collaboration

Please share your topic list with a classmate. Select one or two topics on his or her list that you would like to learn more about and return it to him or her. Discuss why you found the topics interesting, and learn which of your topics your classmate selected and why.

A Plan for Research

Your freewriting and preliminary research have helped you choose a focused, manageable topic for your research paper. To work with your topic successfully, you will need to determine what exactly you want to learn about it—and later, what you want to say about it. Before you begin conducting in-depth research, you will further define your focus by developing a research question , a working thesis, and a research proposal.

Formulating a Research Question

In forming a research question, you are setting a goal for your research. Your main research question should be substantial enough to form the guiding principle of your paper—but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think. As you consider potential research questions, ask yourself whether they would be too hard or too easy to answer.

To determine your research question, review the freewriting you completed earlier. Skim through books, articles, and websites and list the questions you have. (You may wish to use the 5WH strategy to help you formulate questions. See Chapter 8 “The Writing Process: How Do I Begin?” for more information about 5WH questions.) Include simple, factual questions and more complex questions that would require analysis and interpretation. Determine your main question—the primary focus of your paper—and several subquestions that you will need to research to answer your main question.

Here are the research questions Jorge will use to focus his research. Notice that his main research question has no obvious, straightforward answer. Jorge will need to research his subquestions, which address narrower topics, to answer his main question.

Using the topic you selected in Note 11.24 “Exercise 2” , write your main research question and at least four to five subquestions. Check that your main research question is appropriately complex for your assignment.

Constructing a Working ThesIs

A working thesis concisely states a writer’s initial answer to the main research question. It does not merely state a fact or present a subjective opinion. Instead, it expresses a debatable idea or claim that you hope to prove through additional research. Your working thesis is called a working thesis for a reason—it is subject to change. As you learn more about your topic, you may change your thinking in light of your research findings. Let your working thesis serve as a guide to your research, but do not be afraid to modify it based on what you learn.

Jorge began his research with a strong point of view based on his preliminary writing and research. Read his working thesis statement, which presents the point he will argue. Notice how it states Jorge’s tentative answer to his research question.

One way to determine your working thesis is to consider how you would complete sentences such as I believe or My opinion is . However, keep in mind that academic writing generally does not use first-person pronouns. These statements are useful starting points, but formal research papers use an objective voice.

Write a working thesis statement that presents your preliminary answer to the research question you wrote in Note 11.27 “Exercise 3” . Check that your working thesis statement presents an idea or claim that could be supported or refuted by evidence from research.

Creating a Research Proposal

A research proposal is a brief document—no more than one typed page—that summarizes the preliminary work you have completed. Your purpose in writing it is to formalize your plan for research and present it to your instructor for feedback. In your research proposal, you will present your main research question, related subquestions, and working thesis. You will also briefly discuss the value of researching this topic and indicate how you plan to gather information.

When Jorge began drafting his research proposal, he realized that he had already created most of the pieces he needed. However, he knew he also had to explain how his research would be relevant to other future health care professionals. In addition, he wanted to form a general plan for doing the research and identifying potentially useful sources. Read Jorge’s research proposal.

Before you begin a new project at work, you may have to develop a project summary document that states the purpose of the project, explains why it would be a wise use of company resources, and briefly outlines the steps involved in completing the project. This type of document is similar to a research proposal. Both documents define and limit a project, explain its value, discuss how to proceed, and identify what resources you will use.

Writing Your Own Research Proposal

Now you may write your own research proposal, if you have not done so already. Follow the guidelines provided in this lesson.

Key Takeaways

• Developing a research proposal involves the following preliminary steps: identifying potential ideas, choosing ideas to explore further, choosing and narrowing a topic, formulating a research question, and developing a working thesis.
• A good topic for a research paper interests the writer and fulfills the requirements of the assignment.
• Defining and narrowing a topic helps writers conduct focused, in-depth research.
• Writers conduct preliminary research to identify possible topics and research questions and to develop a working thesis.
• A good research question interests readers, is neither too broad nor too narrow, and has no obvious answer.
• A good working thesis expresses a debatable idea or claim that can be supported with evidence from research.
• Writers create a research proposal to present their topic, main research question, subquestions, and working thesis to an instructor for approval or feedback.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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3.4: Components of a Research Project

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Learning Objectives

• Describe useful strategies to employ when searching for literature.
• Describe why sociologists review prior literature and how they organize their literature reviews.
• Identify the main sections contained in scholarly journal articles.
• Identify and describe the major components researchers need to plan for when designing a research project.
• Describe the importance of a research proposal.

In this section, we’ll examine the most typical components that make up a research proposal and research project, bringing in a few additional components to those we have already discussed. Keep in mind that our purpose at this stage is simply to provide a general overview of research design. The specifics of each of the following components will vary from project to project. Further, the stage of a project at which each of these components comes into play may vary.

Searching for Literature

Familiarizing yourself with research that has already been conducted on your topic is one of the first stages of conducting a research project and is crucial for coming up with a good research design. But where to start? How to start? As you search for literature, you may have to be fairly broad in your search for articles.

I’m guessing you may feel you’ve heard enough about electronic gadget addiction in this chapter, so let’s consider a different example here. On my campus, much to the chagrin of a group of student smokers, smoking was recently banned. These students were so upset by the idea that they would no longer be allowed to smoke on university grounds that they staged several smoke-outs during which they gathered in populated areas around campus and enjoyed a puff or two together.

A student in my research methods class wanted to understand what motivated this group of students to engage in activism centered around what she perceived to be, in this age of smoke-free facilities, a relatively deviant act. Were the protesters otherwise politically active? How much effort and coordination had it taken to organize the smoke-outs? The student researcher began her research by attempting to familiarize herself with the literature on her topic. Yet her search in Sociological Abstracts for “college student activist smoke-outs,” yielded no results. Concluding there was no prior research on her topic, she informed me that she would need an alternative assignment to the annotated bibliography I required since there was no literature for her to review. How do you suppose I responded to this news? What went wrong with this student’s search for literature?

