problem identification research and problem solving research

Media Center
E-Books & White Papers

How to Identify & Solve Your Business Problems Using Market Research

by Caitlin Stewart , on June 19, 2014

Problem-Identification Research

By conducting new market research projects in your company, you might discover a potential dilemma or opportunity that you have not considered before. You could discover any of the following factors through problem-identification research:

Brand Image : your customers’ perceptions of your brand. It’s extremely important to be aware of how customers view your company. Determining which strategies you want to use to positively influence your brand image can be done through researching your consumers’ current perceptions and what they want from your company.
Market Characteristics : the characteristics of your target market . You need to consider all aspects that drive your different customers to purchase. Your customers on the west coast are going to have different purchasing behaviors than those from the east coast. Recognizing these differences between subcultures, and meeting the needs of those differences, will help your business’ marketing strategies succeed.
Market Potential : an estimate of your product’s potential profit. If you research how consumers might react to advertising or price changes in your product before you take action, you will be better prepared and market to your consumers more accurately.
Market Share : percent of total product sales compared to your competitors. Market share gives you an estimate of the amount of market your company holds and can give you an idea of how you compare to your competitors . It also can reveal some of your competitors' capabilities and strengths, so you can develop an appropriate strategy.

Problem-Solving Research

Once you identify your marketing problem, you need to research how to solve it. The following research options will help you solve potential problems or capitalize on opportunities identified by your company:

Distribution Research : determining where your product should be sold and how to get it there. Distribution Research helps you plan the best way to get your product from the manufacturer to the retail shelf. In addition to deciding which retailers should carry your product, you should determine where your inventory will be held.
Market Segmentation : Grouping customers by similar backgrounds or similar purchase behaviors. Utilizing problem-solving research can determine how to most accurately accomplish this and even how to design advertisements to attract those groups. You will need to collect both qualitative and quantitative data to accurately understand your market segments.
Pricing Research : determining the ideal price for your product. Setting the price for your product is one of the most important marketing steps. You need to keep the customer in mind as well as remember that the main goal is to maximize your profits. Consider whether or not customers can be gained through lower prices. Can you maximize profit through increasing price? How sensitive will your customers be if you begin slightly increasing price? All aspects need to be well thought-out. Researching customer’s reactions to price sensitivity is essential.
Product Research : testing your new or revised products or completing test marketing. Researching secondary data or observing how your products will be used can allow you to effectively compete in the market. Testing different components can identify new products or discover ways to modify existing products, for example, updating a product to compete with newer products.
Promotional Research : following up with the effectiveness of your advertising strategies . If your company is using advertisements, there are factors you need to be checking up on. Unless you are evaluating your advertising budget, if your ads are useful in both retaining and gaining customers and researching what type of ads (online, commercial or print) are most effective, you truly cannot know whether you’re wasting your company’s money.

Using research for problem identification and problem solving is essential when you want to make your company the best in its market. Classifying your problem should always come before attempting to solve them. Otherwise, you might be spending money to solve the wrong problem.

The Importance of Market Research for Validation and Decision Making

About This Blog

Our goal is to help you better understand your customer, market, and competition in order to help drive your business growth.

From Our Blog

Subscribe to blog, connect with us.

Official websites use .gov

A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Problem Identification

You think there is a public health problem that can be addressed with a policy, but you need to determine the root cause and write a problem statement.

What is Problem Identification?

Problem Identification consists of:

Clearly identifying the root cause of a problem
Developing a detailed problem statement that includes the problem’s effect on a population’s health

Why is Problem Identification Important?

You need to make sure you are identifying the true, underlying problem causing the public health issue—and this is not always obvious.

Who Should You Involve in Problem Identification?

Many stakeholders are involved in the policy process. Stakeholders are people or groups closely affected by or concerned with the problem and are interested in policy solutions for it. Talking to stakeholders about the problem will help you with:

Identifying the true, underlying problem
Framing the problem accurately

Problems are unique to their contexts, so you will probably have to talk with several different stakeholders to get the full picture.

Those who are affected by the policy (directly or indirectly)
Those directly involved with or responsible for the policy
People whose jobs or lives might be affected by the policy or any part of the policy process
Community members and leaders
Neighborhood associations and networks
Those with strong influence in the community (e.g., media, clergy, doctors, CEOs)
State and local health departments
Interest groups (e.g., business, activists, academics)
Funders and other resource providers
Schools and educational groups
Legislators, government officials, and other policymakers

Start with who you know - you can identify potential stakeholders by networking with existing partners.

The public health example below is for illustration and demonstrates the concept of identifying the underlying public health problem. It can be used for a variety of health topics.

In a city, women in Neighborhood A were getting adequate prenatal care, but women in Neighborhood B were not. However, the neighborhoods had the same risk factors for not getting adequate prenatal care.

To learn more about this issue, researchers asked stakeholders to provide data on why Neighborhood B had such low rates of prenatal care. Local clinicians said there was an increase in the number of missed appointments in that neighborhood over the past few years.

After interviewing health care providers and community members, the team learned that bus services in the neighborhood had been drastically cut in the last two years.

In this situation, stakeholder interviews helped the researchers understand the true, underlying cause of the lack of prenatal care in the city. They originally thought it was a health care problem, but in reality, it was a transportation problem.

1. Identify the root cause of the problem by collecting information and then talking with stakeholders. Combining existing research and information from your stakeholders can offer some insight into the problem and its causes. Consider data sources that could help you more clearly define the problem. Start by doing an environmental scan , a literature review , and if necessary, surveys in the community.

Be specific! - For example, search for “lack of access to fresh fruits and vegetables” instead of “obesity.” Doing this can help you better understand what is contributing to the issue and identify possible policy solutions.

2. Develop your problem statement. Describe how the problem occurs, how serious it is, and its outcomes and impacts. Doing this can also help you identify any gaps in the data you have gathered. The problem statement you develop might include:

an examination of the current body of research about your policy problem that can include possible policy options. This kind of review may help you identify what is known about the policy options as well as gaps in the current research.

a proactive, systematic collection of information about events, trends, and expectations of what you might encounter during the policy process.

Image of constellations on the horizon with the words 'Who is affected'

The public health example below is for illustration and demonstrates the concept of developing a problem statement and can be used for a variety of health topics.

Data from CDC show the scope of teen drinking and driving at the national and state levels and breaks it down by demographic. However, those data alone aren’t enough to help you understand whether it is a problem in your community. To learn more about how the problem affects your community, you can consult experts in public safety, groups working on prevention of drunk driving, and school officials. After doing that, you can write your problem statement, which might look like this:

Although fewer teens are drinking and driving, this risky behavior is still a major public health problem in this community. Drinking and driving among U.S. teens decreased by 50% from 1991-2012. However, high school teens often still drive after drinking—about 2.4 million times per month. In 2010, 1 in 5 teen drivers involved in fatal crashes had some alcohol in their systems. Of those drivers, most of them—about 4 in 5—had blood alcohol concentrations higher than the legal limit for adults. National, state, and local data show that risk factors for teen drinking and driving include lower socioeconomic status (which is associated with not having access to a car), lower driver education levels, and less access to alcohol.

Look ahead! – Make sure to frame the problem in a way that helps illuminate possible policy solutions.

How Do You Know Have Successfully Completed Problem Identification

You collected information about the problem by combining existing research and information from your stakeholders, and you collected new data from the community if necessary
You involved all relevant stakeholders when defining the problem
The data you collected identifies the root cause of the problem and provides a complete picture of it
Who is affected
How big the problem is
What contributes to the problem
When and where the problem is most likely to occur
You framed the problem in a way that helps illuminate possible policy solutions
Fast Stats: This website provides quick access to statistics on topics of public health importance. It includes the sources of the statistics presented.
Introduction to Policy Analysis in Public Health Training Course: This online training course has a detailed section on how to write a problem statement, including what goes into it.
CDC’s Morbidity and Mortality Weekly Report (MMWR): This webpage provides searchable access to MMWRs, which provide accurate, objective information and data on a wide variety of public health topics.

Thesis Action Plan New
Academic Project Planner

Literature Navigator

Thesis dialogue blueprint, writing wizard's template, research proposal compass.

Why students love us
Why professors love us
Rebels Blog (Free)
Why we are different
All Products
Coming Soon

Identifying a Research Problem: A Step-by-Step Guide

Identifying a research problem is a crucial first step in the research process, serving as the foundation for all subsequent research activities. This guide provides a comprehensive overview of the steps involved in identifying a research problem, from understanding its essence to employing advanced strategies for refinement.

Key Takeaways

Understanding the definition and importance of a research problem is essential for academic success.
Exploring diverse sources such as literature reviews and consultations can help in formulating a solid research problem.
A clear problem statement, aligned research objectives, and well-defined questions are crucial for a focused study.
Evaluating the feasibility and potential impact of a research problem ensures its relevance and scope.
Advanced strategies, including interdisciplinary approaches and technology utilization, can enhance the identification and refinement of research problems.

Understanding the Essence of Identifying a Research Problem

Defining the research problem.

A research problem is the focal point of any academic inquiry. It is a concise and well-defined statement that outlines the specific issue or question that the research aims to address. This research problem usually sets the tone for the entire study and provides you, the researcher, with a clear purpose and a clear direction on how to go about conducting your research.

Importance in Academic Research

It also demonstrates the significance of your research and its potential to contribute new knowledge to the existing body of literature in the world. A compelling research problem not only captivates the attention of your peers but also lays the foundation for impactful and meaningful research outcomes.

Initial Steps to Identification

To identify a research problem, you need a systematic approach and a deep understanding of the subject area. Below are some steps to guide you in this process:

Conduct a thorough literature review to understand what has been studied before.
Identify gaps in the existing research that could form the basis of your study.
Consult with academic mentors to refine your ideas and approach.

Exploring Sources for Research Problem Identification

Literature review.

When you embark on the journey of identifying a research problem, a thorough literature review is indispensable. This process involves scrutinizing existing research to find literature gaps and unexplored areas that could form the basis of your research. It's crucial to analyze recent studies, seminal works, and review articles to ensure a comprehensive understanding of the topic.

Existing Theories and Frameworks

The exploration of existing theories and frameworks provides a solid foundation for developing a research problem. By understanding the established models and theories, you can identify inconsistencies or areas lacking in depth which might offer fruitful avenues for research.

Consultation with Academic Mentors

Engaging with academic mentors is vital in shaping a well-defined research problem. Their expertise can guide you through the complexities of your field, offering insights into feasible research questions and helping you refine your focus. This interaction often leads to the identification of unique and significant research opportunities that align with current academic and industry trends.

Formulating the Research Problem

Crafting a clear problem statement.

To effectively address your research problem, start by crafting a clear problem statement . This involves succinctly describing who is affected by the problem, why it is important, and how your research will contribute to solving it. Ensure your problem statement is concise and specific to guide the entire research process.

Setting Research Objectives

Setting clear research objectives is crucial for maintaining focus throughout your study. These objectives should directly align with the problem statement and guide your research activities. Consider using a bulleted list to outline your main objectives:

Understand the underlying factors contributing to the problem
Explore potential solutions
Evaluate the effectiveness of proposed solutions

Determining Research Questions

The formulation of precise research questions is a pivotal step in defining the scope and direction of your study. These questions should be directly derived from your research objectives and designed to be answerable through your chosen research methods. Crafting well-defined research questions will help you maintain a clear focus and avoid common pitfalls in the research process.

Evaluating the Scope and Relevance of the Research Problem

Feasibility assessment.

Before you finalize a research problem, it is crucial to assess its feasibility. Consider the availability of resources, time, and expertise required to conduct the research. Evaluate potential constraints and determine if the research problem can be realistically tackled within the given limitations.

Significance to the Field

Ensure that your research problem has a clear and direct impact on the field. It should aim to contribute to existing knowledge and address a real-world issue that is relevant to your academic discipline.

Potential Impact on Existing Knowledge

The potential impact of your research problem on existing knowledge cannot be understated. It should challenge, extend, or refine current understanding in a meaningful way. Consider how your research can add value to the existing body of work and potentially lead to significant advancements in your field.

Techniques for Refining the Research Problem

Narrowing down the focus.

To effectively refine your research problem, start by narrowing down the focus . This involves pinpointing the specific aspects of your topic that are most significant and ensuring that your research problem is not too broad. This targeted approach helps in identifying knowledge gaps and formulating more precise research questions.

Incorporating Feedback

Feedback is crucial in the refinement process. Engage with academic mentors, peers, and experts in your field to gather insights and suggestions. This collaborative feedback can lead to significant improvements in your research problem, making it more robust and relevant.

Iterative Refinement Process

Refinement should be seen as an iterative process, where you continuously refine and revise your research problem based on new information and feedback. This approach ensures that your research problem remains aligned with current trends and academic standards, ultimately enhancing its feasibility and relevance.

Challenges in Identifying a Research Problem

Common pitfalls and how to avoid them.

Identifying a research problem can be fraught with common pitfalls such as selecting a topic that is too broad or too narrow. To avoid these, you should conduct a thorough literature review and seek feedback from peers and mentors. This proactive approach ensures that your research question is both relevant and manageable.

Dealing with Ambiguity

Ambiguity in defining the research problem can lead to significant challenges down the line. Ensure clarity by operationalizing variables and explicitly stating the research objectives. This clarity will guide your entire research process, making it more structured and focused.

Balancing Novelty and Practicality

While it's important to address a novel issue in your research, practicality should not be overlooked. A research problem should not only contribute new knowledge but also be feasible and have clear implications. Balancing these aspects often requires iterative refinement and consultation with academic mentors to align your research with real-world applications.

Advanced Strategies for Identifying a Research Problem

Interdisciplinary approaches.

Embrace the power of interdisciplinary approaches to uncover unique and comprehensive research problems. By integrating knowledge from various disciplines, you can address complex issues that single-field studies might overlook. This method not only broadens the scope of your research but also enhances its applicability and depth.

Utilizing Technology and Data Analytics

Leverage technology and data analytics to refine and identify research problems with precision. Advanced tools like machine learning and big data analysis can reveal patterns and insights that traditional methods might miss. This approach is particularly useful in fields where large datasets are involved, or where real-time data integration can lead to more dynamic research outcomes.

Engaging with Industry and Community Needs

Focus on the needs of industry and community to ensure your research is not only academically sound but also practically relevant. Engaging with real-world problems can provide a rich source of research questions that are directly applicable and beneficial to society. This strategy not only enhances the relevance of your research but also increases its potential for impact.

Dive into the world of academic success with our 'Advanced Strategies for Identifying a Research Problem' at Research Rebels. Our expertly crafted guides and action plans are designed to simplify your thesis journey, transforming complex academic challenges into manageable tasks. Don't wait to take control of your academic future. Visit our website now to learn more and claim your special offer!

In conclusion, identifying a research problem is a foundational step in the academic research process that requires careful consideration and systematic approach. This guide has outlined the essential steps involved, from understanding the context and reviewing existing literature to formulating clear research questions. By adhering to these guidelines, researchers can ensure that their studies are grounded in a well-defined problem, enhancing the relevance and impact of their findings. It is crucial for scholars to approach this task with rigor and critical thinking to contribute meaningfully to the body of knowledge in their respective fields.

Frequently Asked Questions

What is a research problem.

A research problem is a specific issue, inconsistency, or gap in knowledge that needs to be addressed through scientific inquiry. It forms the foundation of a research study, guiding the research questions, methodology, and analysis.

Why is identifying a research problem important?

Identifying a research problem is crucial as it determines the direction and scope of the study. It helps researchers focus their inquiry, formulate hypotheses, and contribute to the existing body of knowledge.

How do I identify a suitable research problem?

To identify a suitable research problem, start with a thorough literature review to understand existing research and identify gaps. Consult with academic mentors, and consider relevance, feasibility, and your own interests.

What are some common pitfalls in identifying a research problem?

Common pitfalls include choosing a problem that is too broad or too narrow, not aligning with existing literature, lack of originality, and failing to consider the practical implications and feasibility of the study.

Can technology help in identifying a research problem?

Yes, technology and data analytics can aid in identifying research problems by providing access to a vast amount of data, revealing patterns and trends that might not be visible otherwise. Tools like digital libraries and research databases are particularly useful.

How can I refine my research problem?

Refine your research problem by narrowing its focus, seeking feedback from peers and mentors, and continually reviewing and adjusting the problem statement based on new information and insights gained during preliminary research.

Maximizing Impact: Creative Approaches to Your Marketing Final Project

The Feedback Loop: Navigating Peer Reviews and Supervisor Input

How to conduct a systematic review and write-up in 7 steps (using prisma, pico and ai).

Persona redactando la tesis de un trabajo de investigación

Mastering the Art: How to Write the Thesis Statement of a Research Paper

Estudiante redactando propuesta de investigación doctoral

Cómo escribir una propuesta de investigación para un doctorado

Estudiante en biblioteca con libros y laptop

Cómo redactar una revisión de literatura para tu tesis

How Do I Start Writing My Thesis: A Step-by-Step Guide

Icons and timeline illustrating research planning steps

From Idea to Proposal: 6 Steps to Efficiently Plan Your Research Project in 2024

Student planning thesis with calendar and books

Three Months to a Perfect Bachelor Thesis: A Detailed Plan for Students

Conquering Bibliography Fears: Mastering Citations in Thesis Writing

Maintaining a Healthy Diet: 9 Tips for Busy Student Life

Thesis Action Plan

Rebels Blog
Blog Articles
Affiliate Program
Terms and Conditions
Payment and Shipping Terms
Privacy Policy
Return Policy

Your cart is currently empty.

2 Key Types of Market Research for Addressing Business Problems

by Sarah Schmidt

March 8, 2018

Vulnerability is a characteristic even the biggest and brightest must contend with. In literature, it’s the chink in the armor, Achilles’ heel, Samson’s hair, Smaug’s underbelly, the tragic flaw, the dreaded weak spot. In short, vulnerability is a problem. And problems always require solutions.