In her first attempt, the student had been too narrow in her search for articles. But did that mean she was off the hook for completing the annotated bibliography assignment? Absolutely not. Instead, she went back to Sociological Abstracts and searched again using different combinations of search terms. Rather than searching for “college student activist smoke-outs” she tried, among other sets of terms, “college student activism.” This time her search yielded a great many articles. Of course, they were not focused on prosmoking activist efforts, but they were focused on her population of interest, college students, and on her broad topic of interest, activism. I suggested that reading articles on college student activism might give her some idea about what other researchers have found in terms of what motivates college students to become involved in activist efforts. I also suggested she could play around with her search terms and look for research on activism centered on other sorts of activities that are perceived by some as deviant, such as marijuana use or veganism. In other words, she needed to be broader in her search for articles.

While this student found success by broadening her search for articles, her reading of those articles needed to be narrower than her search. Once she identified a set of articles to review by searching broadly, it was time to remind herself of her specific research focus: college student activist smoke-outs. Keeping in mind her particular research interest while reviewing the literature gave her the chance to think about how the theories and findings covered in prior studies might or might not apply to her particular point of focus. For example, theories on what motivates activists to get involved might tell her something about the likely reasons the students she planned to study got involved. At the same time, those theories might not cover all the particulars of student participation in smoke-outs. Thinking about the different theories then gave the student the opportunity to focus her research plans and even to develop a few hypotheses about what she thought she was likely to find.

Reviewing the Literature

Developing an annotated bibliography is often one of the early steps that researchers take as they begin to familiarize themselves with prior research on their topic. A second step involves a literature review in which a researcher positions his or her work within the context of prior scholarly work in the area. A literature review addresses the following matters: What sorts of questions have other scholars asked about this topic? What do we already know about this topic? What questions remain? As the researcher answers these questions, he or she synthesizes what is contained in the literature, possibly organizing prior findings around themes that are relevant to his or her particular research focus.

I once advised an undergraduate student who conducted a research project on speciesism, the belief that some species are superior to or have more value and rights than others. Her research question was “Why and how do humans construct divisions between themselves and animals?” This student organized her review of literature around the two parts of her research question: the why and the how. In the “why” section of her literature review, she described prior research that addressed questions of why humans are sometimes speciesist. She organized subsections around the three most common answers that were presented in the scholarly literature. She used the same structure in the “how” section of her literature review, arranging subsections around the answers posed in previous literature about how humans construct divisions between themselves and animals. This organizational scheme helped readers understand what we already know about the topic and what theories we rely on to help make sense of the topic. In addition, by also highlighting what we still don’t know, it helped the student set the stage for her own empirical research on the topic

The preceding discussion about how to organize a review of scholarly literature assumes that we all know how to read scholarly literature. Yes, yes, I understand that you must know how to read. But reading scholarly articles can be a bit more challenging than reading a textbook. Here are a few pointers about how to do it successfully. First, it is important to understand the various sections that are typically contained in scholarly journals’ reports of empirical research. One of the most important and easiest to spot sections of a journal article is its abstract , the short paragraph at the beginning of an article that summarizes the author’s research question, methods used to answer the question, and key findings. The abstract may also give you some idea about the theoretical proclivities of the author. As a result, reading the abstract gives you both a framework for understanding the rest of the article and the punch line. It tells you what the author(s) found and whether the article is relevant to your area of inquiry.

After the abstract, most journal articles will contain the following sections (although exact section names are likely to vary): introduction, literature review, methodology, findings, and discussion. Of course, there will also be a list of references cited, lists of references cited are a useful source for finding additional literature in an area. and there may be a few tables, figures, or appendices at the end of the article as well. While you should get into the habit of familiarizing yourself with articles you wish to cite in their entirety , there are strategic ways to read journal articles that can make them a little easier to digest. Once you have read the abstract and determined that this is an article you’d like to read in full, read through the discussion section at the end of the article next. Because your own review of literature is likely to emphasize findings from previous literature, you should make sure that you have a clear idea about what those findings are. Reading an article’s discussion section helps you understand what the author views as the study’s major findings and how the author perceives those findings to relate to other research.

As you read through the rest of the article, think about the elements of research design that we have covered. What approach does the researcher take? Is the research exploratory, descriptive, or explanatory? Is it inductive or deductive? Idiographic or nomothetic? What claims does the author make about causality? What are the author’s units of analysis and observation? Use what you have learned about the promise and potential pitfalls associated with each of these research elements to help you responsibly read and understand the articles you review. Future chapters of this text will address other elements of journal articles, including choices about measurement, sampling, and research method. As you learn about these additional items, you will increasingly gain more knowledge that you can apply as you read and critique the scholarly literature in your area of inquiry.

Additional Important Components

Thinking about the overarching goals of your research project and finding and reviewing the existing literature on your topic are two of the initial steps you’ll take when designing a research project. Forming a clear research question, is another crucial step. There are a number of other important research design components you’ll need to consider, and we will discuss those here.

At the same time that you work to identify a clear research question, you will probably also think about the overarching goals of your research project. Will it be exploratory, descriptive, or explanatory? Will your approach be idiographic or nomothetic, inductive or deductive? How you design your project might also be determined in part by whether you aim for your research to have some direct application or if your goal is to contribute more generally to sociological knowledge about your topic. Next, think about what your units of analysis and units of observation will be. These will help you identify the key concepts you will study. Once you have identified those concepts, you’ll need to decide how to define them, and how you’ll know that you’re observing them when it comes time to collect your data. Defining your concepts, and knowing them when you see them, has to do with conceptualization and operationalization, the focus of a later chapter. Of course, you also need to know what approach you will take to collect your data. Thus identifying your research method is another important part of research design. You also need to think about who your research participants will be and what larger group(s) they may represent. These topics will be the focus of a later chapter too. Last, but certainly not least, you should consider any potential ethical concerns that could arise during the course of your research project. These concerns might come up during your data collection, but they might also arise when you get to the point of analyzing or sharing your research results.