In the modern business world, companies seek to protect themselves from all manner of vulnerabilities that might undermine and weaken them. Tech departments are trained to stave off cyber threats. Customer service aims to pacify unhappy customers and avoid negative reviews. And marketing departments work to properly identify the various business problems and needs that must be solved or met.

While tech and customer service have their own methods for problem solving, marketing employees and others that must know how to identify business problems can rely on a trusted solution: market research. Problem-identification research and problem-solving research are the two basic categories that can help marketing managers recognize and solve important concerns.

These duel market research categories constitute a “what” and “how” approach to determining the best strategies to handle business problems. As the name implies, problem-identification research helps you pinpoint what types of problems you potentially have. Problem-solving research helps identify ways to solve those problems through marketing mix and segmentation. Using research for problem identification and problem solving is essential when you want to make your company the best in its market. Classifying your problem should always come before attempting to solve them. Otherwise, you might be spending money to solve the wrong problem.

Ultimately, market research offers many problem identification and solving methods depending on what would most benefit your company. To better illustrate the impact of problem-identification and problem-solving research, Packaged Facts offers some examples below.

Examples of Problem-Identification Research

Here are some factors your marketing department might discover by conducting problem-identification research:

Knowing the Characteristics of Your Target Market(s): Market research sheds lights on the intricacies of essential consumer demographics. Not just the widely prevailing similarities that define specific consumer cohorts, but also the equally important differences. It is after all essential to consider all aspects that drive various consumers to purchase from your company. Customers in different geographic regions are likely to exhibit different purchase patterns and behaviors. Understanding the differences between subcultures and then subsequently meeting those needs will help your business marketing strategies succeed.
Gauging Customer Perceptions of Your Brand Image: Companies can ill afford to remain ignorant of how customers view them. Therefore, it’s essential to research your consumers’ current perceptions and what they want or expect from your company. Awareness of customer perceptions breeds opportunities to determine which strategies are best fit to positively influence brand image going forward.
Pinpointing Your Market Share: Often as individuals we learn a lot about ourselves based on how we stack up against our peers. Through the aid of market research, this is true also in the corporate world by understanding how the percent of your total product sales compare to your competitors. Market share provides companies not only with an estimate of the amount of market they hold, but by comparison also reveals some of your competitors’ capabilities and strengths which then can allow you to develop an appropriate strategy.
Estimating Your Products’ Potential Profit: Research can reveal how consumers may react to advertising or pricing changes in your company’s products before action is actually initiated. This allows companies to be better prepared and market to their consumers more accurately.

Examples of Problem-Solving Research

Once the problem has been identified, the next step is to research how to solve it. Here are some research options that can help solve potential problems or capitalize on opportunities identified by your company:

Market Segmentation to Group Customers by Similar Backgrounds or Purchase Patterns: Research can help you segment your market and design advertisements to attract those specific groups of customers. This involves collecting both qualitative and quantitative data to accurately understand your market segments.
Promotional Research to Evaluate Effectiveness of Advertising Strategies: While it’s essential to maximize profits, it’s also wise not to waste money especially when it’s preventable through a little time and research. If your company is using advertisements, there are factors you need to consider and monitor. Unless you are optimizing your advertising budget to ensure your ads are retaining and gaining customers effectively, you could easily be overspending in the wrong areas.
Distribution Research to Get Products to the Right Retailers: This type of research helps determine where a company’s product should be sold and how to get product there. It’s an important step in planning the best way to move your product from the manufacturer to the retail shelf. Further, it helps not only decide which retailers to work with, but also aids in determining where your inventory will be held.
Pricing Research to Determine Ideal Product Prices: One of the most important marketing steps is setting the price for your product. It’s a delicate balance to keep the customer in mind while also remaining true to your company’s main goal to maximize profits. Will you gain customers by lowering prices? Would it be better to maximize profit through price increases? How sensitive are your customers to even slight price increases? These are just some of the questions that must be considered, which is why researching customers’ reactions to price sensitivity is essential.
Product Research to Test New/Revised Products or to Complete Test Marketing: To effectively compete in the market, you should consider researching secondary data or observing how your products will be used. Testing different components is a way to identify new products or discover opportunities to modify existing products. Updating a product to compete with newer products is just one example of this.

Have unique research needs?

Subscribe to our blog, packaged facts blog subscription.

Provide the following details to subscribe.

Root out friction in every digital experience, super-charge conversion rates, and optimize digital self-service

Uncover insights from any interaction, deliver AI-powered agent coaching, and reduce cost to serve

Increase revenue and loyalty with real-time insights and recommendations delivered to teams on the ground

Know how your people feel and empower managers to improve employee engagement, productivity, and retention

Take action in the moments that matter most along the employee journey and drive bottom line growth

Whatever they’re are saying, wherever they’re saying it, know exactly what’s going on with your people

Get faster, richer insights with qual and quant tools that make powerful market research available to everyone

Run concept tests, pricing studies, prototyping + more with fast, powerful studies designed by UX research experts

Track your brand performance 24/7 and act quickly to respond to opportunities and challenges in your market

Explore the platform powering Experience Management

Free Account
Product Demos
For Digital
For Customer Care
For Human Resources
For Researchers
Financial Services
All Industries

Popular Use Cases

Customer Experience
Employee Experience
Net Promoter Score
Voice of Customer
Customer Success Hub
Product Documentation
Training & Certification
XM Institute
Popular Resources
Customer Stories
Artificial Intelligence
Market Research
Partnerships
Marketplace

The annual gathering of the experience leaders at the world’s iconic brands building breakthrough business results, live in Salt Lake City.

English/AU & NZ
Español/Europa
Español/América Latina
Português Brasileiro
REQUEST DEMO

problem identification research and problem solving research

Academic Experience

How to identify and resolve research problems

Updated July 12, 2023

In this article, we’re going to take you through one of the most pertinent parts of conducting research: a research problem (also known as a research problem statement).

When trying to formulate a good research statement, and understand how to solve it for complex projects, it can be difficult to know where to start.

Not only are there multiple perspectives (from stakeholders to project marketers who want answers), you have to consider the particular context of the research topic: is it timely, is it relevant and most importantly of all, is it valuable?

In other words: are you looking at a research worthy problem?

The fact is, a well-defined, precise, and goal-centric research problem will keep your researchers, stakeholders, and business-focused and your results actionable.

And when it works well, it's a powerful tool to identify practical solutions that can drive change and secure buy-in from your workforce.

Free eBook: The ultimate guide to market research

What is a research problem?

In social research methodology and behavioral sciences , a research problem establishes the direction of research, often relating to a specific topic or opportunity for discussion.

For example: climate change and sustainability, analyzing moral dilemmas or wage disparity amongst classes could all be areas that the research problem focuses on.

As well as outlining the topic and/or opportunity, a research problem will explain:

why the area/issue needs to be addressed,
why the area/issue is of importance,
the parameters of the research study
the research objective
the reporting framework for the results and
what the overall benefit of doing so will provide (whether to society as a whole or other researchers and projects).

Having identified the main topic or opportunity for discussion, you can then narrow it down into one or several specific questions that can be scrutinized and answered through the research process.

What are research questions?

Generating research questions underpinning your study usually starts with problems that require further research and understanding while fulfilling the objectives of the study.

A good problem statement begins by asking deeper questions to gain insights about a specific topic.

For example, using the problems above, our questions could be:

"How will climate change policies influence sustainability standards across specific geographies?"

"What measures can be taken to address wage disparity without increasing inflation?"

Developing a research worthy problem is the first step - and one of the most important - in any kind of research.

It’s also a task that will come up again and again because any business research process is cyclical. New questions arise as you iterate and progress through discovering, refining, and improving your products and processes. A research question can also be referred to as a "problem statement".

Note: good research supports multiple perspectives through empirical data. It’s focused on key concepts rather than a broad area, providing readily actionable insight and areas for further research.

Research question or research problem?

As we've highlighted, the terms “research question” and “research problem” are often used interchangeably, becoming a vague or broad proposition for many.

The term "problem statement" is far more representative, but finds little use among academics.

Instead, some researchers think in terms of a single research problem and several research questions that arise from it.

As mentioned above, the questions are lines of inquiry to explore in trying to solve the overarching research problem.

Ultimately, this provides a more meaningful understanding of a topic area.

It may be useful to think of questions and problems as coming out of your business data – that’s the O-data (otherwise known as operational data) like sales figures and website metrics.

What's an example of a research problem?

Your overall research problem could be: "How do we improve sales across EMEA and reduce lost deals?"

This research problem then has a subset of questions, such as:

"Why do sales peak at certain times of the day?"

"Why are customers abandoning their online carts at the point of sale?"

As well as helping you to solve business problems, research problems (and associated questions) help you to think critically about topics and/or issues (business or otherwise). You can also use your old research to aid future research -- a good example is laying the foundation for comparative trend reports or a complex research project.

(Also, if you want to see the bigger picture when it comes to research problems, why not check out our ultimate guide to market research? In it you'll find out: what effective market research looks like, the use cases for market research, carrying out a research study, and how to examine and action research findings).

The research process: why are research problems important?

A research problem has two essential roles in setting your research project on a course for success.

1. They set the scope

The research problem defines what problem or opportunity you’re looking at and what your research goals are. It stops you from getting side-tracked or allowing the scope of research to creep off-course .

Without a strong research problem or problem statement, your team could end up spending resources unnecessarily, or coming up with results that aren’t actionable - or worse, harmful to your business - because the field of study is too broad.

2. They tie your work to business goals and actions

To formulate a research problem in terms of business decisions means you always have clarity on what’s needed to make those decisions. You can show the effects of what you’ve studied using real outcomes.

Then, by focusing your research problem statement on a series of questions tied to business objectives, you can reduce the risk of the research being unactionable or inaccurate.

It's also worth examining research or other scholarly literature (you’ll find plenty of similar, pertinent research online) to see how others have explored specific topics and noting implications that could have for your research.

Four steps to defining your research problem

Image credit: http://myfreeschooltanzania.blogspot.com/2014/11/defining-research-problem.html

1. Observe and identify

Businesses today have so much data that it can be difficult to know which problems to address first. Researchers also have business stakeholders who come to them with problems they would like to have explored. A researcher’s job is to sift through these inputs and discover exactly what higher-level trends and key concepts are worth investing in.

This often means asking questions and doing some initial investigation to decide which avenues to pursue. This could mean gathering interdisciplinary perspectives identifying additional expertise and contextual information.

Sometimes, a small-scale preliminary study might be worth doing to help get a more comprehensive understanding of the business context and needs, and to make sure your research problem addresses the most critical questions.

This could take the form of qualitative research using a few in-depth interviews , an environmental scan, or reviewing relevant literature.

The sales manager of a sportswear company has a problem: sales of trail running shoes are down year-on-year and she isn’t sure why. She approaches the company’s research team for input and they begin asking questions within the company and reviewing their knowledge of the wider market.

2. Review the key factors involved

As a marketing researcher, you must work closely with your team of researchers to define and test the influencing factors and the wider context involved in your study. These might include demographic and economic trends or the business environment affecting the question at hand. This is referred to as a relational research problem.

To do this, you have to identify the factors that will affect the research and begin formulating different methods to control them.

You also need to consider the relationships between factors and the degree of control you have over them. For example, you may be able to control the loading speed of your website but you can’t control the fluctuations of the stock market.

Doing this will help you determine whether the findings of your project will produce enough information to be worth the cost.

You need to determine:

which factors affect the solution to the research proposal.
which ones can be controlled and used for the purposes of the company, and to what extent.
the functional relationships between the factors.
which ones are critical to the solution of the research study.

The research team at the running shoe company is hard at work. They explore the factors involved and the context of why YoY sales are down for trail shoes, including things like what the company’s competitors are doing, what the weather has been like – affecting outdoor exercise – and the relative spend on marketing for the brand from year to year.

The final factor is within the company’s control, although the first two are not. They check the figures and determine marketing spend has a significant impact on the company.

3. Prioritize

Once you and your research team have a few observations, prioritize them based on their business impact and importance. It may be that you can answer more than one question with a single study, but don’t do it at the risk of losing focus on your overarching research problem.

Questions to ask:

Who? Who are the people with the problem? Are they end-users, stakeholders, teams within your business? Have you validated the information to see what the scale of the problem is?
What? What is its nature and what is the supporting evidence?
Why? What is the business case for solving the problem? How will it help?
Where? How does the problem manifest and where is it observed?

To help you understand all dimensions, you might want to consider focus groups or preliminary interviews with external (including consumers and existing customers) and internal (salespeople, managers, and other stakeholders) parties to provide what is sometimes much-needed insight into a particular set of questions or problems.

After observing and investigating, the running shoe researchers come up with a few candidate questions, including:

What is the relationship between US average temperatures and sales of our products year on year?
At present, how does our customer base rank Competitor X and Competitor Y’s trail running shoe compared to our brand?
What is the relationship between marketing spend and trail shoe product sales over the last 12 months?

They opt for the final question, because the variables involved are fully within the company’s control, and based on their initial research and stakeholder input, seem the most likely cause of the dive in sales. The research question is specific enough to keep the work on course towards an actionable result, but it allows for a few different avenues to be explored, such as the different budget allocations of offline and online marketing and the kinds of messaging used.

Get feedback from the key teams within your business to make sure everyone is aligned and has the same understanding of the research problem and questions, and the actions you hope to take based on the results. Now is also a good time to demonstrate the ROI of your research and lay out its potential benefits to your stakeholders.

Different groups may have different goals and perspectives on the issue. This step is vital for getting the necessary buy-in and pushing the project forward.

The running shoe company researchers now have everything they need to begin. They call a meeting with the sales manager and consult with the product team, marketing team, and C-suite to make sure everyone is aligned and has bought into the direction of the research topic. They identify and agree that the likely course of action will be a rethink of how marketing resources are allocated, and potentially testing out some new channels and messaging strategies .

Can you explore a broad area and is it practical to do so?

A broader research problem or report can be a great way to bring attention to prevalent issues, societal or otherwise, but are often undertaken by those with the resources to do so.

Take a typical government cybersecurity breach survey, for example. Most of these reports raise awareness of cybercrime, from the day-to-day threats businesses face to what security measures some organizations are taking. What these reports don't do, however, is provide actionable advice - mostly because every organization is different.

The point here is that while some researchers will explore a very complex issue in detail, others will provide only a snapshot to maintain interest and encourage further investigation. The "value" of the data is wholly determined by the recipients of it - and what information you choose to include.

To summarize, it can be practical to undertake a broader research problem, certainly, but it may not be possible to cover everything or provide the detail your audience needs. Likewise, a more systematic investigation of an issue or topic will be more valuable, but you may also find that you cover far less ground.

It's important to think about your research objectives and expected findings before going ahead.

Ensuring your research project is a success

A complex research project can be made significantly easier with clear research objectives, a descriptive research problem, and a central focus. All of which we've outlined in this article.

If you have previous research, even better. Use it as a benchmark

Remember: what separates a good research paper from an average one is actually very simple: valuable, empirical data that explores a prevalent societal or business issue and provides actionable insights.

And we can help.

Sophisticated research made simple with Qualtrics

Trusted by the world's best brands, our platform enables researchers from academic to corporate to tackle the hardest challenges and deliver the results that matter.

Our CoreXM platform supports the methods that define superior research and delivers insights in real-time. It's easy to use (thanks to drag-and-drop functionality) and requires no coding, meaning you'll be capturing data and gleaning insights in no time.

It also excels in flexibility; you can track consumer behavior across segments , benchmark your company versus competitors , carry out complex academic research, and do much more, all from one system.

It's one platform with endless applications, so no matter your research problem, we've got the tools to help you solve it. And if you don't have a team of research experts in-house, our market research team has the practical knowledge and tools to help design the surveys and find the respondents you need.

Of course, you may want to know where to begin with your own market research . If you're struggling, make sure to download our ultimate guide using the link below.

It's got everything you need and there’s always information in our research methods knowledge base.

Scott Smith

Scott Smith, Ph.D. is a contributor to the Qualtrics blog.

April 1, 2023

How to write great survey questions (with examples)

February 8, 2023

Smoothing the transition from school to work with work-based learning

December 6, 2022

How customer experience helps bring Open Universities Australia’s brand promise to life

August 9, 2022

3 things that will improve your teachers’ school experience

August 2, 2022

Why a sense of belonging at school matters for K-12 students

July 14, 2022

Improve the student experience with simplified course evaluations

March 17, 2022

Understanding what’s important to college students

February 18, 2022

Malala: ‘Education transforms lives, communities, and countries’

Stay up to date with the latest xm thought leadership, tips and news., request demo.

Ready to learn more about Qualtrics?

Educational resources and simple solutions for your research journey

What is a Research Problem? Characteristics, Types, and Examples

A research problem is a gap in existing knowledge, a contradiction in an established theory, or a real-world challenge that a researcher aims to address in their research. It is at the heart of any scientific inquiry, directing the trajectory of an investigation. The statement of a problem orients the reader to the importance of the topic, sets the problem into a particular context, and defines the relevant parameters, providing the framework for reporting the findings. Therein lies the importance of research problem s.

The formulation of well-defined research questions is central to addressing a research problem . A research question is a statement made in a question form to provide focus, clarity, and structure to the research endeavor. This helps the researcher design methodologies, collect data, and analyze results in a systematic and coherent manner. A study may have one or more research questions depending on the nature of the study.

Identifying and addressing a research problem is very important. By starting with a pertinent problem , a scholar can contribute to the accumulation of evidence-based insights, solutions, and scientific progress, thereby advancing the frontier of research. Moreover, the process of formulating research problems and posing pertinent research questions cultivates critical thinking and hones problem-solving skills.

Table of Contents

What is a Research Problem ?

Before you conceive of your project, you need to ask yourself “ What is a research problem ?” A research problem definition can be broadly put forward as the primary statement of a knowledge gap or a fundamental challenge in a field, which forms the foundation for research. Conversely, the findings from a research investigation provide solutions to the problem .

A research problem guides the selection of approaches and methodologies, data collection, and interpretation of results to find answers or solutions. A well-defined problem determines the generation of valuable insights and contributions to the broader intellectual discourse.

Characteristics of a Research Problem

Knowing the characteristics of a research problem is instrumental in formulating a research inquiry; take a look at the five key characteristics below:

Novel : An ideal research problem introduces a fresh perspective, offering something new to the existing body of knowledge. It should contribute original insights and address unresolved matters or essential knowledge.

Significant : A problem should hold significance in terms of its potential impact on theory, practice, policy, or the understanding of a particular phenomenon. It should be relevant to the field of study, addressing a gap in knowledge, a practical concern, or a theoretical dilemma that holds significance.

Feasible: A practical research problem allows for the formulation of hypotheses and the design of research methodologies. A feasible research problem is one that can realistically be investigated given the available resources, time, and expertise. It should not be too broad or too narrow to explore effectively, and should be measurable in terms of its variables and outcomes. It should be amenable to investigation through empirical research methods, such as data collection and analysis, to arrive at meaningful conclusions A practical research problem considers budgetary and time constraints, as well as limitations of the problem . These limitations may arise due to constraints in methodology, resources, or the complexity of the problem.

Clear and specific : A well-defined research problem is clear and specific, leaving no room for ambiguity; it should be easily understandable and precisely articulated. Ensuring specificity in the problem ensures that it is focused, addresses a distinct aspect of the broader topic and is not vague.

Rooted in evidence: A good research problem leans on trustworthy evidence and data, while dismissing unverifiable information. It must also consider ethical guidelines, ensuring the well-being and rights of any individuals or groups involved in the study.

Types of Research Problems

Across fields and disciplines, there are different types of research problems . We can broadly categorize them into three types.

Theoretical research problems

Theoretical research problems deal with conceptual and intellectual inquiries that may not involve empirical data collection but instead seek to advance our understanding of complex concepts, theories, and phenomena within their respective disciplines. For example, in the social sciences, research problem s may be casuist (relating to the determination of right and wrong in questions of conduct or conscience), difference (comparing or contrasting two or more phenomena), descriptive (aims to describe a situation or state), or relational (investigating characteristics that are related in some way).

Here are some theoretical research problem examples :

Ethical frameworks that can provide coherent justifications for artificial intelligence and machine learning algorithms, especially in contexts involving autonomous decision-making and moral agency.
Determining how mathematical models can elucidate the gradual development of complex traits, such as intricate anatomical structures or elaborate behaviors, through successive generations.
Applied research problems

Applied or practical research problems focus on addressing real-world challenges and generating practical solutions to improve various aspects of society, technology, health, and the environment.

Here are some applied research problem examples :

Studying the use of precision agriculture techniques to optimize crop yield and minimize resource waste.
Designing a more energy-efficient and sustainable transportation system for a city to reduce carbon emissions.
Action research problems

Action research problems aim to create positive change within specific contexts by involving stakeholders, implementing interventions, and evaluating outcomes in a collaborative manner.

Here are some action research problem examples :

Partnering with healthcare professionals to identify barriers to patient adherence to medication regimens and devising interventions to address them.
Collaborating with a nonprofit organization to evaluate the effectiveness of their programs aimed at providing job training for underserved populations.

These different types of research problems may give you some ideas when you plan on developing your own.

How to Define a Research Problem

You might now ask “ How to define a research problem ?” These are the general steps to follow:

Look for a broad problem area: Identify under-explored aspects or areas of concern, or a controversy in your topic of interest. Evaluate the significance of addressing the problem in terms of its potential contribution to the field, practical applications, or theoretical insights.
Learn more about the problem: Read the literature, starting from historical aspects to the current status and latest updates. Rely on reputable evidence and data. Be sure to consult researchers who work in the relevant field, mentors, and peers. Do not ignore the gray literature on the subject.
Identify the relevant variables and how they are related: Consider which variables are most important to the study and will help answer the research question. Once this is done, you will need to determine the relationships between these variables and how these relationships affect the research problem .
Think of practical aspects : Deliberate on ways that your study can be practical and feasible in terms of time and resources. Discuss practical aspects with researchers in the field and be open to revising the problem based on feedback. Refine the scope of the research problem to make it manageable and specific; consider the resources available, time constraints, and feasibility.
Formulate the problem statement: Craft a concise problem statement that outlines the specific issue, its relevance, and why it needs further investigation.
Stick to plans, but be flexible: When defining the problem , plan ahead but adhere to your budget and timeline. At the same time, consider all possibilities and ensure that the problem and question can be modified if needed.

Key Takeaways

A research problem concerns an area of interest, a situation necessitating improvement, an obstacle requiring eradication, or a challenge in theory or practical applications.
The importance of research problem is that it guides the research and helps advance human understanding and the development of practical solutions.
Research problem definition begins with identifying a broad problem area, followed by learning more about the problem, identifying the variables and how they are related, considering practical aspects, and finally developing the problem statement.
Different types of research problems include theoretical, applied, and action research problems , and these depend on the discipline and nature of the study.
An ideal problem is original, important, feasible, specific, and based on evidence.

Frequently Asked Questions

Why is it important to define a research problem?

Identifying potential issues and gaps as research problems is important for choosing a relevant topic and for determining a well-defined course of one’s research. Pinpointing a problem and formulating research questions can help researchers build their critical thinking, curiosity, and problem-solving abilities.

How do I identify a research problem?

Identifying a research problem involves recognizing gaps in existing knowledge, exploring areas of uncertainty, and assessing the significance of addressing these gaps within a specific field of study. This process often involves thorough literature review, discussions with experts, and considering practical implications.

Can a research problem change during the research process?

Yes, a research problem can change during the research process. During the course of an investigation a researcher might discover new perspectives, complexities, or insights that prompt a reevaluation of the initial problem. The scope of the problem, unforeseen or unexpected issues, or other limitations might prompt some tweaks. You should be able to adjust the problem to ensure that the study remains relevant and aligned with the evolving understanding of the subject matter.

How does a research problem relate to research questions or hypotheses?

A research problem sets the stage for the study. Next, research questions refine the direction of investigation by breaking down the broader research problem into manageable components. Research questions are formulated based on the problem , guiding the investigation’s scope and objectives. The hypothesis provides a testable statement to validate or refute within the research process. All three elements are interconnected and work together to guide the research.

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.

Try R Discovery Prime FREE for 1 week or upgrade at just US$72 a year to access premium features that let you listen to research on the go, read in your language, collaborate with peers, auto sync with reference managers, and much more. Choose a simpler, smarter way to find and read research – Download the app and start your free 7-day trial today !

What are Experimental Groups in Research

What is IMRaD Format in Research?

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

Knowledge Base
Starting the research process
How to Define a Research Problem | Ideas & Examples

How to Define a Research Problem | Ideas & Examples

Published on November 2, 2022 by Shona McCombes and Tegan George. Revised on May 31, 2023.

A research problem is a specific issue or gap in existing knowledge that you aim to address in your research. You may choose to look for practical problems aimed at contributing to change, or theoretical problems aimed at expanding knowledge.

Some research will do both of these things, but usually the research problem focuses on one or the other. The type of research problem you choose depends on your broad topic of interest and the type of research you think will fit best.

This article helps you identify and refine a research problem. When writing your research proposal or introduction , formulate it as a problem statement and/or research questions .

Why is the research problem important, step 1: identify a broad problem area, step 2: learn more about the problem, other interesting articles, frequently asked questions about research problems.

Having an interesting topic isn’t a strong enough basis for academic research. Without a well-defined research problem, you are likely to end up with an unfocused and unmanageable project.

You might end up repeating what other people have already said, trying to say too much, or doing research without a clear purpose and justification. You need a clear problem in order to do research that contributes new and relevant insights.

Whether you’re planning your thesis , starting a research paper , or writing a research proposal , the research problem is the first step towards knowing exactly what you’ll do and why.

Prevent plagiarism. Run a free check.

As you read about your topic, look for under-explored aspects or areas of concern, conflict, or controversy. Your goal is to find a gap that your research project can fill.

Practical research problems

If you are doing practical research, you can identify a problem by reading reports, following up on previous research, or talking to people who work in the relevant field or organization. You might look for:

Issues with performance or efficiency
Processes that could be improved
Areas of concern among practitioners
Difficulties faced by specific groups of people

Examples of practical research problems

Voter turnout in New England has been decreasing, in contrast to the rest of the country.

The HR department of a local chain of restaurants has a high staff turnover rate.

A non-profit organization faces a funding gap that means some of its programs will have to be cut.

Theoretical research problems

If you are doing theoretical research, you can identify a research problem by reading existing research, theory, and debates on your topic to find a gap in what is currently known about it. You might look for:

A phenomenon or context that has not been closely studied
A contradiction between two or more perspectives
A situation or relationship that is not well understood
A troubling question that has yet to be resolved

Examples of theoretical research problems

The effects of long-term Vitamin D deficiency on cardiovascular health are not well understood.

The relationship between gender, race, and income inequality has yet to be closely studied in the context of the millennial gig economy.

Historians of Scottish nationalism disagree about the role of the British Empire in the development of Scotland’s national identity.

Next, you have to find out what is already known about the problem, and pinpoint the exact aspect that your research will address.

Context and background

Who does the problem affect?
Is it a newly-discovered problem, or a well-established one?
What research has already been done?
What, if any, solutions have been proposed?
What are the current debates about the problem? What is missing from these debates?

Specificity and relevance

What particular place, time, and/or group of people will you focus on?
What aspects will you not be able to tackle?
What will the consequences be if the problem is not resolved?

Example of a specific research problem

A local non-profit organization focused on alleviating food insecurity has always fundraised from its existing support base. It lacks understanding of how best to target potential new donors. To be able to continue its work, the organization requires research into more effective fundraising strategies.

Once you have narrowed down your research problem, the next step is to formulate a problem statement , as well as your research questions or hypotheses .

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

All research questions should be:

Focused on a single problem or issue
Researchable using primary and/or secondary sources
Feasible to answer within the timeframe and practical constraints
Specific enough to answer thoroughly
Complex enough to develop the answer over the space of a paper or thesis
Relevant to your field of study and/or society more broadly

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

Focused and researchable
Answerable using credible sources
Complex and arguable
Feasible and specific
Relevant and original

Your research objectives indicate how you’ll try to address your research problem and should be specific:

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. & George, T. (2023, May 31). How to Define a Research Problem | Ideas & Examples. Scribbr. Retrieved August 14, 2024, from https://www.scribbr.com/research-process/research-problem/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a problem statement | guide & examples, writing strong research questions | criteria & examples, how to write a strong hypothesis | steps & examples, what is your plagiarism score.

The Research Problem & Statement

What they are & how to write them (with examples)

By: Derek Jansen (MBA) | Expert Reviewed By: Eunice Rautenbach (DTech) | March 2023

If you’re new to academic research, you’re bound to encounter the concept of a “ research problem ” or “ problem statement ” fairly early in your learning journey. Having a good research problem is essential, as it provides a foundation for developing high-quality research, from relatively small research papers to a full-length PhD dissertations and theses.

In this post, we’ll unpack what a research problem is and how it’s related to a problem statement . We’ll also share some examples and provide a step-by-step process you can follow to identify and evaluate study-worthy research problems for your own project.

Overview: Research Problem 101

What is a research problem.

What is a problem statement?

Where do research problems come from?

How to find a suitable research problem
Key takeaways

A research problem is, at the simplest level, the core issue that a study will try to solve or (at least) examine. In other words, it’s an explicit declaration about the problem that your dissertation, thesis or research paper will address. More technically, it identifies the research gap that the study will attempt to fill (more on that later).

Let’s look at an example to make the research problem a little more tangible.

To justify a hypothetical study, you might argue that there’s currently a lack of research regarding the challenges experienced by first-generation college students when writing their dissertations [ PROBLEM ] . As a result, these students struggle to successfully complete their dissertations, leading to higher-than-average dropout rates [ CONSEQUENCE ]. Therefore, your study will aim to address this lack of research – i.e., this research problem [ SOLUTION ].

A research problem can be theoretical in nature, focusing on an area of academic research that is lacking in some way. Alternatively, a research problem can be more applied in nature, focused on finding a practical solution to an established problem within an industry or an organisation. In other words, theoretical research problems are motivated by the desire to grow the overall body of knowledge , while applied research problems are motivated by the need to find practical solutions to current real-world problems (such as the one in the example above).

As you can probably see, the research problem acts as the driving force behind any study , as it directly shapes the research aims, objectives and research questions , as well as the research approach. Therefore, it’s really important to develop a very clearly articulated research problem before you even start your research proposal . A vague research problem will lead to unfocused, potentially conflicting research aims, objectives and research questions .

Free Webinar: How To Find A Dissertation Research Topic

What is a research problem statement?

As the name suggests, a problem statement (within a research context, at least) is an explicit statement that clearly and concisely articulates the specific research problem your study will address. While your research problem can span over multiple paragraphs, your problem statement should be brief , ideally no longer than one paragraph . Importantly, it must clearly state what the problem is (whether theoretical or practical in nature) and how the study will address it.

Here’s an example of a statement of the problem in a research context:

Rural communities across Ghana lack access to clean water, leading to high rates of waterborne illnesses and infant mortality. Despite this, there is little research investigating the effectiveness of community-led water supply projects within the Ghanaian context. Therefore, this study aims to investigate the effectiveness of such projects in improving access to clean water and reducing rates of waterborne illnesses in these communities.

As you can see, this problem statement clearly and concisely identifies the issue that needs to be addressed (i.e., a lack of research regarding the effectiveness of community-led water supply projects) and the research question that the study aims to answer (i.e., are community-led water supply projects effective in reducing waterborne illnesses?), all within one short paragraph.

Need a helping hand?

Wherever there is a lack of well-established and agreed-upon academic literature , there is an opportunity for research problems to arise, since there is a paucity of (credible) knowledge. In other words, research problems are derived from research gaps . These gaps can arise from various sources, including the emergence of new frontiers or new contexts, as well as disagreements within the existing research.

Let’s look at each of these scenarios:

New frontiers – new technologies, discoveries or breakthroughs can open up entirely new frontiers where there is very little existing research, thereby creating fresh research gaps. For example, as generative AI technology became accessible to the general public in 2023, the full implications and knock-on effects of this were (or perhaps, still are) largely unknown and therefore present multiple avenues for researchers to explore.

New contexts – very often, existing research tends to be concentrated on specific contexts and geographies. Therefore, even within well-studied fields, there is often a lack of research within niche contexts. For example, just because a study finds certain results within a western context doesn’t mean that it would necessarily find the same within an eastern context. If there’s reason to believe that results may vary across these geographies, a potential research gap emerges.

Disagreements – within many areas of existing research, there are (quite naturally) conflicting views between researchers, where each side presents strong points that pull in opposing directions. In such cases, it’s still somewhat uncertain as to which viewpoint (if any) is more accurate. As a result, there is room for further research in an attempt to “settle” the debate.

Of course, many other potential scenarios can give rise to research gaps, and consequently, research problems, but these common ones are a useful starting point. If you’re interested in research gaps, you can learn more here .

How to find a research problem

Given that research problems flow from research gaps , finding a strong research problem for your research project means that you’ll need to first identify a clear research gap. Below, we’ll present a four-step process to help you find and evaluate potential research problems.

If you’ve read our other articles about finding a research topic , you’ll find the process below very familiar as the research problem is the foundation of any study . In other words, finding a research problem is much the same as finding a research topic.

Step 1 – Identify your area of interest

Naturally, the starting point is to first identify a general area of interest . Chances are you already have something in mind, but if not, have a look at past dissertations and theses within your institution to get some inspiration. These present a goldmine of information as they’ll not only give you ideas for your own research, but they’ll also help you see exactly what the norms and expectations are for these types of projects.

At this stage, you don’t need to get super specific. The objective is simply to identify a couple of potential research areas that interest you. For example, if you’re undertaking research as part of a business degree, you may be interested in social media marketing strategies for small businesses, leadership strategies for multinational companies, etc.

Depending on the type of project you’re undertaking, there may also be restrictions or requirements regarding what topic areas you’re allowed to investigate, what type of methodology you can utilise, etc. So, be sure to first familiarise yourself with your institution’s specific requirements and keep these front of mind as you explore potential research ideas.

Step 2 – Review the literature and develop a shortlist

Once you’ve decided on an area that interests you, it’s time to sink your teeth into the literature . In other words, you’ll need to familiarise yourself with the existing research regarding your interest area. Google Scholar is a good starting point for this, as you can simply enter a few keywords and quickly get a feel for what’s out there. Keep an eye out for recent literature reviews and systematic review-type journal articles, as these will provide a good overview of the current state of research.

At this stage, you don’t need to read every journal article from start to finish . A good strategy is to pay attention to the abstract, intro and conclusion , as together these provide a snapshot of the key takeaways. As you work your way through the literature, keep an eye out for what’s missing – in other words, what questions does the current research not answer adequately (or at all)? Importantly, pay attention to the section titled “ further research is needed ”, typically found towards the very end of each journal article. This section will specifically outline potential research gaps that you can explore, based on the current state of knowledge (provided the article you’re looking at is recent).

Take the time to engage with the literature and develop a big-picture understanding of the current state of knowledge. Reviewing the literature takes time and is an iterative process , but it’s an essential part of the research process, so don’t cut corners at this stage.

As you work through the review process, take note of any potential research gaps that are of interest to you. From there, develop a shortlist of potential research gaps (and resultant research problems) – ideally 3 – 5 options that interest you.

The relationship between the research problem and research gap

Step 3 – Evaluate your potential options

Once you’ve developed your shortlist, you’ll need to evaluate your options to identify a winner. There are many potential evaluation criteria that you can use, but we’ll outline three common ones here: value, practicality and personal appeal.