Decisions about the various research components do not necessarily occur in sequential order. In fact, you may have to think about potential ethical concerns even before zeroing in on a specific research question. Similarly, the goal of being able to make generalizations about your population of interest could shape the decisions you make about your method of data collection. Putting it all together, the following list shows some of the major components you’ll need to consider as you design your research project:

• Research question
• Literature review
• Research strategy (idiographic or nomothetic, inductive or deductive)
• Research goals (basic or applied)
• Units of analysis and units of observation
• Key concepts (conceptualization and operationalization)
• Method of data collection
• Research participants (sample and population)
• Ethical concerns

Research Proposal

At the stage before actually starting the research it is often a good idea to write a research proposal detailing all of the decisions made in the preceding stages of the research process and the rationale behind each decision. This multi-part proposal should address what research questions you wish to study and why, the prior literature, theories you wish to employ along with hypotheses to be tested (if you are doing deductive research, how measurement will be done, what research method to be employed and why, and desired sampling strategy (or who the subjects are.  Also, do not forget to include a budget.  Funding agencies typically require such a proposal in order to select the best proposals for funding. Even if funding is not sought for a research project, a proposal may serve as a useful vehicle for seeking feedback from other researchers and identifying potential problems with the research project (e.g., whether some important constructs were missing from the study) before starting data collection. This initial feedback is invaluable because it is often too late to correct critical problems after data is collected in a research study.

KEY TAKEAWAYS

• When identifying and reading relevant literature, be broad in your search for articles, but be narrower in your reading of articles.
• Writing an annotated bibliography can be a helpful first step to familiarize yourself with prior research in your area of interest.
• Literature reviews summarize and synthesize prior research.
• Literature reviews are typically organized around substantive ideas that are relevant to one’s research question rather than around individual studies or article authors.
• When designing a research project, be sure to think about, plan for, and identify a research question, a review of literature, a research strategy, research goals, units of analysis and units of observation, key concepts, method(s) of data collection, population and sample, and potential ethical concerns.
• A research proposal is also important to consider.
• Find and read a complete journal article that addresses a topic that is of interest to you. In four to eight sentences, summarize the author’s research question, theoretical framing, methods used, and major findings. Reread the article, and see how close you were in reporting these key elements. What did you understand and remember best? What did you leave out? What reading strategies may have helped you better recall relevant details from the article?
• Using the example of students’ electronic gadget addictions, design a hypothetical research project by identifying a plan for each of the nine components of research design that are presented in this section.

• Visit the University of Nebraska–Lincoln
• Apply to the University of Nebraska–Lincoln
• Give to the University of Nebraska–Lincoln

Search Form

Overview of research process.

The Research Process

Anything you write involves organization and a logical flow of ideas, so understanding the logic of the research process before beginning to write is essential. Simply put, you need to put your writing in the larger context—see the forest before you even attempt to see the trees.

In this brief introductory module, we’ll review the major steps in the research process, conceptualized here as a series of steps within a circle, with each step dependent on the previous one. The circle best depicts the recursive nature of the process; that is, once the process has been completed, the researcher may begin again by refining or expanding on the initial approach, or even pioneering a completely new approach to solving the problem.

Identify a Research Problem

You identify a research problem by first selecting a general topic that’s interesting to you and to the interests and specialties of your research advisor. Once identified, you’ll need to narrow it. For example, if teenage pregnancy is your general topic area, your specific topic could be a comparison of how teenage pregnancy affects young fathers and mothers differently.

Review the Literature

Find out what’s being asked or what’s already been done in the area by doing some exploratory reading. Discuss the topic with your advisor to gain additional insights, explore novel approaches, and begin to develop your research question, purpose statement, and hypothesis(es), if applicable.

Determine Research Question

A good research question is a question worth asking; one that poses a problem worth solving. A good question should:

• Be clear . It must be understandable to you and to others.
• Be researchable . It should be capable of developing into a manageable research design, so data may be collected in relation to it. Extremely abstract terms are unlikely to be suitable.
• Connect with established theory and research . There should be a literature on which you can draw to illuminate how your research question(s) should be approached.
• Be neither too broad nor too narrow. See Appendix A for a brief explanation of the narrowing process and how your research question, purpose statement, and hypothesis(es) are interconnected.

Appendix A Research Questions, Purpose Statement, Hypothesis(es)

Develop Research Methods

Once you’ve finalized your research question, purpose statement, and hypothesis(es), you’ll need to write your research proposal—a detailed management plan for your research project. The proposal is as essential to successful research as an architect’s plans are to the construction of a building.

See Appendix B to view the basic components of a research proposal.

Appendix B Components of a Research Proposal

Collect & Analyze Data

In Practical Research–Planning and Design (2005, 8th Edition), Leedy and Ormrod provide excellent advice for what the researcher does at this stage in the research process. The researcher now

• collects data that potentially relate to the problem,
• arranges the data into a logical organizational structure,
• analyzes and interprets the data to determine their meaning, 
• determines if the data resolve the research problem or not, and
• determines if the data support the hypothesis or not.

Document the Work

Because research reports differ by discipline, the most effective way for you to understand formatting and citations is to examine reports from others in your department or field. The library’s electronic databases provide a wealth of examples illustrating how others in your field document their research.

Communicate Your Research

Talk with your advisor about potential local, regional, or national venues to present your findings. And don’t sell yourself short: Consider publishing your research in related books or journals.

Refine/Expand, Pioneer

Earlier, we emphasized the fact that the research process, rather than being linear, is recursive—the reason we conceptualized the process as a series of steps within a circle. At this stage, you may need to revisit your research problem in the context of your findings. You might also investigate the implications of your work and identify new problems or refine your previous approach.

The process then begins anew . . . and you’ll once again move through the series of steps in the circle.

Continue to Module Two

Appendix C - Key Research Terms

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’).