Value – a good research problem needs to create value when successfully addressed. Ask yourself:

Who will this study benefit (e.g., practitioners, researchers, academia)?
How will it benefit them specifically?
How much will it benefit them?

Practicality – a good research problem needs to be manageable in light of your resources. Ask yourself:

What data will I need access to?
What knowledge and skills will I need to undertake the analysis?
What equipment or software will I need to process and/or analyse the data?
How much time will I need?
What costs might I incur?

Personal appeal – a research project is a commitment, so the research problem that you choose needs to be genuinely attractive and interesting to you. Ask yourself:

How appealing is the prospect of solving this research problem (on a scale of 1 – 10)?
Why, specifically, is it attractive (or unattractive) to me?
Does the research align with my longer-term goals (e.g., career goals, educational path, etc)?

Depending on how many potential options you have, you may want to consider creating a spreadsheet where you numerically rate each of the options in terms of these criteria. Remember to also include any criteria specified by your institution . From there, tally up the numbers and pick a winner.

Step 4 – Craft your problem statement

Once you’ve selected your research problem, the final step is to craft a problem statement. Remember, your problem statement needs to be a concise outline of what the core issue is and how your study will address it. Aim to fit this within one paragraph – don’t waffle on. Have a look at the problem statement example we mentioned earlier if you need some inspiration.

Key Takeaways

We’ve covered a lot of ground. Let’s do a quick recap of the key takeaways:

A research problem is an explanation of the issue that your study will try to solve. This explanation needs to highlight the problem , the consequence and the solution or response.
A problem statement is a clear and concise summary of the research problem , typically contained within one paragraph.
Research problems emerge from research gaps , which themselves can emerge from multiple potential sources, including new frontiers, new contexts or disagreements within the existing literature.
To find a research problem, you need to first identify your area of interest , then review the literature and develop a shortlist, after which you’ll evaluate your options, select a winner and craft a problem statement .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

I APPRECIATE YOUR CONCISE AND MIND-CAPTIVATING INSIGHTS ON THE STATEMENT OF PROBLEMS. PLEASE I STILL NEED SOME SAMPLES RELATED TO SUICIDES.

Very pleased and appreciate clear information.

Your videos and information have been a life saver for me throughout my dissertation journey. I wish I’d discovered them sooner. Thank you!

Very interesting. Thank you. Please I need a PhD topic in climate change in relation to health.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Print Friendly

Identifying the Research Problem

First Online: 13 April 2022

Cite this chapter

Yanmei Li 3 &
Sumei Zhang 4

998 Accesses

The first step of conducting research is identifying a researchable problem. This chapter explains the procedures to identify the research problem. The procedure of research involves systematically investigating a subject matter to reveal facts or reach new conclusions. Research can be theory driven or problem driven. Most of the studies in urban and regional planning attempt to investigate issues or problems either to: (1) identity and define the problem, and/or (2) probe further to answer research questions after identifying, defining, and operationalizing the problem. This chapter introduces methods, such as factual data mining, back of envelope analysis, quick research, and issues unique to a sub-discipline of planning, to identify the research problem.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

Get 10 units per month
Download Article/Chapter or eBook
1 Unit = 1 Article or 1 Chapter
Cancel anytime
Available as PDF
Read on any device
Instant download
Own it forever
Available as EPUB and PDF
Compact, lightweight edition
Dispatched in 3 to 5 business days
Free shipping worldwide - see info
Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

APA (American Planning Association). (2020). AICP Certification Exam Outline. Retrieved on 22 Sept 2020 from https://planning.org/certification/examprep/subjectmatter/

Patton, C. V., Sawicki, D. S., & Clark, J. J. (2013). Basic methods of policy analysis and planning (3rd ed.). Pearson. New York City.

Google Scholar

Sharifi, A., & Khavarian-Garmsir, A. Z. (2020). The COVID-19 pandemic: Impacts on cities and major lessons for urban planning, design, and management. Science of the Total Environment, 749 (2020).

Web Resources

American Planning Association: https://www.planning.org/

Cyburbia, Urban Planning Community: https://www.cyburbia.org/

Planetizen: Planning News, Jobs, and Education: https://www.planetizen.com/

Bloomberg City Lab: https://www.bloomberg.com/citylab

Download references

Author information

Authors and affiliations.

Florida Atlantic University, Boca Raton, FL, USA

University of Louisville, Louisville, KY, USA

Sumei Zhang

You can also search for this author in PubMed Google Scholar

Electronic Supplementary Material

(docx 14 kb), rights and permissions.

Reprints and permissions

Copyright information

About this chapter

Li, Y., Zhang, S. (2022). Identifying the Research Problem. In: Applied Research Methods in Urban and Regional Planning. Springer, Cham. https://doi.org/10.1007/978-3-030-93574-0_2

Download citation

DOI : https://doi.org/10.1007/978-3-030-93574-0_2

Published : 13 April 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-93573-3

Online ISBN : 978-3-030-93574-0

eBook Packages : Mathematics and Statistics Mathematics and Statistics (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Publish with us

Policies and ethics

Find a journal
Track your research

How to Identify the Right Problems to Solve

Start collaborating with Mural today

It might sound basic, but it can be easy to forget: It's important to really understand the problems you're facing before you try to solve them.

Without a solid understanding of the issues at hand, you risk wasting time and resources, delaying the solutions to the actual problems.

So, how do you make sure you and your team are solving the right problems?

In this post, we’ll outline just how to do that with a step-by-step process that anyone can follow, whether the problems you are facing are large or small.

How to avoid solving the wrong problems

People often solve the wrong problems due to inadequate understanding, or focusing too closely on a single aspect of a larger problem. Asking the right questions can help uncover the root cause, as well as the potential risks that should be considered to avoid misallocating resources.

How do you build understanding? There are two tried and true methods — research and brainstorming.

Research allows you to build on your internal knowledge with outside information that may add layers or nuance to what you already know. In some cases, you may discover that what seems like a large problem internally doesn’t affect the user experience significantly (and, of course, the opposite can also be true). Try conducting a discovery meeting to better understand the problem at hand.

Brainstorming

Brainstorming (especially with a diverse array of stakeholders) helps you consider every angle of a problem, rather than examining only from a familiar perspective. This fosters outside-the-box thinking and opens up more avenues to success.

Risks of misdiagnosing root causes

If you don't identify the real cause of a problem, it can have serious negative consequences. You might waste time and money trying to fix the wrong thing, and then have to start over — all the while, the original problem is still affecting your business.

Taking the time to identify the underlying issue is essential. It’s also important to consider different approaches and perspectives, and explore the possible impacts of each potential solution.

Think about how the desired outcome could be achieved in a variety of ways — there may be solutions that address the main pain points and require fewer resources.

Only after considering the whole context and taking the time to identify the root cause(s) is it possible to find the optimal solution.

How to identify (and solve) the right problems

To accurately identify the right problem to solve, it's essential to take the time to understand the root cause. Following these steps helps ensure that the right problem is identified and addressed, and that solutions can be implemented with confidence.

Define the problem

Develop a thorough understanding of the issue by researching and talking to those affected by the problem. Then, create a shared digital space for discussion that centers the problem you’re trying to solve.

A great place to start is to use a template as your visual guide, like the Problem Tree Analysis template below.

An image of the Mural Problem Tree Analysis template

Place the central problem in the middle, making space for brainstorming with your key stakeholders (on them, more below) to help identify root causes and effects.

Note: Defining your problem isn't always straightforward. Drafting a problem statement can help you understand, clarify, and communicate a complex problem more effectively.

Assemble your stakeholders

Bring together a diverse array of stakeholders representing multiple aspects of your team or organization, so that you’ll have a broader view of the problem. (Note: You may want to do a stakeholder mapping exercise to determine whom you should invite to your discussion.)

By leveraging an online platform for brainstorming, you help ensure that:

Every stakeholder has a voice in the discussion, and enable both synchronous and async brainstorming should you be working across time zones, or in a hybrid or remote work environment
Transparency is built into the process as you collaboratively create a shared document that can be referenced, analyzed, and later used to create action items and assignments

Ask everyone to brainstorm as many causes as they can individually

As your stakeholders analyze the main problem and think of as many potential causes (roots) as they can.

Whether you’re working together in real time or asynchronously, build in a component of individual brainstorming. This helps avoid groupthink and drives faster innovation by helping to create an environment of psychological safety.

If you’re brainstorming in real time, Mural’s Private Mode is a great way to get people thinking creatively on their own, by hiding the responses of their teammates until the facilitator brings everyone back together
If you’re using asynchronous brainstorming, you may want each individual to create their own document over a set period of time, and then add their feedback to the shared space later to kick off further discussion and analysis

Related: 7 Ground Rules for Brainstorming

Bring everyone back together and briefly discuss the identified causes

Once the initial brainstorming is complete, bring your stakeholders together to see and discuss what the team has identified as the root causes. This isn’t meant to be a voting session (yet) — but a brief look at the feedback so far in order to give better context to the remaining steps in the process.

Ask everyone to brainstorm as many effects as they can individually

Next, ask everyone to repeat the same process as before, only this time focusing on the effects (branches).

Note: To help keep the brainstorming as free as possible, it’s important to make sure that everyone is thinking of the effects based on the central problem, and not trying to directly connect the dots between the roots identified in the earlier step and the downstream effects.

Bring the group together again and reflect on the causes and effects

This step is meant to help further critical thinking and discussion, which may help refine certain ideas or even add more options to the problem tree prior to moving on to a voting session.

Have all your stakeholders vote on the results

Using a framework like the Visualize the Vote template , have each person identify what they feel are the most important causes and effects that have come out of your brainstorming sessions (typically, it’s best to limit everyone to their top 1-3 options).

To do this, give each stakeholder one or more voting tokens that they can place on their top priorities (for example, you might give each person 2 tokens, one red denoting top priority, and one blue denoting second priority — in this way, you can get a sense for what your team feels are the most urgent problems, while also garnering feedback for what action items should come next).

Discuss the results

Once the voting has concluded, have everyone discuss the outcomes. Were there any unexpected findings? How broadly is everyone aligned on priorities? Are there areas of overlap? What resources might be required to take the most popular approach to solving the problem?

Create and assign actionable next steps

Based on the voting session and discussion, begin to build actionable next steps addressing the main problem, while also thinking about which stakeholders should be involved in those steps. With your shared document, your team will be able to refer back to all the brainstorming and analysis to inform future decisions affecting the problem.

Why Mural for more collaborative (and innovative) problem solving

Mural is the only platform that combines the creative space of an online whiteboard with sophisticated facilitator tools and guided methods based on human-centered design principles .

Get started today with one of Mural’s hundreds of templates , and share with unlimited members, all with a Free Forever plan .

10 Brainstorming Techniques for Developing New Ideas

How to encourage thinking outside the box

How to Write Problem Statements You’ll Actually Use

Time blocking best practices: How to boost your productivity

10 virtual meeting tools for team collaboration and engagement

The best enterprise collaboration tools as of 2024

Home » Research Problem – Examples, Types and Guide

Research Problem – Examples, Types and Guide

Table of Contents

Research Problem

Definition:

Research problem is a specific and well-defined issue or question that a researcher seeks to investigate through research. It is the starting point of any research project, as it sets the direction, scope, and purpose of the study.

Types of Research Problems

Types of Research Problems are as follows:

Descriptive problems

These problems involve describing or documenting a particular phenomenon, event, or situation. For example, a researcher might investigate the demographics of a particular population, such as their age, gender, income, and education.

Exploratory problems

These problems are designed to explore a particular topic or issue in depth, often with the goal of generating new ideas or hypotheses. For example, a researcher might explore the factors that contribute to job satisfaction among employees in a particular industry.

Explanatory Problems

These problems seek to explain why a particular phenomenon or event occurs, and they typically involve testing hypotheses or theories. For example, a researcher might investigate the relationship between exercise and mental health, with the goal of determining whether exercise has a causal effect on mental health.

Predictive Problems

These problems involve making predictions or forecasts about future events or trends. For example, a researcher might investigate the factors that predict future success in a particular field or industry.

Evaluative Problems

These problems involve assessing the effectiveness of a particular intervention, program, or policy. For example, a researcher might evaluate the impact of a new teaching method on student learning outcomes.

How to Define a Research Problem

Defining a research problem involves identifying a specific question or issue that a researcher seeks to address through a research study. Here are the steps to follow when defining a research problem:

Identify a broad research topic : Start by identifying a broad topic that you are interested in researching. This could be based on your personal interests, observations, or gaps in the existing literature.
Conduct a literature review : Once you have identified a broad topic, conduct a thorough literature review to identify the current state of knowledge in the field. This will help you identify gaps or inconsistencies in the existing research that can be addressed through your study.
Refine the research question: Based on the gaps or inconsistencies identified in the literature review, refine your research question to a specific, clear, and well-defined problem statement. Your research question should be feasible, relevant, and important to the field of study.
Develop a hypothesis: Based on the research question, develop a hypothesis that states the expected relationship between variables.
Define the scope and limitations: Clearly define the scope and limitations of your research problem. This will help you focus your study and ensure that your research objectives are achievable.
Get feedback: Get feedback from your advisor or colleagues to ensure that your research problem is clear, feasible, and relevant to the field of study.

Components of a Research Problem

The components of a research problem typically include the following:

Topic : The general subject or area of interest that the research will explore.
Research Question : A clear and specific question that the research seeks to answer or investigate.
Objective : A statement that describes the purpose of the research, what it aims to achieve, and the expected outcomes.
Hypothesis : An educated guess or prediction about the relationship between variables, which is tested during the research.
Variables : The factors or elements that are being studied, measured, or manipulated in the research.
Methodology : The overall approach and methods that will be used to conduct the research.
Scope and Limitations : A description of the boundaries and parameters of the research, including what will be included and excluded, and any potential constraints or limitations.
Significance: A statement that explains the potential value or impact of the research, its contribution to the field of study, and how it will add to the existing knowledge.

Research Problem Examples

Following are some Research Problem Examples:

Research Problem Examples in Psychology are as follows:

Exploring the impact of social media on adolescent mental health.
Investigating the effectiveness of cognitive-behavioral therapy for treating anxiety disorders.
Studying the impact of prenatal stress on child development outcomes.
Analyzing the factors that contribute to addiction and relapse in substance abuse treatment.
Examining the impact of personality traits on romantic relationships.

Research Problem Examples in Sociology are as follows:

Investigating the relationship between social support and mental health outcomes in marginalized communities.
Studying the impact of globalization on labor markets and employment opportunities.
Analyzing the causes and consequences of gentrification in urban neighborhoods.
Investigating the impact of family structure on social mobility and economic outcomes.
Examining the effects of social capital on community development and resilience.

Research Problem Examples in Economics are as follows:

Studying the effects of trade policies on economic growth and development.
Analyzing the impact of automation and artificial intelligence on labor markets and employment opportunities.
Investigating the factors that contribute to economic inequality and poverty.
Examining the impact of fiscal and monetary policies on inflation and economic stability.
Studying the relationship between education and economic outcomes, such as income and employment.

Political Science

Research Problem Examples in Political Science are as follows:

Analyzing the causes and consequences of political polarization and partisan behavior.
Investigating the impact of social movements on political change and policymaking.
Studying the role of media and communication in shaping public opinion and political discourse.
Examining the effectiveness of electoral systems in promoting democratic governance and representation.
Investigating the impact of international organizations and agreements on global governance and security.

Environmental Science

Research Problem Examples in Environmental Science are as follows:

Studying the impact of air pollution on human health and well-being.
Investigating the effects of deforestation on climate change and biodiversity loss.
Analyzing the impact of ocean acidification on marine ecosystems and food webs.
Studying the relationship between urban development and ecological resilience.
Examining the effectiveness of environmental policies and regulations in promoting sustainability and conservation.

Research Problem Examples in Education are as follows:

Investigating the impact of teacher training and professional development on student learning outcomes.
Studying the effectiveness of technology-enhanced learning in promoting student engagement and achievement.
Analyzing the factors that contribute to achievement gaps and educational inequality.
Examining the impact of parental involvement on student motivation and achievement.
Studying the effectiveness of alternative educational models, such as homeschooling and online learning.

Research Problem Examples in History are as follows:

Analyzing the social and economic factors that contributed to the rise and fall of ancient civilizations.
Investigating the impact of colonialism on indigenous societies and cultures.
Studying the role of religion in shaping political and social movements throughout history.
Analyzing the impact of the Industrial Revolution on economic and social structures.
Examining the causes and consequences of global conflicts, such as World War I and II.

Research Problem Examples in Business are as follows:

Studying the impact of corporate social responsibility on brand reputation and consumer behavior.
Investigating the effectiveness of leadership development programs in improving organizational performance and employee satisfaction.
Analyzing the factors that contribute to successful entrepreneurship and small business development.
Examining the impact of mergers and acquisitions on market competition and consumer welfare.
Studying the effectiveness of marketing strategies and advertising campaigns in promoting brand awareness and sales.

Research Problem Example for Students

An Example of a Research Problem for Students could be:

“How does social media usage affect the academic performance of high school students?”

This research problem is specific, measurable, and relevant. It is specific because it focuses on a particular area of interest, which is the impact of social media on academic performance. It is measurable because the researcher can collect data on social media usage and academic performance to evaluate the relationship between the two variables. It is relevant because it addresses a current and important issue that affects high school students.

To conduct research on this problem, the researcher could use various methods, such as surveys, interviews, and statistical analysis of academic records. The results of the study could provide insights into the relationship between social media usage and academic performance, which could help educators and parents develop effective strategies for managing social media use among students.

Another example of a research problem for students:

“Does participation in extracurricular activities impact the academic performance of middle school students?”

This research problem is also specific, measurable, and relevant. It is specific because it focuses on a particular type of activity, extracurricular activities, and its impact on academic performance. It is measurable because the researcher can collect data on students’ participation in extracurricular activities and their academic performance to evaluate the relationship between the two variables. It is relevant because extracurricular activities are an essential part of the middle school experience, and their impact on academic performance is a topic of interest to educators and parents.