Emerging therapies

How to use cooking as a form of therapy

No matter your culinary skills, spend some reflective time in the kitchen to nourish and renew your sense of self

by Charlotte Hastings

Meaning and the good life

How to appreciate what you have

To better face an imperfect world, try a deeper reflection on the things, people and legacies that make your life possible

by Avram Alpert

How to use ‘possibility thinking’

Have you hit an impasse in your personal or professional life? Answer these questions to open your mind to what’s possible

by Constance de Saint Laurent & Vlad Glăveanu

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The Essential Guide to Doing Your Research Project

Student resources.

Examples of Student Research Projects

Home » Education » What is the Difference Between Research and Project

What is the Difference Between Research and Project

The main difference between research and project is that research is the systematic investigation and study of materials and sources to establish facts and reach new conclusions, while a project is a specific and finite activity that gives a measurable and observable result under preset requirements.

Both research and projects use a systematic approach. We also sometimes use the term research project to refer to research studies.

Key Areas Covered

1.  What is Research       – Definition, Features 2. What is a Project      – Definition, Features 3.  Difference Between Research and Project      – Comparison of Key Differences

Research, Project

What is Research

Research is a careful study a researcher conducts using a systematic approach and scientific methods. A research study typically involves several components: abstract, introduction ,  literature review ,  research design, and method , results and analysis, conclusion, bibliography. Researchers usually begin a formal research study with a hypothesis; then, they test this hypothesis rigorously. They also explore and analyze the literature already available on their research subject. This allows them to study the research subject from multiple perspectives, acknowledging different problems that need to be solved.

There are different types of research, the main two categories being quantitative research and qualitative research. Depending on their research method and design, we can also categorize research as descriptive research, exploratory research, longitudinal research, cross-sectional research, etc.

Furthermore, research should always be objective or unbiased. Moreover, if the research involves participants, for example, in surveys or interviews, the researcher should always make sure to obtain their written consent first.

What is a Project

A project is a collaborative or individual enterprise that is carefully planned to achieve a particular aim. We can also describe it as a specific and finite activity that gives a measurable and observable result under preset requirements. This result can be tangible or intangible; for example, product, service, competitive advantage, etc. A project generally involves a series of connected tasks planned for execution over a fixed period of time and within certain limitations like quality and cost. The Project Management Body of Knowledge (PMBOK) defines a project as a “temporary endeavor with a beginning and an end, and it must be used to create a unique product, service or result.”

Difference Between Research and Project

Research is a careful study conducted using a systematic approach and scientific methods, whereas a project is a collaborative or individual enterprise that is carefully planned to achieve a particular aim.

Research studies are mainly carried out in academia, while projects can be seen in a variety of contexts, including businesses.

The main aim of the research is to seek or revise facts, theories, or principles, while the main aim of a project is to achieve a tangible or intangible result; for example, product, service, competitive advantage, etc.

The main difference between research and project is that research is the systematic investigation and study of materials and sources to establish facts and reach new conclusions, while the project is a specific and finite activity that gives a measurable and observable result under preset requirements.

1. “ What Is a Project? – Definition, Lifecycle and Key Characteristics .” Your Guide to Project Management Best Practices .

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1. “ Research ” by Nick Youngson (CC BY-SA 3.0) via The Blue Diamond Gallery 2. “ Project-group-team-feedback ” (CC0) via Pixabay

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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2024 Sea Scallop Research Set-Aside Projects Selected

NOAA Fisheries has selected 14 sea scallop applications through the Scallop Research Set-Aside Program.

Table of Contents

2024 scallop research set-aside surveys, 2024 sea scallop research set-aside projects, project summaries.

The Scallop Research Set-Aside (RSA) Program in the Greater Atlantic Region is integral to the region’s scallop fishery science effort. Successful applicants partner with the scallop fishing industry to conduct research and to harvest their set-aside award, generating funds for the research.

NOAA Fisheries has selected 14 sea scallop applications through the  Scallop RSA Program . 

The selected projects will investigate sea scallop research priorities developed by the New England Fishery Management Council. Based on an ex-vessel price estimate of $14 per pound, NOAA Fisheries expects the awards to generate approximately $22 million; $5 million to fund research, and $17 million to compensate industry partners who harvest the set-aside scallops.

In RSA programs, researchers compete for funding through a federal grant competition managed by NOAA Fisheries. No federal funds support the research. Instead, the programs award pounds of sea scallops from amounts “set-aside” annually for this purpose. There are active RSA programs for Atlantic sea scallops and monkfish.

For more information about these awards and the Scallop and Monkfish RSA Programs, please contact  Ryan Silva .

Institution : Commercial Fisheries Research Foundation (CFRF) - Operationalizing ScallApp: A Tool to Engage the Fishing Industry in Tracking Scallop Health and Reproduction (2-year cooperative agreement)

Principal Investigator:  David Bethoney, PhD

Project summary:  The applicant proposes to further develop and operationalize ScallApp, a smartphone application developed by CFRF and the Northeast Fisheries Science Center to increase and enhance fishery dependent data collection.  ScallApp is designed to help standardize and communicate fishery-dependent observations of scallop diseases, meat quality, and reproductive stages.

Institution : CFRF - Incorporating limited access scallop vessels into the Scallop Research Fleet (2-year grant)

Principal Investigator:  David Bethoney, PhD

Project summary:  The applicant proposes to expand the utility of the Scallop Research Fleet through the monitoring of access area openings through time by adding limited access scallop vessels.  The Scallop Research Fleet was established to leverage scallop vessels to collect fishery dependent data on scallop biology. 

Institution : Coonamessett Farm Foundation (CFF) - Understanding the Impacts of the Atlantic Sea Scallop Fishery on Loggerhead Sea Turtles (1-year grant)

Principal Investigator:  Samir Patel, PhD

Project summary:  The applicant proposes to tag and collect biological data from 20 loggerhead turtles in order to document the seasonal distribution of loggerhead turtles within the Mid-Atlantic Bight, identify the presence or absence of nematode parasites and anthropogenic waste in lavage samples, and expand the database of loggerhead turtle biology and ecology.  The applicant also proposes using a remotely operated vehicle to document behavior and potential prey species.

Institution : CFF - Seasonal Survey of the Scallop Fishery on the Eastern Portion of Georges Bank (1-year grant)

Principal Investigators: Luisa Garcia, Farrell Davis, Natalie Jennings, and Liese Siemann, PhD

Project summary:  The applicant proposes to study the seasonal changes in scallop abundance, distribution, reproductive stage, and health status, as well as seasonal bycatch rates and spatial and temporal distributions of key bycatch species on the eastern part of Georges Bank and Southern Flank.   

Institution : CFF - An optical assessment of sea scallop abundance and distribution in select areas of the mid-Atlantic and Georges Bank (4-year cooperative agreement)

Principal Investigators:  Tasha O’Hara, Luisa Garcia, Liese Siemann, PhD, and Victoria Oriole

Project summary:  The applicant proposes to conduct annual optical surveys of the Atlantic sea scallop ( Placopecten magellanicus ) throughout southern Georges Bank and the northern portion of the mid-Atlantic, in coordination with the Northeast Fisheries Science Center.  These surveys will be used to collect photographic imagery from transects in the survey areas, develop GIS-based plots of scallop distribution and density by size and length-frequency distributions, and derive overall scallop biomass estimates (total and exploitable) within each Scallop Area Management Simulator (SAMS) model area surveyed.  

Institution : CFF - Tension in the Air:  Using a tensiometer to assess dredge fullness and loss during haul back comparing the 5-row and extended-link apron dredge configurations (2-year grant)

Principal Investigators: Farrell Davis, Ryan Munnelly, Luisa Garcia, and Natalie Jennings

Project summary:  The applicant proposes to assess catch performance differences between a dredge with a 5-row apron with a 1.5:1 twine top and a dredge with an extended-link apron with a 2:1 twine top.  The applicant postulates that the extended link apron may be more effective at retaining target catch and reducing bycatch than the five-row apron, which is a gear modification required to reduce flatfish bycatch when triggered by accountability measures.  In addition, the applicant would use tensiometers to record warp tension during each tow to relate tension to catch weight/composition, and gauge their utility for monitoring dredge fullness. 

Institution : Maine Department of Marine Resources (MDMR) - Sea Scallop Assessment in the Northern Gulf of Maine (2-year grant)

Principal Investigator:  Carlton Huntsberger

Project summary:  The applicant proposes to conduct an annual dredge-based sea scallop survey in Federal Gulf of Maine waters.  This survey is designed to provide abundance data on recently observed recruitment events across the survey domain.

Institution : University of Connecticut - Combining ocean models and historical shell archives to quantify and project spatiotemporal changes in Atlantic Sea Scallop functional traits (2-year grant)

Principal Investigator:  Catherine M. Matassa, PhD

Project summary:  The applicant proposes to identify where and when biotic and abiotic stressors are most and least likely to affect the scallop resource using a combination of high-resolution climate model outputs and analysis of a spatially and temporally extensive sea scallop shell archive, in conjunction with existing predator assemblage and bottom type datasets.  

Institution : University of Massachusetts, Dartmouth, School for Marine Science and Technology (SMAST) - Assessing Cumulative Impact of Offshore Wind Energy Development on Sea Scallop Laval Transport and Settlement in Southern New England Waters (2-year grant)

Principal Investigator:  Changsheng Chen, PhD

Project summary:  The applicant proposes to further evaluate the cumulative impacts of wind turbine generators on scallop larval dispersion, transport, and recruitment.  This will be accomplished using wind turbine-resolving hydrodynamic (NS-FVCOM) and scallop individual-based models that were developed in part by previous scallop RSA awards. 

Institution : SMAST - Intensive drop camera surveys of sea scallops in two key areas of Georges Bank (1-year grant)

Principal Investigators:  Adam J. Delargy, PhD, and Kevin D.E. Stokesbury, PhD

Project summary:  The applicant proposes to conduct drop camera surveys in two Nantucket Lightship SAMS zones and part of the Northern Edge Habitat Area of Particular Concern.  Results will be used to estimate scallop biomass in support of the scallop harvest specification process.  

Institution : SMAST - A seasonal video-trawl survey to assess the population size of yellowtail flounder ( Pleuronectes ferruginea ) and windowpane ( Scophthalmus aquosus ) on Eastern Georges Bank (1-year grant) 

Principal Investigator:  Kevin D.E. Stokesbury, PhD

Project summary:  The applicants propose to conduct seasonal video-trawl surveys to assess the population size of yellowtail flounder and windowpane flounder on eastern Georges Bank.

Institution : Virginia Institute of Marine Science (VIMS) - An Assessment of Sea Scallop Abundance and Distribution for the Nantucket Lightship, Closed Area II, and Southern Flank (1-year grant)

Principal Investigator:  David B. Rudders, PhD

Project summary:  The applicant proposes to conduct a high resolution, stratified random dredge survey to sample the Nantucket Lightship, Closed Area II, Southern Flank, and Extension SAMS Areas.  Results will be used to produce scallop biomass estimates in support of scallop harvest specifications.

Institution : VIMS - Retrospective and prospective:  Climate driven changes in growth and distribution in the sea scallop  Placopecten magellanicus (2-year grant)

Principal Investigators:  Roger Mann, PhD, and David Rudders, PhD

Project summary:  The applicant proposes to describe the relationship between scallop growth and yield over time, space and bottom water temperature, in a temporally and spatially explicit manner using mixed effects models in such a way that bottom water temperature forecasts produce parallel forecasts of growth and meat yield.  

Institution : Woods Hole Oceanographic Institution - Disentangling recruitment and growth dynamics of the Atlantic sea scallop,  Placopecten magellanicus (2-year grant)

Principal Investigators:  Kirstin Meyer-Kaiser, PhD, and Rubao Ji, PhD

Project summary:  The applicant proposes to examine environmental factors driving scallop recruitment and growth in the Nantucket Lightship, Closed Area I, and the Great South Channel.