To conduct research on this problem, the researcher could use surveys, interviews, and academic records analysis. The results of the study could provide insights into the relationship between extracurricular activities and academic performance, which could help educators and parents make informed decisions about the types of activities that are most beneficial for middle school students.

Applications of Research Problem

Applications of Research Problem are as follows:

Academic research: Research problems are used to guide academic research in various fields, including social sciences, natural sciences, humanities, and engineering. Researchers use research problems to identify gaps in knowledge, address theoretical or practical problems, and explore new areas of study.
Business research : Research problems are used to guide business research, including market research, consumer behavior research, and organizational research. Researchers use research problems to identify business challenges, explore opportunities, and develop strategies for business growth and success.
Healthcare research : Research problems are used to guide healthcare research, including medical research, clinical research, and health services research. Researchers use research problems to identify healthcare challenges, develop new treatments and interventions, and improve healthcare delivery and outcomes.
Public policy research : Research problems are used to guide public policy research, including policy analysis, program evaluation, and policy development. Researchers use research problems to identify social issues, assess the effectiveness of existing policies and programs, and develop new policies and programs to address societal challenges.
Environmental research : Research problems are used to guide environmental research, including environmental science, ecology, and environmental management. Researchers use research problems to identify environmental challenges, assess the impact of human activities on the environment, and develop sustainable solutions to protect the environment.

Purpose of Research Problems

The purpose of research problems is to identify an area of study that requires further investigation and to formulate a clear, concise and specific research question. A research problem defines the specific issue or problem that needs to be addressed and serves as the foundation for the research project.

Identifying a research problem is important because it helps to establish the direction of the research and sets the stage for the research design, methods, and analysis. It also ensures that the research is relevant and contributes to the existing body of knowledge in the field.

A well-formulated research problem should:

Clearly define the specific issue or problem that needs to be investigated
Be specific and narrow enough to be manageable in terms of time, resources, and scope
Be relevant to the field of study and contribute to the existing body of knowledge
Be feasible and realistic in terms of available data, resources, and research methods
Be interesting and intellectually stimulating for the researcher and potential readers or audiences.

Characteristics of Research Problem

The characteristics of a research problem refer to the specific features that a problem must possess to qualify as a suitable research topic. Some of the key characteristics of a research problem are:

Clarity : A research problem should be clearly defined and stated in a way that it is easily understood by the researcher and other readers. The problem should be specific, unambiguous, and easy to comprehend.
Relevance : A research problem should be relevant to the field of study, and it should contribute to the existing body of knowledge. The problem should address a gap in knowledge, a theoretical or practical problem, or a real-world issue that requires further investigation.
Feasibility : A research problem should be feasible in terms of the availability of data, resources, and research methods. It should be realistic and practical to conduct the study within the available time, budget, and resources.
Novelty : A research problem should be novel or original in some way. It should represent a new or innovative perspective on an existing problem, or it should explore a new area of study or apply an existing theory to a new context.
Importance : A research problem should be important or significant in terms of its potential impact on the field or society. It should have the potential to produce new knowledge, advance existing theories, or address a pressing societal issue.
Manageability : A research problem should be manageable in terms of its scope and complexity. It should be specific enough to be investigated within the available time and resources, and it should be broad enough to provide meaningful results.

Advantages of Research Problem

The advantages of a well-defined research problem are as follows:

Focus : A research problem provides a clear and focused direction for the research study. It ensures that the study stays on track and does not deviate from the research question.
Clarity : A research problem provides clarity and specificity to the research question. It ensures that the research is not too broad or too narrow and that the research objectives are clearly defined.
Relevance : A research problem ensures that the research study is relevant to the field of study and contributes to the existing body of knowledge. It addresses gaps in knowledge, theoretical or practical problems, or real-world issues that require further investigation.
Feasibility : A research problem ensures that the research study is feasible in terms of the availability of data, resources, and research methods. It ensures that the research is realistic and practical to conduct within the available time, budget, and resources.
Novelty : A research problem ensures that the research study is original and innovative. It represents a new or unique perspective on an existing problem, explores a new area of study, or applies an existing theory to a new context.
Importance : A research problem ensures that the research study is important and significant in terms of its potential impact on the field or society. It has the potential to produce new knowledge, advance existing theories, or address a pressing societal issue.
Rigor : A research problem ensures that the research study is rigorous and follows established research methods and practices. It ensures that the research is conducted in a systematic, objective, and unbiased manner.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

Dissertation vs Thesis – Key Differences

Research Paper Conclusion – Writing Guide and...

Research Report – Example, Writing Guide and...

Research Findings – Types Examples and Writing...

Research Paper – Structure, Examples and Writing...

Data Analysis – Process, Methods and Types

Distinguishing Between Research & Problem Solving

Key Difference – Research vs Problem Solving

Research and problem solving are often confused, as both involve a problem. However, there is a key difference between the two. While problem-solving focuses on finding a solution to an already identified problem, research involves answering a research problem by gathering and analyzing data. In problem-solving, the individual already has the necessary information to make a decision or come up with a solution, but in research, the researcher needs to gather the information before answering the research problem.

Key Takeaways

Research requires gathering and analyzing information, while problem-solving involves finding a solution to a known problem.
Research is scientific and often requires a sample, whereas problem-solving may not be scientific and doesn’t require a sample.
Research involves a hypothesis, while problem-solving usually does not require one.

What is Research?

Research is a process in which the researcher attempts to answer a research problem by gathering and analyzing data. Research is conducted in both natural and social sciences, with the intention of finding answers to a research problem. The process begins with identifying a research problem, developing research questions and objectives, conducting a literature review, creating a methodology, identifying a sample for data collection, and analyzing the data to write a research report.

What is Problem Solving?

Problem-solving is a process in which an individual defines a problem, identifies possible solutions, and evaluates these solutions to find the most effective solution. Problem-solving is not limited to academic disciplines; it is also vital in the industrial setting and within organizations. The process begins with defining the problem, gathering information on possible solutions, and then evaluating and deciding on the most effective solution.

What is the difference between Research and Problem Solving?

Definitions of Research and Problem Solving:

Research: A process in which the researcher attempts to answer a research problem by gathering and analyzing data.
Problem Solving: A process in which an individual defines a problem, identifies possible solutions, and evaluates these solutions to find the most effective solution.

Characteristics of Research and Problem Solving:

Scientific: Research is scientific, while problem-solving may not always be scientific.
Process: Research involves a specific process that begins with identifying a research problem and ends with analyzing data to answer the research problem. Problem-solving begins with defining the problem and implementing the identified strategy or solution.
Sampling: Research requires a sample to gather information, while problem-solving may not require a sample, as the information is already available.
Hypothesis: Research, especially in the natural sciences, requires a hypothesis. Problem-solving does not usually require a hypothesis.

Problem solving through values: A challenge for thinking and capability development

• This paper introduces the 4W framework of consistent problem solving through values.
• The 4W suggests when, how and why the explication of values helps to solve a problem.
• The 4W is significant to teach students to cope with problems having crucial consequences.
• The paper considers challenges using such framework of thinking in different fields of education.

The paper aims to introduce the conceptual framework of problem solving through values. The framework consists of problem analysis, selection of value(s) as a background for the solution, the search for alternative ways of the solution, and the rationale for the solution. This framework reveals when, how, and why is important to think about values when solving problems. A consistent process fosters cohesive and creative value-based thinking during problem solving rather than teaching specific values. Therefore, the framework discloses the possibility for enabling the development of value-grounded problem solving capability.The application of this framework highlights the importance of responsibility for the chosen values that are the basis for the alternatives which determine actions. The 4W framework is meaningful for the people’s lives and their professional work. It is particularly important in the process of future professionals’ education. Critical issues concerning the development of problem solving through values are discussed when considering and examining options for the implementation of the 4W framework in educational institutions.

1. Introduction

The core competencies necessary for future professionals include problem solving based on complexity and collaborative approaches ( OECD, 2018 ). Currently, the emphasis is put on the development of technical, technological skills as well as system thinking and other cognitive abilities (e.g., Barber, 2018 ; Blanco, Schirmbeck, & Costa, 2018 ). Hence, education prepares learners with high qualifications yet lacking in moral values ( Nadda, 2017 ). Educational researchers (e.g., Barnett, 2007 ; Harland & Pickering, 2010 ) stress that such skills and abilities ( the how? ), as well as knowledge ( the what? ), are insufficient to educate a person for society and the world. The philosophy of education underlines both the epistemological and ontological dimensions of learning. Barnett (2007) points out that the ontological dimension has to be above the epistemological one. The ontological dimension encompasses the issues related to values that education should foster ( Harland & Pickering, 2010 ). In addition, values are closely related to the enablement of learners in educational environments ( Jucevičienė et al., 2010 ). For these reasons, ‘ the why ?’ based on values is required in the learning process. The question arises as to what values and how it makes sense to educate them. Value-based education seeks to address these issues and concentrates on values transfer due to their integration into the curriculum. Yazdani and Akbarilakeh (2017) discussed that value-based education could only convey factual knowledge of values and ethics. However, such education does not guarantee the internalization of values. Nevertheless, value-based education indicates problem solving as one of the possibilities to develop values.

Values guide and affect personal behavior encompassing the ethical aspects of solutions ( Roccas, Sagiv, & Navon, 2017 ; Schwartz, 1992 , 2012 ; Verplanken & Holland, 2002 ). Therefore, they represent the essential foundation for solving a problem. Growing evidence indicates the creative potential of values ( Dollinger, Burke, & Gump, 2007 ; Kasof, Chen, Himsel, & Greenberger, 2007 ; Lebedeva et al., 2019) and emphasizes their significance for problem solving. Meanwhile, research in problem solving pays little attention to values. Most of the problem solving models (e.g., Newell & Simon, 1972 ; Jonassen, 1997 ) utilize a rational economic approach. Principally, the research on the mechanisms of problem solving have been conducted under laboratory conditions performing simple tasks ( Csapó & Funke, 2017 ). Moreover, some of the decision-making models share the same steps as problem solving (c.f., Donovan, Guss, & Naslund, 2015 ). This explains why these terms are sometimes used interchangeably ( Huitt, 1992 ). Indeed, decision-making is a part of problem solving, which emerges while choosing between alternatives. Yet, values, moral, and ethical issues are more common in decision-making research (e.g., Keeney, 1994 ; Verplanken & Holland, 2002 ; Hall & Davis, 2007 ; Sheehan & Schmidt, 2015 ). Though, research by Shepherd, Patzelt, and Baron (2013) , Baron, Zhao, and Miao (2015) has affirmed that contemporary business decision makers rather often leave aside ethical issues and moral values. Thus, ‘ethical disengagement fallacy’ ( Sternberg, 2017, p.7 ) occurs as people think that ethics is more relevant to others. In the face of such disengagement, ethical issues lose their prominence.

The analysis of the literature revealed a wide field of problem solving research presenting a range of more theoretical insights rather empirical evidence. Despite this, to date, a comprehensive model that reveals how to solve problems emphasizing thinking about values is lacking. This underlines the relevance of the chosen topic, i.e. a challenge for thinking and for the development of capabilities addressing problems through values. To address this gap, the following issues need to be investigated: When, how, and why a problem solver should take into account values during problem solving? What challenges may occur for using such framework of thinking in different fields of education? Aiming this, the authors of the paper substantiated the conceptual framework of problem solving grounded in consistent thinking about values. The substantiation consists of several parts. First, different approaches to solving problems were examined. Second, searching to reveal the possibilities of values integration into problem solving, value-based approaches significant for problem solving were critically analyzed. Third, drawing on the effect of values when solving a problem and their creative potential, the authors of this paper claim that the identification of values and their choice for a solution need to be specified in the process of problem solving. As a synthesis of conclusions coming from the literature review and conceptual extensions regarding values, the authors of the paper created the coherent framework of problem solving through values (so called 4W).

The novelty of the 4W framework is exposed by several contributions. First, the clear design of overall problem solving process with attention on integrated thinking about values is used. Unlike in most models of problem solving, the first stage encompass the identification of a problem, an analysis of a context and the perspectives that influence the whole process, i.e. ‘What?’. The stage ‘What is the basis for a solution?’ focus on values identification and their choice. The stage ‘Ways how?’ encourages to create alternatives considering values. The stage ‘Why?’ represent justification of a chosen alternative according particular issues. Above-mentioned stages including specific steps are not found in any other model of problem solving. Second, even two key stages nurture thinking about values. The specificity of the 4W framework allows expecting its successful practical application. It may help to solve a problem more informed revealing when and how the explication of values helps to reach the desired value-based solution. The particular significance is that the 4W framework can be used to develop capabilities to solve problems through values. The challenges to use the 4W framework in education are discussed.

2. Methodology

To create the 4W framework, the integrative literature review was chosen. According to Snyder (2019) , this review is ‘useful when the purpose of the review is not to cover all articles ever published on the topic but rather to combine perspectives to create new theoretical models’ (p.334). The scope of this review focused on research disclosing problem solving process that paid attention on values. The following databases were used for relevant information search: EBSCO/Hostdatabases (ERIC, Education Source), Emerald, Google Scholar. The first step of this search was conducted using integrated keywords problem solving model , problem solving process, problem solving steps . These keywords were combined with the Boolean operator AND with the second keywords values approach, value-based . The inclusion criteria were used to identify research that: presents theoretical backgrounds and/or empirical evidences; performed within the last 5 years; within an educational context; availability of full text. The sources appropriate for this review was very limited in scope (N = 2).

We implemented the second search only with the same set of the integrated keywords. The inclusion criteria were the same except the date; this criterion was extended up to 10 years. This search presented 85 different sources. After reading the summaries, introductions and conclusions of the sources found, the sources that do not explicitly provide the process/models/steps of problem solving for teaching/learning purposes and eliminates values were excluded. Aiming to see a more accurate picture of the chosen topic, we selected secondary sources from these initial sources.

Several important issues were determined as well. First, most researchers ground their studies on existing problem solving models, however, not based on values. Second, some of them conducted empirical research in order to identify the process of studies participants’ problem solving. Therefore, we included sources without date restrictions trying to identify the principal sources that reveal the process/models/steps of problem solving. Third, decision-making is a part of problem solving process. Accordingly, we performed a search with the additional keywords decision-making AND values approach, value-based decision-making . We used such inclusion criteria: presents theoretical background and/or empirical evidence; no date restriction; within an educational context; availability of full text. These all searches resulted in a total of 16 (9 theoretical and 7 empirical) sources for inclusion. They were the main sources that contributed most fruitfully for the background. We used other sources for the justification the wholeness of the 4W framework. We present the principal results of the conducted literature review in the part ‘The background of the conceptual framework’.

3. The background of the conceptual framework

3.1. different approaches of how to solve a problem.

Researchers from different fields focus on problem solving. As a result, there still seems to be a lack of a conventional definition of problem solving. Regardless of some differences, there is an agreement that problem solving is a cognitive process and one of the meaningful and significant ways of learning ( Funke, 2014 ; Jonassen, 1997 ; Mayer & Wittrock, 2006 ). Differing in approaches to solving a problem, researchers ( Collins, Sibthorp, & Gookin, 2016 ; Jonassen, 1997 ; Litzinger et al., 2010 ; Mayer & Wittrock, 2006 ; O’Loughlin & McFadzean, 1999 ; ect.) present a variety of models that differ in the number of distinct steps. What is similar in these models is that they stress the procedural process of problem solving with the focus on the development of specific skills and competences.

For the sake of this paper, we have focused on those models of problem solving that clarify the process and draw attention to values, specifically, on Huitt (1992) , Basadur, Ellspermann, and Evans (1994) , and Morton (1997) . Integrating the creative approach to problem solving, Newell and Simon (1972) presents six phases: phase 1 - identifying the problem, phase 2 - understanding the problem, phase 3 - posing solutions, phase 4 - choosing solutions, phase 5 - implementing solutions, and phase 6 - final analysis. The weakness of this model is that these phases do not necessarily follow one another, and several can coincide. However, coping with simultaneously occurring phases could be a challenge, especially if these are, for instance, phases five and six. Certainly, it may be necessary to return to the previous phases for further analysis. According to Basadur et al. (1994) , problem solving consists of problem generation, problem formulation, problem solving, and solution implementation stages. Huitt (1992) distinguishes four stages in problem solving: input, processing, output, and review. Both Huitt (1992) and Basadur et al. (1994) four-stage models emphasize a sequential process of problem solving. Thus, problem solving includes four stages that are used in education. For example, problem-based learning employs such stages as introduction of the problem, problem analysis and learning issues, discovery and reporting, solution presentation and evaluation ( Chua, Tan, & Liu, 2016 ). Even PISA 2012 framework for problem solving composes four stages: exploring and understanding, representing and formulating, planning and executing, monitoring and reflecting ( OECD, 2013 ).

Drawing on various approaches to problem solving, it is possible to notice that although each stage is named differently, it is possible to reveal some general steps. These steps reflect the essential idea of problem solving: a search for the solution from the initial state to the desirable state. The identification of a problem and its contextual elements, the generation of alternatives to a problem solution, the evaluation of these alternatives according to specific criteria, the choice of an alternative for a solution, the implementation, and monitoring of the solution are the main proceeding steps in problem solving.

3.2. Value-based approaches relevant for problem solving

Huitt (1992) suggests that important values are among the criteria for the evaluation of alternatives and the effectiveness of a chosen solution. Basadur et al. (1994) point out to visible values in the problem formulation. Morton (1997) underlines that interests, investigation, prevention, and values of all types, which may influence the process, inspire every phase of problem solving. However, the aforementioned authors do not go deeper and do not seek to disclose the significance of values for problem solving.