Last updated by Greater Atlantic Regional Fisheries Office on 05/02/2024

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From cutting-edge robotics, design, and bioengineering to sustainable energy solutions, ocean engineering, nanotechnology, and innovative materials science, MechE students and their advisors are doing incredibly innovative work. The graduate students highlighted here represent a snapshot of the great work in progress this spring across the Department of Mechanical Engineering, and demonstrate the ways the future of this field is as limitless as the imaginations of its practitioners.

Democratizing design through AI

Lyle Regenwetter Hometown: Champaign, Illinois Advisor: Assistant Professor Faez Ahmed Interests: Food, climbing, skiing, soccer, tennis, cooking

Lyle Regenwetter finds excitement in the prospect of generative AI to "democratize" design and enable inexperienced designers to tackle complex design problems. His research explores new training methods through which generative AI models can be taught to implicitly obey design constraints and synthesize higher-performing designs. Knowing that prospective designers often have an intimate knowledge of the needs of users, but may otherwise lack the technical training to create solutions, Regenwetter also develops human-AI collaborative tools that allow AI models to interact and support designers in popular CAD software and real design problems. 

Solving a whale of a problem 

Loïcka Baille Hometown: L’Escale, France Advisor: Daniel Zitterbart Interests: Being outdoors — scuba diving, spelunking, or climbing. Sailing on the Charles River, martial arts classes, and playing volleyball

Loïcka Baille’s research focuses on developing remote sensing technologies to study and protect marine life. Her main project revolves around improving onboard whale detection technology to prevent vessel strikes, with a special focus on protecting North Atlantic right whales. Baille is also involved in an ongoing study of Emperor penguins. Her team visits Antarctica annually to tag penguins and gather data to enhance their understanding of penguin population dynamics and draw conclusions regarding the overall health of the ecosystem.

Water, water anywhere

Carlos Díaz-Marín Hometown: San José, Costa Rica Advisor: Professor Gang Chen | Former Advisor: Professor Evelyn Wang Interests: New England hiking, biking, and dancing

Carlos Díaz-Marín designs and synthesizes inexpensive salt-polymer materials that can capture large amounts of humidity from the air. He aims to change the way we generate potable water from the air, even in arid conditions. In addition to water generation, these salt-polymer materials can also be used as thermal batteries, capable of storing and reusing heat. Beyond the scientific applications, Díaz-Marín is excited to continue doing research that can have big social impacts, and that finds and explains new physical phenomena. As a LatinX person, Díaz-Marín is also driven to help increase diversity in STEM.

Scalable fabrication of nano-architected materials

Somayajulu Dhulipala Hometown: Hyderabad, India Advisor: Assistant Professor Carlos Portela Interests: Space exploration, taekwondo, meditation.

Somayajulu Dhulipala works on developing lightweight materials with tunable mechanical properties. He is currently working on methods for the scalable fabrication of nano-architected materials and predicting their mechanical properties. The ability to fine-tune the mechanical properties of specific materials brings versatility and adaptability, making these materials suitable for a wide range of applications across multiple industries. While the research applications are quite diverse, Dhulipala is passionate about making space habitable for humanity, a crucial step toward becoming a spacefaring civilization.

Ingestible health-care devices

Jimmy McRae Hometown: Woburn, Massachusetts Advisor: Associate Professor Giovani Traverso Interests: Anything basketball-related: playing, watching, going to games, organizing hometown tournaments 

Jimmy McRae aims to drastically improve diagnostic and therapeutic capabilities through noninvasive health-care technologies. His research focuses on leveraging materials, mechanics, embedded systems, and microfabrication to develop novel ingestible electronic and mechatronic devices. This ranges from ingestible electroceutical capsules that modulate hunger-regulating hormones to devices capable of continuous ultralong monitoring and remotely triggerable actuations from within the stomach. The principles that guide McRae’s work to develop devices that function in extreme environments can be applied far beyond the gastrointestinal tract, with applications for outer space, the ocean, and more.

Freestyle BMX meets machine learning

Eva Nates Hometown: Narberth, Pennsylvania  Advisor: Professor Peko Hosoi Interests: Rowing, running, biking, hiking, baking

Eva Nates is working with the Australian Cycling Team to create a tool to classify Bicycle Motocross Freestyle (BMX FS) tricks. She uses a singular value decomposition method to conduct a principal component analysis of the time-dependent point-tracking data of an athlete and their bike during a run to classify each trick. The 2024 Olympic team hopes to incorporate this tool in their training workflow, and Nates worked alongside the team at their facilities on the Gold Coast of Australia during MIT’s Independent Activities Period in January.

Augmenting Astronauts with Wearable Limbs 

Erik Ballesteros Hometown: Spring, Texas Advisor: Professor Harry Asada Interests: Cosplay, Star Wars, Lego bricks

Erik Ballesteros’s research seeks to support astronauts who are conducting planetary extravehicular activities through the use of supernumerary robotic limbs (SuperLimbs). His work is tailored toward design and control manifestation to assist astronauts with post-fall recovery, human-leader/robot-follower quadruped locomotion, and coordinated manipulation between the SuperLimbs and the astronaut to perform tasks like excavation and sample handling.

This article appeared in the Spring 2024 edition of the Department of Mechanical Engineering's magazine,  MechE Connects . 

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NSF funds groundbreaking research project led by Northeastern to ‘democratize’ artificial intelligence

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Computer science professor David Bau is the lead principal investigator of National Deep Inference Fabric, a revolutionary new project involving industry and academic partners aimed at unlocking the secrets of AI.

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Groundbreaking research by Northeastern University will investigate how generative AI works and provide industry and the scientific community with unprecedented access to the inner workings of large language models.

Backed by a $9 million grant from the National Science Foundation , Northeastern will lead the National Deep Inference Fabric that will unlock the inner workings of large language models in the field of AI.

The project will create a computational infrastructure that will equip the scientific community with deep inferencing tools in order to develop innovative solutions across fields. An infrastructure with this capability does not currently exist.

At a fundamental level, large language models such as Open AI’s ChatGPT or Google’s Gemini are considered to be “black boxes” which limits both researchers and companies across multiple sectors in leveraging large-scale AI.

Sethuraman Panchanathan, director of the NSF, says the impact of NDIF will be far-reaching.

“Chatbots have transformed society’s relationship with AI, but how they operate is yet to be fully understood,” Panchanathan says. “With NDIF, U.S. researchers will be able peer inside the ‘black box’ of large language models, gaining new insights into how they operate and greater awareness of their potential impacts on society.”

Even the sharpest minds in artificial intelligence are still trying to wrap their heads around how these and other neural network-based tools reason and make decisions, explains David Bau, a computer science professor at Northeastern and the lead principal investigator for NDIF.

“We fundamentally don’t understand how these systems work, what they learned from the data, what their internal algorithms are,” Bau says. “I consider it one of the greatest mysteries facing scientists today — what is the basis for synthetic cognition?”

David Madigan, Northeastern’s provost and senior vice president for academic affairs, says the project will “help address one of the most pressing socio-technological problems of our time — how does AI work?”

“Progress toward solving this problem is clearly necessary before we can unlock the massive potential for AI to do good in a safe and trustworthy way,” Madigan says.

NDIF aims to democratize AI

In addition to establishing an infrastructure that will open up the inner workings of these AI models, NDIF aims to democratize AI, expanding access to large language models. 

Northeastern will be building an open software library of neural network tools that will enable researchers to conduct their experiments without having to bring their own resources, and sets of educational materials to teach them how to use NDIF. 

The project will build an AI-enabled workforce by training scientists and students to serve as networks of experts, who will train users across disciplines.

“There will be online and in-person educational workshops that we will be running, and we’re going to do this geographically dispersed at many locations taking advantage of Northeastern’s physical presence in a lot of parts of the country,” Bau says. 

Research emerging from the fabric could have worldwide implications outside of science and academia, Bau explains. It could help demystify the underlying mechanisms of how these systems work to policymakers, creatives and others. 

“The goal of understanding how these systems work is to equip humanity with a better understanding for how we could effectively use these systems,” Bau says. “What are their capabilities? What are their limitations? What are their biases? What are the potential safety issues we might face by using them?”   

Putting AI through an MRI machine 

Large language models like Chat GPT and Google’s Gemini are trained on huge amounts of data using deep learning techniques. Underlying these techniques are neural networks, synthetic processes that loosely mimic the activity of a human brain that enable these chatbots to make decisions. 

But when you use these services through a web browser or an app, you are interacting with them in a way that obscures these processes, Bau says. 

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“They give you the answers, but they don’t give you any insights as to what computation has happened in the middle,” Bau says. “Those computations are locked up inside the computer, and for efficiency reasons, they’re not exposed to the outside world. And so, the large commercial players are creating systems to run AIs in deployment, but they’re not suitable for answering the scientific questions of how they actually work.”  

At NDIF, researchers will be able to take a deeper look at the neural pathways these chatbots make, Bau says, allowing them to see what’s going on under the hood while these AI models actively respond to prompts and questions. 

Researchers won’t have direct access to Open AI’s Chat GPT or Google’s Gemini as the companies haven’t opened up their models for outside research. They will instead be able to access open source AI models from companies such as Mistral AI and Meta. 

“What we’re trying to do with NDIF is the equivalent of running an AI with its head stuck in an MRI machine, except the difference is the MRI is in full resolution. We can read every single neuron at every single moment,” Bau says.  

But how are they doing this? 

Significant computational power required

Such an operation requires significant computational power on the hardware front. As part of the undertaking, Northeastern has teamed up with the University of Illinois Urbana-Champaign, which is building data centers equipped with state-of-the-art graphics processing units (GPUs) at the National Center for Supercomputing Applications. NDIF will leverage the resources of the NCSA DeltaAI project. 

NDIF will partner with New America’s Public Interest Technology University Network, a consortium of 63 universities and colleges, to ensure that the new NDIF research capabilities advance interdisciplinary research in the public interest.  

Northeastern is building the software layer of the project, Bau says. 

“The software layer is the thing that enables the scientists to customize these experiments and to share these very large neural networks that are running on this very fancy hardware,” he says. 

Northeastern professors Jonathan Bell, Carla Brodley, Bryon Wallace and Arjun Guha are co-PIs on the initiative.

Guha explains the barriers that have hindered research into the inner-workings of large generative AI models up to now. 

“Conducting research to crack open large neural networks poses significant engineering challenges,” he says. “First of all, large AI models require specialized hardware to run, which puts the cost out of reach of most labs. Second, scientific experiments that open up models require running the networks in ways that are very different from standard commercial operations. The infrastructure for conducting science on large-scale AI does not exist today.”

NDIF will have implications beyond the scientific community in academia. The social sciences and humanities, as well as neuroscience, medicine and patient care can benefit from the project.

“Understanding how large networks work, and especially what information informs their outputs, is critical if we are going to use such systems to inform patient care,” Wallace says. 

NDIF will also prioritize the ethical use of AI with a focus on social responsibility and transparency. The project will include collaboration with public interest technology organizations.

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FIFPro to launch groundbreaking 'Project ACL' to address knee injury epidemic in women's football

Sport FIFPro to launch groundbreaking 'Project ACL' to address knee injury epidemic in women's football

This weekend, as Melbourne City take on Sydney FC in the 2023-24 A-League Women (ALW) grand final, three players will be watching and cheering their team-mates on from the sidelines.

City forward Holly McNamara, and Sydney defenders Natalie Tobin and Kirsty Fenton, have all suffered an ACL injury this season, keeping them out of action for anywhere between six months and a year.

They join six other footballers from multiple ALW clubs in the stands as the season draws to a close, bringing the league's total ACL injury list to nine.

Like many other professional women's leagues around the world, Australia's top competition has been significantly affected by what players have anecdotally described as an "epidemic" of ACL injuries.