Decision-making research shows more possibilities for problem solving and values integration. Sheehan and Schmidt (2015) model of ethical decision-making includes moral sensitivity, moral judgment, moral motivation, and moral action where values are presented in the component of moral motivation. Another useful approach concerned with values comes from decision-making in management. It is the concept of Value-Focused Thinking (VFT) proposed by Keeney (1994) . The author argues that the goals often are merely means of achieving results in traditional models of problem solving. Such models frequently do not help to identify logical links between the problem solving goals, values, and alternatives. Thus, according to Keeney (1994) , the decision-making starts with values as they are stated in the goals and objectives of decision-makers. VFT emphasizes the core values of decision-makers that are in a specific context as well as how to find a way to achieve them by using means-ends analysis. The weakness of VFT is its restriction to this means-ends analysis. According to Shin, Jonassen, and McGee (2003) , in searching for a solution, such analysis is weak as the problem solver focuses simply on removing inadequacies between the current state and the goal state. The strengths of this approach underline that values are included in the decision before alternatives are created. Besides, values help to find creative and meaningful alternatives and to assess them. Further, they include the forthcoming consequences of the decision. As VFT emphasizes the significant function of values and clarifies the possibilities of their integration into problem solving, we adapt this approach in the current paper.

3.3. The effect of values when solving a problem

In a broader sense, values provide a direction to a person’s life. Whereas the importance of values is relatively stable over time and across situations, Roccas et al. (2017) argue that values differ in their importance to a person. Verplanken and Holland (2002) investigated the relationship between values and choices or behavior. The research revealed that the activation of a value and the centrality of a value to the self, are the essential elements for value-guided behavior. The activation of values could happen in such cases: when values are the primary focus of attention; if the situation or the information a person is confronted with implies values; when the self is activated. The centrality of a particular value is ‘the degree to which an individual has incorporated this value as part of the self’ ( Verplanken & Holland, 2002, p.436 ). Thus, the perceived importance of values and attention to them determine value-guided behavior.

According to Argandoña (2003) , values can change due to external (changing values in the people around, in society, changes in situations, etc.) and internal (internalization by learning) factors affecting the person. The research by Hall and Davis (2007) indicates that the decision-makers’ applied value profile temporarily changed as they analyzed the issue from multiple perspectives and revealed the existence of a broader set of values. The study by Kirkman (2017) reveal that participants noticed the relevance of moral values to situations they encountered in various contexts.

Values are tightly related to personal integrity and identity and guide an individual’s perception, judgment, and behavior ( Halstead, 1996 ; Schwartz, 1992 ). Sheehan and Schmidt (2015) found that values influenced ethical decision-making of accounting study programme students when they uncovered their own values and grounded in them their individual codes of conduct for future jobs. Hence, the effect of values discloses by observing the problem solver’s decision-making. The latter observations could explain the abundance of ethics-laden research in decision-making rather than in problem solving.

Contemporary researchers emphasize the creative potential of values. Dollinger et al. (2007) , Kasof et al. (2007) , Lebedeva, Schwartz, Plucker, & Van De Vijver, 2019 present to some extent similar findings as they all used Schwartz Value Survey (respectively: Schwartz, 1992 ; ( Schwartz, 1994 ), Schwartz, 2012 ). These studies disclosed that such values as self-direction, stimulation and universalism foster creativity. Kasof et al. (2007) focused their research on identified motivation. Stressing that identified motivation is the only fully autonomous type of external motivation, authors define it as ‘the desire to commence an activity as a means to some end that one greatly values’ (p.106). While identified motivation toward specific values (italic in original) fosters the search for outcomes that express those specific values, this research demonstrated that it could also inhibit creative behavior. Thus, inhibition is necessary, especially in the case where reckless creativity could have painful consequences, for example, when an architect creates a beautiful staircase without a handrail. Consequently, creativity needs to be balanced.

Ultimately, values affect human beings’ lives as they express the motivational goals ( Schwartz, 1992 ). These motivational goals are the comprehensive criteria for a person’s choices when solving problems. Whereas some problem solving models only mention values as possible evaluation criteria, but they do not give any significant suggestions when and how the problem solver could think about the values coming to the understanding that his/her values direct the decision how to solve the problem. The authors of this paper claim that the identification of personal values and their choice for a solution need to be specified in the process of problem solving. This position is clearly reflected in humanistic philosophy and psychology ( Maslow, 2011 ; Rogers, 1995 ) that emphasize personal responsibility for discovering personal values through critical questioning, honest self-esteem, self-discovery, and open-mindedness in the constant pursuit of the truth in the path of individual life. However, fundamental (of humankind) and societal values should be taken into account. McLaughlin (1997) argues that a clear boundary between societal and personal values is difficult to set as they are intertwined due to their existence in complex cultural, social, and political contexts at a particular time. A person is related to time and context when choosing values. As a result, a person assumes existing values as implicit knowledge without as much as a consideration. This is particularly evident in the current consumer society.

Moreover, McLaughlin (1997) stresses that if a particular action should be tolerated and legitimated by society, it does not mean that this action is ultimately morally acceptable in all respects. Education has possibilities to reveal this. One such possibility is to turn to the capability approach ( Sen, 1990 ), which emphasizes what people are effectively able to do and to be. Capability, according to Sen (1990) , reflects a person’s freedom to choose between various ways of living, i.e., the focus is on the development of a person’s capability to choose the life he/she has a reason to value. According to Webster (2017) , ‘in order for people to value certain aspects of life, they need to appreciate the reasons and purposes – the whys – for certain valuing’ (italic in original; p.75). As values reflect and foster these whys, education should supplement the development of capability with attention to values ( Saito, 2003 ). In order to attain this possibility, a person has to be aware of and be able to understand two facets of values. Argandoña (2003) defines them as rationality and virtuality . Rationality refers to values as the ideal of conduct and involves the development of a person’s understanding of what values and why he/she should choose them when solving a problem. Virtuality approaches values as virtues and includes learning to enable a person to live according to his/her values. However, according to McLaughlin (1997) , some people may have specific values that are deep or self-evidently essential. These values are based on fundamental beliefs about the nature and purpose of the human being. Other values can be more or less superficial as they are based on giving priority to one or the other. Thus, virtuality highlights the depth of life harmonized to fundamentally rather than superficially laden values. These approaches inform the rationale for the framework of problem solving through values.

4. The 4W framework of problem solving through values

Similar to the above-presented stages of the problem solving processes, the introduced framework by the authors of this paper revisits them (see Fig. 1 ). The framework is titled 4W as its four stages respond to such questions: Analyzing the Problem: W hat ? → Choice of the value(s): W hat is the background for the solution? → Search for the alternative w ays of the solution: How ? → The rationale for problem solution: W hy is this alternative significant ? The stages of this framework cover seven steps that reveal the logical sequence of problem solving through values.

The 4 W framework: problem solving through values.

Though systematic problem solving models are criticized for being linear and inflexible (e.g., Treffinger & Isaksen, 2005 ), the authors of this paper assume a structural view of the problem solving process due to several reasons. First, the framework enables problem solvers to understand the thorough process of problem solving through values. Second, this framework reveals the depth of each stage and step. Third, problem solving through values encourages tackling problems that have crucial consequences. Only by understanding and mastering the coherence of how problems those require a value-based approach need to be addressed, a problem solver will be able to cope with them in the future. Finally, this framework aims at helping to recognize, to underline personal values, to solve problems through thinking about values, and to take responsibility for choices, even value-based. The feedback supports a direct interrelation between stages. It shapes a dynamic process of problem solving through values.

The first stage of problem solving through values - ‘ The analysis of the problem: What? ’- consists of three steps (see Fig. 1 ). The first step is ‘ Recognizing the problematic situation and naming the problem ’. This step is performed in the following sequence. First, the problem solver should perceive the problematic situation he/she faces in order to understand it. Dostál (2015) argues that the problematic situation has the potential to become the problem necessary to be addressed. Although each problem is limited by its context, not every problematic situation turns into a problem. This is related to the problem solver’s capability and the perception of reality: a person may not ‘see’ the problem if his/her capability to perceive it is not developed ( Dorst, 2006 ; Dostál, 2015 ). Second, after the problem solver recognizes the existence of the problematic situation, the problem solver has to identify the presence or absence of the problem itself, i.e. to name the problem. This is especially important in the case of the ill-structured problems since they cannot be directly visible to the problem solver ( Jonassen, 1997 ). Consequently, this step allows to determine whether the problem solver developed or has acquired the capability to perceive the problematic situation and the problem (naming the problem).

The second step is ‘ Analysing the context of the problem as a reason for its rise ’. At this step, the problem solver aims to analyse the context of the problem. The latter is one of the external issues, and it determines the solution ( Jonassen, 2011 ). However, if more attention is paid to the solution of the problem, it diverts attention from the context ( Fields, 2006 ). The problem solver has to take into account both the conveyed and implied contextual elements in the problematic situation ( Dostál, 2015 ). In other words, the problem solver has to examine it through his/her ‘contextual lenses’ ( Hester & MacG, 2017 , p.208). Thus, during this step the problem solver needs to identify the elements that shape the problem - reasons and circumstances that cause the problem, the factors that can be changed, and stakeholders that are involved in the problematic situation. Whereas the elements of the context mentioned above are within the problematic situation, the problem solver can control many of them. Such control can provide unique ways for a solution.

Although the problem solver tries to predict the undesirable results, some criteria remain underestimated. For that reason, it is necessary to highlight values underlying the various possible goals during the analysis ( Fields, 2006 ). According to Hester and MacG (2017) , values express one of the main features of the context and direct the attention of the problem solver to a given problematic situation. Hence, the problem solver should explore the value-based positions that emerge in the context of the problem.

The analysis of these contextual elements focus not only on a specific problematic situation but also on the problem that has emerged. This requires setting boundaries of attention for an in-depth understanding ( Fields, 2006 ; Hester & MacG, 2017 ). Such understanding influences several actions: (a) the recognition of inappropriate aspects of the problematic situation; (b) the emergence of paths in which identified aspects are expected to change. These actions ensure consistency and safeguard against distractions. Thus, the problem solver can now recognize and identify the factors that influence the problem although they are outside of the problematic situation. However, the problem solver possesses no control over them. With the help of such context analysis, the problem solver constructs a thorough understanding of the problem. Moreover, the problem solver becomes ready to look at the problem from different perspectives.

The third step is ‘ Perspectives emerging in the problem ’. Ims and Zsolnai (2009) argue that problem solving usually contains a ‘problematic search’. Such a search is a pragmatic activity as the problem itself induces it. Thus, the problem solver searches for a superficial solution. As a result, the focus is on control over the problem rather than a deeper understanding of the problem itself. The analysis of the problem, especially including value-based approaches, reveals the necessity to consider the problem from a variety of perspectives. Mitroff (2000) builds on Linstone (1989) ideas and claims that a sound foundation of both naming and solving any problem lays in such perspectives: the technical/scientific, the interpersonal/social, the existential, and the systemic (see Table 1 ).

The main characteristics of four perspectives for problem solving

Characteristic of perspectives	Technical/scientific perspective	Interpersonal/social perspective	Existential perspective	Systemic perspective
Goal	Problem solving focuses on implementation and a product	Action, stability, process	Lives and fates of individual human beings and their life-worlds	Problem within the context of a larger whole; trying to establish the nature of different relationships
Mode of inquiry	Modelling, data, analysis	Consensual and adversary	Intuition, learning, experience	Encompass all above mentioned; connecting to the whole
Ethical basis	Rationality	Justice, fairness	Morality	Holistic approach
Planning horizon	Long-term	Intermediate	Short-term and long-term	Long-term, focus on the consequences
Communication	Technical report, briefing	Language differs for insiders, public	Personality important	Personality important as a part of a whole

Whereas all problems have significant aspects of each perspective, disregarding one or another may lead to the wrong way of solving the problem. While analysing all four perspectives is essential, this does not mean that they all are equally important. Therefore, it is necessary to justify why one or another perspective is more relevant and significant in a particular case. Such analysis, according to Linstone (1989) , ‘forces us to distinguish how we are looking from what we are looking at’ (p.312; italic in original). Hence, the problem solver broadens the understanding of various perspectives and develops the capability to see the bigger picture ( Hall & Davis, 2007 ).

The problem solver aims to identify and describe four perspectives that have emerged in the problem during this step. In order to identify perspectives, the problem solver search answers to the following questions. First, regarding the technical/scientific perspective: What technical/scientific reasons are brought out in the problem? How and to what extent do they influence a problem and its context? Second, regarding the interpersonal/social perspective: What is the impact of the problem on stakeholders? How does it influence their attitudes, living conditions, interests, needs? Third, regarding the existential perspective: How does the problem affect human feelings, experiences, perception, and/or discovery of meaning? Fourth, regarding the systemic perspective: What is the effect of the problem on the person → community → society → the world? Based on the analysis of this step, the problem solver obtains a comprehensive picture of the problem. The next stage is to choose the value(s) that will address the problem.

The second stage - ‘ The choice of value(s): What is the background for the solution?’ - includes the fourth and the fifth steps. The fourth step is ‘ The identification of value(s) as a base for the solution ’. During this step, the problem solver should activate his/her value(s) making it (them) explicit. In order to do this, the problem solver proceeds several sub-steps. First, the problem solver reflects taking into account the analysis done in previous steps. He/she raises up questions revealing values that lay in the background of this analysis: What values does this analyzed context allow me to notice? What values do different perspectives of the problem ‘offer’? Such questioning is important as values are deeply hidden ( Verplanken & Holland, 2002 ) and they form a bias, which restricts the development of the capability to see from various points of view ( Hall & Paradice, 2007 ). In the 4W framework, this bias is relatively eliminated due to the analysis of the context and exploration of the perspectives of a problem. As a result, the problem solver discovers distinct value-based positions and gets an opportunity to identify the ‘value uncaptured’ ( Yang, Evans, Vladimirova, & Rana, 2017, p.1796 ) within the problem analyzed. The problem solver observes that some values exist in the context (the second step) and the disclosed perspectives (the third step). Some of the identified values do not affect the current situation as they are not required, or their potential is not exploited. Thus, looking through various value-based lenses, the problem solver can identify and discover a congruence between the opportunities offered by the values in the problem’s context, disclosed perspectives and his/her value(s). Consequently, the problem solver decides what values he/she chooses as a basis for the desired solution. Since problems usually call for a list of values, it is important to find out their order of priority. Thus, the last sub-step requires the problem solver to choose between fundamentally and superficially laden values.

In some cases, the problem solver identifies that a set of values (more than one value) can lead to the desired solution. If a person chooses this multiple value-based position, two options emerge. The first option is concerned with the analysis of each value-based position separately (from the fifth to the seventh step). In the second option, a person has to uncover which of his/her chosen values are fundamentally laden and which are superficially chosen, considering the desired outcome in the current situation. Such clarification could act as a strategy where the path for the desired solution is possible going from superficially chosen value(s) to fundamentally laden one. When a basis for the solution is established, the problem solver formulates the goal for the desired solution.

The fifth step is ‘ The formulation of the goal for the solution ’. Problem solving highlights essential points that reveal the structure of a person’s goals; thus, a goal is the core element of problem solving ( Funke, 2014 ). Meantime, values reflect the motivational content of the goals ( Schwartz, 1992 ). The attention on the chosen value not only activates it, but also motivates the problem solver. The motivation directs the formulation of the goal. In such a way, values explicitly become a basis of the goal for the solution. Thus, this step involves the problem solver in formulating the goal for the solution as the desired outcome.

The way how to take into account value(s) when formulating the goal is the integration of value(s) chosen by the problem solver in the formulation of the goal ( Keeney, 1994 ). For this purpose the conjunction of a context for a solution (it is analyzed during the second step) and a direction of preference (the chosen value reveals it) serves for the formulation of the goal (that represents the desired solution). In other words, a value should be directly included into the formulation of the goal. The goal could lose value, if value is not included into the goal formulation and remains only in the context of the goal. Let’s take the actual example concerning COVID-19 situation. Naturally, many countries governments’ preference represents such value as human life (‘it is important of every individual’s life’). Thus, most likely the particular country government’s goal of solving the COVID situation could be to save the lifes of the country people. The named problem is a complex where the goal of its solution is also complex, although it sounds simple. However, if the goal as desired outcome is formulated without the chosen value, this value remains in the context and its meaning becomes tacit. In the case of above presented example - the goal could be formulated ‘to provide hospitals with the necessary equipment and facilities’. Such goal has the value ‘human’s life’ in the context, but eliminates the complexity of the problem that leads to a partial solution of the problem. Thus, this step from the problem solver requires caution when formulating the goal as the desired outcome. For this reason, maintaining value is very important when formulating the goal’s text. To avoid the loss of values and maintain their proposed direction, is necessary to take into account values again when creating alternatives.

The third stage - ‘ Search for the alternative ways for a solution: How? ’ - encompasses the sixth step, which is called ‘ Creation of value-based alternatives ’. Frequently problem solver invokes a traditional view of problem identification, generation of alternatives, and selection of criteria for evaluating findings. Keeney (1994) ; Ims and Zsolnai (2009) criticize this rational approach as it supports a search for a partial solution where an active search for alternatives is neglected. Moreover, a problematic situation, according to Perkins (2009) , can create the illusion of a fully framed problem with some apparent weighting and some variations of choices. In this case, essential and distinct alternatives to the solution frequently become unnoticeable. Therefore, Perkins (2009) suggest to replace the focus on the attempts to comprehend the problem itself. Thinking through the ‘value lenses’ offers such opportunities. The deep understanding of the problem leads to the search for the alternative ways of a solution.

Thus, the aim of this step is for the problem solver to reveal the possible alternative ways for searching a desired solution. Most people think they know how to create alternatives, but often without delving into the situation. First of all, the problem solver based on the reflection of (but not limited to) the analysis of the context and the perspectives of the problem generates a range of alternatives. Some of these alternatives represent anchored thinking as he/she accepts the assumptions implicit in generated alternatives and with too little focus on values.

The chosen value with the formulated goal indicates direction and encourages a broader and more creative search for a solution. Hence, the problem solver should consider some of the initial alternatives that could best support the achievement of the desired solution. Values are the principles for evaluating the desirability of any alternative or outcome ( Keeney, 1994 ). Thus, planned actions should reveal the desirable mode of conduct. After such consideration, he/she should draw up a plan setting out the actions required to implement each of considered alternatives.