Women athletes are two to six times more likely than men to sustain an ACL injury while training or playing their sport: a number that has not improved despite the rapid professionalisation of women's football in recent years.

With more and more high-profile women footballers such as Sam Kerr, Beth Mead, Vivianne Miedema, Marie-Antoinette Katoto, Leah Williamson, Janine Beckie, Delphine Cascarino, and  dozens more internationals forced to miss major tournaments in the last two years  due to ACL tears — all while losing valuable income along the way — the calls for action have grown louder.

FIFPro, the global players' union, has finally heeded this call.

Today, the union launched a groundbreaking new program titled "Project ACL" that aims to address the many intersecting factors that put women footballers at higher risk of tearing their ACLs.

The three-year study will review existing research into ACL injuries in women athletes, conduct assessments of the resources and structures provided by participating Women's Super League (WSL) clubs in England, and deploy their own digital tool that tracks the playing workload, travel time, and high-intensity match minutes of WSL players in real-time, generating more comprehensive and nuanced data around the circumstances in which women footballers are most at risk.

While research continues to blossom around ACL injuries in women's sport, what makes FIFPro's program revolutionary is combining the academic work — which has mostly focused on internal biological and physiological factors in amateur athletes — with a broader assessment of the external environments that players play, train, recover, and travel in.

As with all sport, resources differ from club to club, with those women's teams that are backed by bigger, wealthier men's clubs likely having access to better resources such as qualified staff, gyms, recovery centres and programs, nutrition, and private or business-class travel compared with teams that are less supported.

However, there is simply not enough existing research on these environmental factors to determine which ones are the most significant, and which can be modified by clubs, coaches, and staff in ways that will prevent future injury.

"This research has never been done before," said Dr. Alex Culvin, FIFPro's Head of Strategy and Research for Women's Football.

"It's a stakeholder-collaborative project, which also hasn't been done before: we have four big stakeholders [FIFPro, England's player's union, Leeds-Beckett University, and Nike] coming together to better understand ACL injuries, as well as the environments and conditions in which they occur.

"This project is a response to the players rightly calling for more research: it's around centralising the needs of players and their voice, but also moving away from the singular or binary understandings of ACL injuries.

"[Instead of] pointing simply to 'workload' or 'female physiology', one of the primary objectives of this project is to understand the holistic risk factors, the environmental risk factors, and that fundamentally comes down to the conditions in which players play."

By partnering with WSL clubs, who will allow FIFPro's researchers into their facilities to assess things like equipment and facility access, squad sizes, staff-to-player ratios, budgets, programs, playing schedules, and performance data, the union hopes to produce a more holistic understanding of why ACL injuries occur, when and where they are most likely to happen, and how they can be prevented in future.

Not only does more, better, and more comprehensive research into ACL injuries give players and coaches more confidence and certainty in their careers, but it also makes commercial sense, with the growing economy of women's football resting on the performances of some of the most at-risk players due to their participation in multiple overlapping competitions and increasing demands on their bodies and minds.

This perhaps explains the involvement of Nike, one of football's biggest financial stakeholders, which will provide funding and support to FIFPro during the three-year project.

Continuing to build this body of research is crucial, according to Dr. Stacy Emmonds, a researcher at Leeds-Beckett who will be leading the study, because the research that currently exists — and which clubs, competitions, and federations use to make decisions — is still too small in scale and too narrow in focus.

"Around six per cent of [sports science and medical] literature is focused on the female athlete, and there have been various calls across recent years to improve that," she said.

"We also know that, due to this, some of the studies that have been done on women athletes lack power: they're very small samples, they're what we call 'low quality' evidence based on some of the methodologies, etc.

"We know there are potentially some contributing factors regarding female physiology, but we know there are a lot more things that can be influenced from the environmental factors that female athletes find themselves in, in terms of access to certain facilities and expertise.

"A lot of the language at the moment suggests that some of these risk factors are just inherent to females, and almost suggests we just need to accept that, when we know that they can actually be influenced.

"There's some good research out there looking at neuromuscular training programs that may be completed prior to training, but the effectiveness of those has not been explored with professional female athletes; they've been in amateur or they've been in youth athletes.

"So there really is a need for a broad range of research in this space, and we feel one of those key areas is the focus of this project: the environmental factors that contribute to injury risk and reduction in the women's game."

The quantitative data collected from these club assessments will then be complemented by qualitative data in the form of anonymous interviews of players — both those who have injured their ACLs and those who have not — to understand their daily workplace environments, how they feel about the support they receive, the amount of games they play, their training load, and how it all ties together in an overall feeling of risk of injury.

While the pilot program will focus exclusively on the WSL at first, FIFPro aims to produce a best-practice report that can be shared among clubs, players, and associations worldwide, with the results and recommendations of the study to be made available to the entire game, with other player unions invited to build upon the existing research by adding their own context-specific data around things like climate, playing surfaces, travel times, season length, etc.

Then, once that body of research is in place, it is hoped that various women's leagues around the world will use the data in order to advocate for minimum standards across multiple aspects of their playing and training environments, with clubs potentially held accountable or liable if minimum standards of care and support are not met if they are so negotiated within something like a collective bargaining agreement.

For the Project ACL leaders, 'success' of this three-year study comes in many forms.

First, they aim to change the narrative around ACL injuries so that a player's multiple environmental factors are always considered as part of the conversation, therefore providing more common knowledge and expectation that these factors can and will be addressed behind the scenes.

Second is laying out a blueprint for collaborative research between various footballing stakeholders in the pursuit of shared solutions that lead to the betterment of the game, with clubs and unions (which are usually at odds with each other) working together towards a common goal.

Finally, and perhaps most importantly, FIFPro hopes this project will further demonstrate the importance of positioning players at the centre of structural changes and decisions that, at the end of the day, affect them most of all.

So while McNamara, Tobin, and Fenton will have to watch their teams either lift or lose a trophy this weekend, this ambitious research project could mean that, in just a few years time, the players who come after them may no longer be at such a high risk of suffering the same fate.

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