Lastly, after a thorough examination of each considered alternative and a plan of its implementation, the problem solver chooses one of them. If the problem solver does not see an appropriate alternative, he/she develops new alternatives. However, the problem solver may notice (and usually does) that more than one alternative can help him/her to achieve the desired solution. In this case, he/she indicates which alternative is the main one and has to be implemented in the first place, and what other alternatives and in what sequence will contribute in searching for the desired solution.

The fourth stage - ‘ The rationale for the solution: Why ’ - leads to the seventh step: ‘ The justification of the chosen alternative ’. Keeney (1994) emphasizes the compatibility of alternatives in question with the values that guide the action. This underlines the importance of justifying the choices a person makes where the focus is on taking responsibility. According to Zsolnai (2008) , responsibility means a choice, i.e., the perceived responsibility essentially determines its choice. Responsible justification allows for discovering optimal balance when choosing between distinct value-based alternatives. It also refers to the alternative solution that best reflects responsibility in a particular value context, choice, and implementation.

At this stage, the problem solver revisits the chosen solution and revises it. The problem solver justifies his/her choice based on the following questions: Why did you choose this? Why is this alternative significant looking from the technical/scientific, the interpersonal/social, the existential, and the systemic perspectives? Could you take full responsibility for the implementation of this alternative? Why? How clearly do envisaged actions reflect the goal of the desired solution? Whatever interests and for what reasons do this alternative satisfies in principle? What else do you see in the chosen alternative?

As mentioned above, each person gives priority to one aspect or another. The problem solver has to provide solid arguments for the justification of the chosen alternative. The quality of arguments, according to Jonassen (2011) , should be judged based on the quality of the evidence supporting the chosen alternative and opposing arguments that can reject solutions. Besides, the pursuit of value-based goals reflects the interests of the individual or collective interests. Therefore, it becomes critical for the problem solver to justify the level of responsibility he/she takes in assessing the chosen alternative. Such a complex evaluation of the chosen alternative ensures the acceptance of an integral rather than unilateral solution, as ‘recognizing that, in the end, people benefit most when they act for the common good’ ( Sternberg, 2012, p.46 ).

5. Discussion

The constant emphasis on thinking about values as explicit reasoning in the 4W framework (especially from the choice of the value(s) to the rationale for problem solution) reflects the pursuit of virtues. Virtues form the features of the character that are related to the choice ( Argandoña, 2003 ; McLaughlin, 2005 ). Hence, the problem solver develops value-grounded problem solving capability as the virtuality instead of employing rationality for problem solving.

Argandoña (2003) suggests that, in order to make a sound valuation process of any action, extrinsic, transcendent, and intrinsic types of motives need to be considered. They cover the respective types of values. The 4W framework meets these requirements. An extrinsic motive as ‘attaining the anticipated or expected satisfaction’ ( Argandoña, 2003, p.17 ) is reflected in the formulation of the goal of the solution, the creation of alternatives and especially in the justification of the chosen alternative way when the problem solver revisits the external effect of his/her possible action. Transcendent motive as ‘generating certain effects in others’ ( Argandoña, 2003, p.17 ) is revealed within the analysis of the context, perspectives, and creating alternatives. When the learner considers the creation of alternatives and revisits the chosen alternative, he/she pays more attention to these motives. Two types of motives mentioned so far are closely related to an intrinsic motive that emphasizes learning development within the problem solver. These motives confirm that problem solving is, in fact, lifelong learning. In light of these findings, the 4W framework is concerned with some features of value internalization as it is ‘a psychological outcome of conscious mind reasoning about values’ ( Yazdani & Akbarilakeh, 2017, p.1 ).

The 4W framework is complicated enough in terms of learning. One issue is concerned with the educational environments ( Jucevičienė, 2008 ) required to enable the 4W framework. First, the learning paradigm, rather than direct instruction, lies at the foundation of such environments. Second, such educational environments include the following dimensions: (1) educational goal; (2) learning capacity of the learners; (3) educational content relevant to the educational goal: ways and means of communicating educational content as information presented in advance (they may be real, people among them, as well as virtual); (5) methods and means of developing educational content in the process of learners’ performance; (6) physical environment relevant to the educational goal and conditions of its implementation as well as different items in the environment; (7) individuals involved in the implementation of the educational goal.

Another issue is related to exercising this framework in practice. Despite being aware of the 4W framework, a person may still not want to practice problem solving through values, since most of the solutions are going to be complicated, or may even be painful. One idea worth looking into is to reveal the extent to which problem solving through values can become a habit of mind. Profound focus on personal values, context analysis, and highlighting various perspectives can involve changes in the problem solver’s habit of mind. The constant practice of problem solving through values could first become ‘the epistemic habit of mind’ ( Mezirow, 2009, p.93 ), which means a personal way of knowing things and how to use that knowledge. This echoes Kirkman (2017) findings. The developed capability to notice moral values in situations that students encountered changed some students’ habit of mind as ‘for having “ruined” things by making it impossible not to attend to values in such situations!’ (the feedback from one student; Kirkman, 2017, p.12 ). However, this is not enough, as only those problems that require a value-based approach are addressed. Inevitably, the problem solver eventually encounters the challenges of nurturing ‘the moral-ethical habit of mind’ ( Mezirow, 2009, p.93 ). In pursuance to develop such habits of mind, the curriculum should include the necessity of the practising of the 4W framework.

Thinking based on values when solving problems enables the problem solver to engage in thoughtful reflection in contrast to pragmatic and superficial thinking supported by the consumer society. Reflection begins from the first stage of the 4W framework. As personal values are the basis for the desired solution, the problem solver is also involved in self-reflection. The conscious and continuous reflection on himself/herself and the problematic situation reinforce each step of the 4W framework. Moreover, the fourth stage (‘The rationale for the solution: Why’) involves the problem solver in critical reflection as it concerned with justification of ‘the why , the reasons for and the consequences of what we do’ (italic, bold in original; Mezirow, 1990, p.8 ). Exercising the 4W framework in practice could foster reflective practice. Empirical evidence shows that reflective practice directly impacts knowledge, skills and may lead to changes in personal belief systems and world views ( Slade, Burnham, Catalana, & Waters, 2019 ). Thus, with the help of reflective practice it is possible to identify in more detail how and to what extent the 4W framework has been mastered, what knowledge gained, capabilities developed, how point of views changed, and what influence the change process.

Critical issues related to the development of problem solving through values need to be distinguished when considering and examining options for the implementation of the 4W framework at educational institutions. First, the question to what extent can the 4W framework be incorporated into various subjects needs to be answered. Researchers could focus on applying the 4W framework to specific subjects in the humanities and social sciences. The case is with STEM subjects. Though value issues of sustainable development and ecology are of great importance, in reality STEM teaching is often restricted to the development of knowledge and skills, leaving aside the thinking about values. The special task of the researchers is to help practitioners to apply the 4W framework in STEM subjects. Considering this, researchers could employ the concept of ‘dialogic space’ ( Wegerif, 2011, p.3 ) which places particular importance of dialogue in the process of education emphasizing both the voices of teachers and students, and materials. In addition, the dimensions of educational environments could be useful aligning the 4W framework with STEM subjects. As STEM teaching is more based on solving various special tasks and/or integrating problem-based learning, the 4W framework could be a meaningful tool through which content is mastered, skills are developed, knowledge is acquired by solving pre-prepared specific tasks. In this case, the 4W framework could act as a mean addressing values in STEM teaching.

Second is the question of how to enable the process of problem solving through values. In the current paper, the concept of enabling is understood as an integral component of the empowerment. Juceviciene et al. (2010) specify that at least two perspectives can be employed to explain empowerment : a) through the power of legitimacy (according to Freire, 1996 ); and b) through the perspective of conditions for the acquisition of the required knowledge, capabilities, and competence, i.e., enabling. In this paper the 4W framework does not entail the issue of legitimacy. This issue may occur, for example, when a teacher in economics is expected to provide students with subject knowledge only, rather than adding tasks that involve problem solving through values. Yet, the issue of legitimacy is often implicit. A widespread phenomenon exists that teaching is limited to certain periods that do not have enough time for problem solving through values. The issue of legitimacy as an organizational task that supports/or not the implementation of the 4W framework in any curriculum is a question that calls for further discussion.

Third (if not the first), the issue of an educator’s competence to apply such a framework needs to be addressed. In order for a teacher to be a successful enabler, he/she should have the necessary competence. This is related to the specific pedagogical knowledge and skills, which are highly dependent on the peculiarities of the subject being taught. Nowadays actualities are encouraging to pay attention to STEM subjects and their teacher training. For researchers and teacher training institutions, who will be interested in implementing the 4W framework in STEM subjects, it would be useful to draw attention to ‘a material-dialogic approach to pedagogy’ ( Hetherington & Wegerif, 2018, p.27 ). This approach creates the conditions for a deep learning of STEM subjects revealing additional opportunities for problem solving through values in teaching. Highlighting these opportunities is a task for further research.

In contrast to traditional problem solving models, the 4W framework is more concerned with educational purposes. The prescriptive approach to teaching ( Thorne, 1994 ) is applied to the 4W framework. This approach focuses on providing guidelines that enable students to make sound decisions by making explicit value judgements. The limitation is that the 4W framework is focused on thinking but not executing. It does not include the fifth stage, which would focus on the execution of the decision how to solve the problem. This stage may contain some deviation from the predefined process of the solution of the problem.

6. Conclusions

The current paper focuses on revealing the essence of the 4W framework, which is based on enabling the problem solver to draw attention to when, how, and why it is essential to think about values during the problem solving process from the perspective of it’s design. Accordingly, the 4W framework advocates the coherent approach when solving a problem by using a creative potential of values.

The 4W framework allows the problem solver to look through the lens of his/her values twice. The first time, while formulating the problem solving goal as the desired outcome. The second time is when the problem solver looks deeper into his/her values while exploring alternative ways to solve problems. The problem solver is encouraged to reason about, find, accept, reject, compare values, and become responsible for the consequences of the choices grounded on his/her values. Thus, the problem solver could benefit from the 4W framework especially when dealing with issues having crucial consequences.

An educational approach reveals that the 4W framework could enable the development of value-grounded problem solving capability. As problem solving encourages the development of higher-order thinking skills, the consistent inclusion of values enriches them.

The 4W framework requires the educational environments for its enablement. The enablement process of problem solving through values could be based on the perspective of conditions for the acquisition of the required knowledge and capability. Continuous practice of this framework not only encourages reflection, but can also contribute to the creation of the epistemic habit of mind. Applying the 4W framework to specific subjects in the humanities and social sciences might face less challenge than STEM ones. The issue of an educator’s competence to apply such a framework is highly important. The discussed issues present significant challenges for researchers and educators. Caring that the curriculum of different courses should foresee problem solving through values, both practicing and empirical research are necessary.

Declaration of interests

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Both authors have approved the final article.

Argandoña A. Fostering values in organizations. Journal of Business Ethics. 2003; 45 (1–2):15–28. https://link.springer.com/content/pdf/10.1023/A:1024164210743.pdf [ Google Scholar ]
Barber S. A truly “Transformative” MBA: Executive education for the fourth industrial revolution. Journal of Pedagogic Development. 2018; 8 (2):44–55. [ Google Scholar ]
Barnett R. McGraw-Hill Education; UK): 2007. Will to learn: Being a student in an age of uncertainty. [ Google Scholar ]
Baron R.A., Zhao H., Miao Q. Personal motives, moral disengagement, and unethical decisions by entrepreneurs: Cognitive mechanisms on the “slippery slope” Journal of Business Ethics. 2015; 128 (1):107–118. doi: 10.1007/s10551-014-2078-y. [ CrossRef ] [ Google Scholar ]
Basadur M., Ellspermann S.J., Evans G.W. A new methodology for formulating ill-structured problems. Omega. 1994; 22 (6):627–645. doi: 10.1016/0305-0483(94)90053-1. [ CrossRef ] [ Google Scholar ]
Blanco E., Schirmbeck F., Costa C. International Conference on Remote Engineering and Virtual Instrumentation . Springer; Cham: 2018. Vocational Education for the Industrial Revolution; pp. 649–658. [ Google Scholar ]
Chua B.L., Tan O.S., Liu W.C. Journey into the problem-solving process: Cognitive functions in a PBL environment. Innovations in Education and Teaching International. 2016; 53 (2):191–202. doi: 10.1080/14703297.2014.961502. [ CrossRef ] [ Google Scholar ]
Collins R.H., Sibthorp J., Gookin J. Developing ill-structured problem-solving skills through wilderness education. Journal of Experiential Education. 2016; 39 (2):179–195. doi: 10.1177/1053825916639611. [ CrossRef ] [ Google Scholar ]
Csapó B., Funke J., editors. The nature of problem solving: Using research to inspire 21st century learning. OECD Publishing; 2017. The development and assessment of problem solving in 21st-century schools. (Chapter 1). [ CrossRef ] [ Google Scholar ]
Dollinger S.J., Burke P.A., Gump N.W. Creativity and values. Creativity Research Journal. 2007; 19 (2-3):91–103. doi: 10.1080/10400410701395028. [ CrossRef ] [ Google Scholar ]
Donovan S.J., Guss C.D., Naslund D. Improving dynamic decision making through training and self-reflection. Judgment and Decision Making. 2015; 10 (4):284–295. http://digitalcommons.unf.edu/apsy_facpub/2 [ Google Scholar ]
Dorst K. Design problems and design paradoxes. Design Issues. 2006; 22 (3):4–17. doi: 10.1162/desi.2006.22.3.4. [ CrossRef ] [ Google Scholar ]
Dostál J. Theory of problem solving. Procedia-Social and Behavioral Sciences. 2015; 174 :2798–2805. doi: 10.1016/j.sbspro.2015.01.970. [ CrossRef ] [ Google Scholar ]
Fields A.M. Ill-structured problems and the reference consultation: The librarian’s role in developing student expertise. Reference Services Review. 2006; 34 (3):405–420. doi: 10.1108/00907320610701554. [ CrossRef ] [ Google Scholar ]
Freire P. Continuum; New York: 1996. Pedagogy of the oppressed (revised) [ Google Scholar ]
Funke J. Problem solving: What are the important questions?. Proceedings of the 36th Annual Conference of the Cognitive Science Society; Austin, TX: Cognitive Science Society; 2014. pp. 493–498. [ Google Scholar ]
Hall D.J., Davis R.A. Engaging multiple perspectives: A value-based decision-making model. Decision Support Systems. 2007; 43 (4):1588–1604. doi: 10.1016/j.dss.2006.03.004. [ CrossRef ] [ Google Scholar ]
Hall D.J., Paradice D. Investigating value-based decision bias and mediation: do you do as you think? Communications of the ACM. 2007; 50 (4):81–85. [ Google Scholar ]
Halstead J.M. Values and values education in schools. In: Halstead J.M., Taylor M.J., editors. Values in education and education in values. The Falmer Press; London: 1996. pp. 3–14. [ Google Scholar ]
Harland T., Pickering N. Routledge; 2010. Values in higher education teaching. [ Google Scholar ]
Hester P.T., MacG K. Springer; New York: 2017. Systemic decision making: Fundamentals for addressing problems and messes. [ Google Scholar ]
Hetherington L., Wegerif R. Developing a material-dialogic approach to pedagogy to guide science teacher education. Journal of Education for Teaching. 2018; 44 (1):27–43. doi: 10.1080/02607476.2018.1422611. [ CrossRef ] [ Google Scholar ]
Huitt W. Problem solving and decision making: Consideration of individual differences using the Myers-Briggs type indicator. Journal of Psychological Type. 1992; 24 (1):33–44. [ Google Scholar ]
Ims K.J., Zsolnai L. The future international manager. Palgrave Macmillan; London: 2009. Holistic problem solving; pp. 116–129. [ Google Scholar ]
Jonassen D. Supporting problem solving in PBL. Interdisciplinary Journal of Problem-based Learning. 2011; 5 (2):95–119. doi: 10.7771/1541-5015.1256. [ CrossRef ] [ Google Scholar ]
Jonassen D.H. Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development. 1997; 45 (1):65–94. doi: 10.1007/BF02299613. [ CrossRef ] [ Google Scholar ]
Jucevičienė P. Educational and learning environments as a factor for socioeducational empowering of innovation. Socialiniai mokslai. 2008; 1 :58–70. [ Google Scholar ]
Jucevičienė P., Gudaitytė D., Karenauskaitė V., Lipinskienė D., Stanikūnienė B., Tautkevičienė G. Technologija; Kaunas: 2010. Universiteto edukacinė galia: Atsakas XXI amžiaus iššūkiams [The educational power of university: the response to the challenges of the 21st century] [ Google Scholar ]
Kasof J., Chen C., Himsel A., Greenberger E. Values and creativity. Creativity Research Journal. 2007; 19 (2–3):105–122. doi: 10.1080/10400410701397164. [ CrossRef ] [ Google Scholar ]
Keeney R.L. Creativity in decision making with value-focused thinking. MIT Sloan Management Review. 1994; 35 (4):33–41. [ Google Scholar ]
Kirkman R. Problem-based learning in engineering ethics courses. Interdisciplinary Journal of Problem-based Learning. 2017; 11 (1) doi: 10.7771/1541-5015.1610. [ CrossRef ] [ Google Scholar ]
Lebedeva N., Schwartz S., Plucker J., Van De Vijver F. Domains of everyday creativity and personal values. Frontiers in Psychology. 2019; 9 :1–16. doi: 10.3389/fpsyg.2018.02681. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Linstone H.A. Multiple perspectives: Concept, applications, and user guidelines. Systems Practice. 1989; 2 (3):307–331. [ Google Scholar ]
Litzinger T.A., Meter P.V., Firetto C.M., Passmore L.J., Masters C.B., Turns S.R.…Zappe S.E. A cognitive study of problem solving in statics. Journal of Engineering Education. 2010; 99 (4):337–353. [ Google Scholar ]
Maslow A.H. Vaga; Vilnius: 2011. Būties psichologija. [Psychology of Being] [ Google Scholar ]
Mayer R., Wittrock M. Problem solving. In: Alexander P., Winne P., editors. Handbook of educational psychology. Psychology Press; New York, NY: 2006. pp. 287–303. [ Google Scholar ]
McLaughlin T. The educative importance of ethos. British Journal of Educational Studies. 2005; 53 (3):306–325. doi: 10.1111/j.1467-8527.2005.00297.x. [ CrossRef ] [ Google Scholar ]
McLaughlin T.H. Technologija; Kaunas: 1997. Šiuolaikinė ugdymo filosofija: demokratiškumas, vertybės, įvairovė [Contemporary philosophy of education: democracy, values, diversity] [ Google Scholar ]
Mezirow J. Jossey-Bass Publishers; San Francisco: 1990. Fostering critical reflection in adulthood; pp. 1–12. https://my.liberatedleaders.com.au/wp-content/uploads/2017/02/How-Critical-Reflection-triggers-Transformative-Learning-Mezirow.pdf [ Google Scholar ]
Mezirow J. Contemporary theories of learning. Routledge; 2009. An overview on transformative learning; pp. 90–105. (Chapter 6) [ Google Scholar ]
Mitroff I. Šviesa; Kaunas: 2000. Kaip neklysti šiais beprotiškais laikais: ar mokame spręsti esmines problemas. [How not to get lost in these crazy times: do we know how to solve essential problems] [ Google Scholar ]
Morton L. Teaching creative problem solving: A paradigmatic approach. Cal. WL Rev. 1997; 34 :375. [ Google Scholar ]
Nadda P. Need for value based education. International Education and Research Journal. 2017; 3 (2) http://ierj.in/journal/index.php/ierj/article/view/690/659 [ Google Scholar ]
Newell A., Simon H.A. Prentice-Hall; Englewood Cliffs, NJ: 1972. Human problem solving. [ Google Scholar ]
OECD . PISA, OECD Publishing; Paris: 2013. PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy . https://www.oecd.org/pisa/pisaproducts/PISA%202012%20framework%20e-book_final.pdf [ Google Scholar ]
OECD . PISA, OECD Publishing; 2018. PISA 2015 results in focus . https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf [ Google Scholar ]
O’Loughlin A., McFadzean E. Toward a holistic theory of strategic problem solving. Team Performance Management: An International Journal. 1999; 5 (3):103–120. [ Google Scholar ]
Perkins D.N. Decision making and its development. In: Callan E., Grotzer T., Kagan J., Nisbett R.E., Perkins D.N., Shulman L.S., editors. Education and a civil society: Teaching evidence-based decision making. American Academy of Arts and Sciences; Cambridge, MA: 2009. pp. 1–28. (Chapter 1) [ Google Scholar ]
Roccas S., Sagiv L., Navon M. Values and behavior. Cham: Springer; 2017. Methodological issues in studying personal values; pp. 15–50. [ Google Scholar ]
Rogers C.R. Houghton Mifflin Harcourt; Boston: 1995. On becoming a person: A therapist’s view of psychotherapy. [ Google Scholar ]
Saito M. Amartya Sen’s capability approach to education: A critical exploration. Journal of Philosophy of Education. 2003; 37 (1):17–33. doi: 10.1111/1467-9752.3701002. [ CrossRef ] [ Google Scholar ]
Schwartz S.H. Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In: Zanna M.P., editor. Vol. 25. Academic Press; 1992. pp. 1–65. (Advances in experimental social psychology). [ Google Scholar ]
Schwartz S.H. Are there universal aspects in the structure and contents of human values? Journal of social issues. 1994; 50 (4):19–45. [ Google Scholar ]
Schwartz S.H. An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture. 2012; 2 (1):1–20. doi: 10.9707/2307-0919.1116. [ CrossRef ] [ Google Scholar ]
Sen A. Development as capability expansion. The community development reader. 1990:41–58. http://www.masterhdfs.org/masterHDFS/wp-content/uploads/2014/05/Sen-development.pdf [ Google Scholar ]
Sheehan N.T., Schmidt J.A. Preparing accounting students for ethical decision making: Developing individual codes of conduct based on personal values. Journal of Accounting Education. 2015; 33 (3):183–197. doi: 10.1016/j.jaccedu.2015.06.001. [ CrossRef ] [ Google Scholar ]
Shepherd D.A., Patzelt H., Baron R.A. “I care about nature, but…”: Disengaging values in assessing opportunities that cause harm. The Academy of Management Journal. 2013; 56 (5):1251–1273. doi: 10.5465/amj.2011.0776. [ CrossRef ] [ Google Scholar ]
Shin N., Jonassen D.H., McGee S. Predictors of well‐structured and ill‐structured problem solving in an astronomy simulation. Journal of Research in Science Teaching. 2003; 40 (1):6–33. doi: 10.1002/tea.10058. [ CrossRef ] [ Google Scholar ]
Slade M.L., Burnham T.J., Catalana S.M., Waters T. The impact of reflective practice on teacher candidates’ learning. International Journal for the Scholarship of Teaching and Learning. 2019; 13 (2):15. doi: 10.20429/ijsotl.2019.130215. [ CrossRef ] [ Google Scholar ]
Snyder H. Literature review as a research methodology: An overview and guidelines. Journal of Business Research. 2019; 104 :333–339. doi: 10.1016/j.jbusres.2019.07.039. [ CrossRef ] [ Google Scholar ]
Sternberg R. Teaching for ethical reasoning. International Journal of Educational Psychology. 2012; 1 (1):35–50. doi: 10.4471/ijep.2012.03. [ CrossRef ] [ Google Scholar ]
Sternberg R. Speculations on the role of successful intelligence in solving contemporary world problems. Journal of Intelligence. 2017; 6 (1):4. doi: 10.3390/jintelligence6010004. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Thorne D.M. Environmental ethics in international business education: Descriptive and prescriptive dimensions. Journal of Teaching in International Business. 1994; 5 (1–2):109–122. doi: 10.1300/J066v05n01_08. [ CrossRef ] [ Google Scholar ]
Treffinger D.J., Isaksen S.G. Creative problem solving: The history, development, and implications for gifted education and talent development. The Gifted Child Quarterly. 2005; 49 (4):342–353. doi: 10.1177/001698620504900407. [ CrossRef ] [ Google Scholar ]
Verplanken B., Holland R.W. Motivated decision making: Effects of activation and self-centrality of values on choices and behavior. Journal of Personality and Social Psychology. 2002; 82 (3):434–447. doi: 10.1037/0022-3514.82.3.434. [ PubMed ] [ CrossRef ] [ Google Scholar ]
Webster R.S. Re-enchanting education and spiritual wellbeing. Routledge; 2017. Being spiritually educated; pp. 73–85. [ Google Scholar ]
Wegerif R. Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity. 2011; 6 (3):179–190. doi: 10.1016/j.tsc.2011.08.002. [ CrossRef ] [ Google Scholar ]
Yang M., Evans S., Vladimirova D., Rana P. Value uncaptured perspective for sustainable business model innovation. Journal of Cleaner Production. 2017; 140 :1794–1804. doi: 10.1016/j.jclepro.2016.07.102. [ CrossRef ] [ Google Scholar ]
Yazdani S., Akbarilakeh M. The model of value-based curriculum for medicine and surgery education in Iran. Journal of Minimally Invasive Surgical Sciences. 2017; 6 (3) doi: 10.5812/minsurgery.14053. [ CrossRef ] [ Google Scholar ]
Zsolnai L. Transaction Publishers; New Brunswick and London: 2008. Responsible decision making. [ Google Scholar ]

IMAGES

Steps of action research Identification of the problem: The first step
problem solving in research ppt
Draw A Map Showing The Problem Solving Process
Problem solving process
How To Identify The Problem In A Research Study
5 Problem Solving Strategies to Become a Better Problem Solver

COMMENTS

How to Identify & Solve Your Business Problems Using Market Research
Market Research can be separated into two basic categories: problem-identification research and problem-solving research. Problem-identification research helps marketing teams identify what types of problems they might have, while problem-solving research helps identify ways to solve those problems through marketing mix and segmentation. There are many problem identification and solving ...
PDF Identifying a Research Problem and Question, and Searching Relevant
esearch question for a study, depending on the complex-ity and breadth of your proposed work. Each question should be clear and specific, refer to the problem or phenomenon, reflect an inter. ention in experimental work, and note the target population or participants (see Figure 2.1). Identifying a research question will provide greater focus ...
Problem Identification
Doing this can help you better understand what is contributing to the issue and identify possible policy solutions. 2. Develop your problem statement. Describe how the problem occurs, how serious it is, and its outcomes and impacts. Doing this can also help you identify any gaps in the data you have gathered.
Identifying a Research Problem: A Step-by-Step Guide
A compelling research problem not only captivates the attention of your peers but also lays the foundation for impactful and meaningful research outcomes. Initial Steps to Identification. To identify a research problem, you need a systematic approach and a deep understanding of the subject area. Below are some steps to guide you in this process:
(PDF) Identifying and Formulating the Research Problem
Abstract. The first and most important step of a rese arch is formulation of research problems. It is like. the foundation of a building to be constructed. To solve a problem someone has to know ...
2 Key Types of Market Research for Addressing Business Problems
Problem-identification research and problem-solving research are the two basic categories that can help marketing managers recognize and solve important concerns. These duel market research categories constitute a "what" and "how" approach to determining the best strategies to handle business problems. As the name implies, problem ...
Problem Identification: The First Step in Evidence-Based Practice
The AORN Journal Quality Improvement Showcase follows the five steps of EBP, namely: 1) identifying the problem, 2) accessing the best evidence, 3) critically appraising the evidence, 4) applying the change to practice, and 5) evaluating the change in practice. 1 As described elsewhere, the five steps of EBP also align with the steps of the ...
How to Write a Problem Statement
Step 3: Set your aims and objectives. Finally, the problem statement should frame how you intend to address the problem. Your goal here should not be to find a conclusive solution, but rather to propose more effective approaches to tackling or understanding it. The research aim is the overall purpose of your research.
Finding the problem: How students approach problem identification
2.2. Studying problem identification. Most research has emphasized problem identification outcomes, as opposed to strategic approaches. These studies have demonstrated the importance of problem identification on creative outcomes (Arreola & Reiter-Palmon, 2016), the extent to which personal variables influence problem identification outcomes (e.g., mood; Chen & Plucker, 2016), and the positive ...
Research Problems: How to Identify & Resolve
A research problem has two essential roles in setting your research project on a course for success. 1. They set the scope. The research problem defines what problem or opportunity you're looking at and what your research goals are. It stops you from getting side-tracked or allowing the scope of research to creep off-course.
What is a Research Problem? Characteristics, Types, and Examples
A research problem is a gap in existing knowledge, a contradiction in an established theory, or a real-world challenge that a researcher aims to address in their research. It is at the heart of any scientific inquiry, directing the trajectory of an investigation. The statement of a problem orients the reader to the importance of the topic, sets ...
How to Define a Research Problem
How to Define a Research Problem | Ideas & Examples. Published on November 2, 2022 by Shona McCombes and Tegan George. Revised on May 31, 2023. A research problem is a specific issue or gap in existing knowledge that you aim to address in your research. You may choose to look for practical problems aimed at contributing to change, or theoretical problems aimed at expanding knowledge.
The Research Problem & Problem Statement
A research problem can be theoretical in nature, focusing on an area of academic research that is lacking in some way. Alternatively, a research problem can be more applied in nature, focused on finding a practical solution to an established problem within an industry or an organisation. In other words, theoretical research problems are motivated by the desire to grow the overall body of ...
Exploring the Problem-Finding and Problem-Solving Approach for
Executive Overview An emerging problem-finding and problem-solving approach suggests that management's ability to discover problems to solve, opportunities to seize, and challenges to respond to is vital to organizations. This paper explores the extent to which the problem-finding and problem-solving approach can provide a foundation for joining the capabilities, dynamic capabilities, and ...
What is Problem Solving? Steps, Process & Techniques
Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below. Step. Characteristics. 1. Define the problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically.
Identifying the Research Problem
The first step of conducting research is identifying a researchable problem. This chapter explains the procedures to identify the research problem. The procedure of research involves systematically investigating a subject matter to reveal facts or reach new conclusions. Research can be theory driven or problem driven.
How to Identify the Right Problems to Solve
To accurately identify the right problem to solve, it's essential to take the time to understand the root cause. Following these steps helps ensure that the right problem is identified and addressed, and that solutions can be implemented with confidence. Define the problem. Develop a thorough understanding of the issue by researching and ...
Research Problem
Applications of Research Problem. Applications of Research Problem are as follows: Academic research: Research problems are used to guide academic research in various fields, including social sciences, natural sciences, humanities, and engineering. Researchers use research problems to identify gaps in knowledge, address theoretical or practical problems, and explore new areas of study.
Full article: Measuring collaborative problem solving: research agenda
Defining collaborative problem solving. Collaborative problem solving refers to "problem-solving activities that involve interactions among a group of individuals" (O'Neil et al., Citation 2003, p. 4; Zhang, Citation 1998, p. 1).In a more detailed definition, "CPS in educational setting is a process in which two or more collaborative parties interact with each other to share and ...
How problem identification strategies influence creativity outcomes
The purpose of this study was to explore the effects of students' strategic approaches to problem identification on their ability to identify problems, solve problems, and develop divergent ideas. Eighth and ninth grade students (N = 90) completed the Torrance Tests of Creative Thinking-Figural (TTCT-F), as a measure of divergent thinking.
(PDF) How Problem-Solving Really Works
Problem-solving involves several steps carried out consecutively: 1) identifying and representing the problem at hand, 2) selecting and applying a suitable solution strategy, and 3) evaluating the ...
Distinguishing Between Research & Problem Solving
Research and problem solving are often confused, as both involve a problem. However, there is a key difference between the two. While problem-solving focuses on finding a solution to an already identified problem, research involves answering a research problem by gathering and analyzing data. In problem-solving, the individual already has the ...
Problem solving through values: A challenge for thinking and capability
Meanwhile, research in problem solving pays little attention to values. Most of the problem solving models (e.g., Newell & Simon, 1972; Jonassen, 1997) utilize a rational economic approach. Principally, the research on the mechanisms of problem solving have been conducted under laboratory conditions performing simple tasks (Csapó & Funke, 2017).
Complex Problem Solving through Human-AI Collaboration: Literature
AI collaboration for complex problem solving is a wicked and multifaceted research problem itself. We contribute to this emergent field by reviewing to what extent existing research on instantiated human-AI col-laboration already addresses this challenge. After clar-ifying the two key concepts (complex problem solving
Navigate Marketing Research Challenges with Effective Problem Solving
However, the goal is always to translate raw data into meaningful information that can help solve your marketing research problem. Add your perspective Help others by sharing more (125 characters ...

How to Identify & Solve Your Business Problems Using Market Research

Problem-Identification Research

Problem-Solving Research

You May Also Like:

About This Blog

Popular Posts

Recent Posts

From Our Blog

Problem Identification

What is Problem Identification?

Why is Problem Identification Important?

Who Should You Involve in Problem Identification?

How Do You Know Have Successfully Completed Problem Identification

Literature Navigator

Identifying a Research Problem: A Step-by-Step Guide

Key Takeaways

Understanding the Essence of Identifying a Research Problem

Importance in Academic Research

Initial Steps to Identification

Exploring Sources for Research Problem Identification

Existing Theories and Frameworks

Consultation with Academic Mentors

Formulating the Research Problem

Setting Research Objectives

Determining Research Questions

Evaluating the Scope and Relevance of the Research Problem

Significance to the Field

Potential Impact on Existing Knowledge

Techniques for Refining the Research Problem

Incorporating Feedback

Iterative Refinement Process

Challenges in Identifying a Research Problem

Dealing with Ambiguity

Balancing Novelty and Practicality

Advanced Strategies for Identifying a Research Problem

Utilizing Technology and Data Analytics

Engaging with Industry and Community Needs

Frequently Asked Questions

Why is identifying a research problem important?

How do I identify a suitable research problem?

What are some common pitfalls in identifying a research problem?

Can technology help in identifying a research problem?

How can I refine my research problem?

The Feedback Loop: Navigating Peer Reviews and Supervisor Input

Mastering the Art: How to Write the Thesis Statement of a Research Paper

Cómo escribir una propuesta de investigación para un doctorado

Cómo redactar una revisión de literatura para tu tesis

How Do I Start Writing My Thesis: A Step-by-Step Guide

From Idea to Proposal: 6 Steps to Efficiently Plan Your Research Project in 2024

Three Months to a Perfect Bachelor Thesis: A Detailed Plan for Students

Conquering Bibliography Fears: Mastering Citations in Thesis Writing

Maintaining a Healthy Diet: 9 Tips for Busy Student Life

Thesis Action Plan

2 Key Types of Market Research for Addressing Business Problems

Examples of Problem-Identification Research

Examples of Problem-Solving Research

Have unique research needs?

How to identify and resolve research problems

What is a research problem?

What are research questions?

Research question or research problem?

What's an example of a research problem?

The research process: why are research problems important?

1. They set the scope

2. They tie your work to business goals and actions

Four steps to defining your research problem

1. Observe and identify

2. Review the key factors involved

3. Prioritize

Can you explore a broad area and is it practical to do so?

Ensuring your research project is a success

Sophisticated research made simple with Qualtrics

Related Articles

How to write great survey questions (with examples)

Smoothing the transition from school to work with work-based learning

How customer experience helps bring Open Universities Australia’s brand promise to life

3 things that will improve your teachers’ school experience

Why a sense of belonging at school matters for K-12 students

Improve the student experience with simplified course evaluations

Understanding what’s important to college students