research project write up

Dissertations and research projects

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• Planning your research
• Qualitative research
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Introductions

Literature review, methodology, conclusions, working with your supervisor.

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What is an abstract?

The abstract is a brief summary of your dissertation to help a new reader understand the purpose and content of the document, in much the same way as you would read the abstract of a journal article to help decide whether it was relevant to your work. The function of the abstract is to describe and summarise the contents of the dissertation, rather than making critical or evaluative statements about the project.

When should I write the abstract?

The abstract should be the last section you write before submitting your final dissertation or extended project report, as the content will only be decided once the main document is complete. 

What should I include?

One of the best ways to find the right ‘voice’ for the abstract is to look at other examples, either from dissertations in your field or study, or from journal articles. Look out for examples that you feel communicate complex ideas in a simple and accessible way. Your abstract should be clear and understandable to a non-specialist, so avoid specialist vocabulary as far as possible, and use simple sentence structures over longer more complex constructions. You can find a list of phrases for abstract writing here .

Most abstracts are written in the present tense, but this may differ in some disciplines, so find examples to inform your decision on how to write. Avoid the future tense - ‘this dissertation will consider’ - as the research has already been completed by the time someone is reading the abstract! You can explore some key phrases to use in abstract writing here.

Examples of dissertation abstracts Dissertation abstracts, University of Leeds Overview of what to include in your abstract, University of Wisconsin - Madison Abstract structures from different disciplines, The Writing Center For examples from Sheffield Hallam University, use the 'Advanced Search' function in Library Search to access ‘Dissertations/Theses’.

What should the introduction include?

Your introduction should cover the following points:.

• Provide context and set the scene for your research project using literature where necessary.
• Explain the rationale and value of the project.
• Provide definitions and address general limitations in the literature that have influenced the topic or scope of your project.
• Present your research aims and objectives, which may also be phrased as the research ‘problem’ or questions.

Although it is important to draft your research aims and objectives early in the research process, the introduction will be one of the last sections you write. When deciding on how much context and which definitions to include in this section, remember to look back at your literature review to avoid any repetition. It may be that you can repurpose some of the early paragraphs in the literature review for the introduction.

What is the ‘research aim’?

The research aim is a mission statement, that states the main ambition of your project. in other words, what does your research project hope to achieve you may also express this as the ‘big questions’ that drives your project, or as the research problem that your dissertation will aim to address or solve..

You only need one research aim, and this is likely to change as your dissertation develops through the literature review. Keep returning to your research aim and your aspirations for the project regularly to help shape this statement.

What are the research objectives? How are they different from research questions?

Research objectives and questions are the same thing – the only difference is how they are written! The objectives are the specific tasks that you will need to complete – the stepping stones – that will enable you to achieve your overall research aim.

You will usually have 3-5 research objectives, and their order will hep the reader to understand how you will progress through your research project from start to finish. If you can achieve each objective, or answer each research question, you should meet your research aim! It is therefore important to be specific in your choice of language: verbs, such as ‘to investigate’, ‘to explore’, ‘to assess’ etc. will help your research appear “do-able” (Farrell, 2011).

Here’s an example of three research objectives, also phrased as research questions (this depends entirely on your preference):

For more ideas on how to write research objectives, take at look at this list of common academic verbs for creating specific, achievable research tasks and questions.

We have an  online study guide dedicated to planning and structuring your literature review.

What is the purpose of the methodology section?

The methodology outlines the procedure and process of your data collection. You should therefore provide enough detail so that a reader could replicate or adapt your methodology in their own research.

While the literature review focuses on the views and arguments of other authors, the methodology puts the spotlight on your project. Two of the key questions you should aim to answer in this section are:

• Why did you select the methods you used?
• How do these methods answer your research question(s)?

The methodology chapter should also justify and explain your choice of methodology and methods. At every point where you faced a decision, ask: Why did choose this approach? Why not something else? Why was this theory/method/tool the most relevant or suitable for my project? How did this decision contribute to answering my research questions?

Although most students write their methodology before carrying out their data collection, the methodology section should be written in the past tense, as if the research has already been completed.

What is the difference between my methodology and my methods?

There are three key aspects of any methodology section that you should aim to address:.

• Methodology: Your choice of methodology will be grounded in a discipline-specific theory about how research should proceed, such as quantitative or qualitative. This overarching decision will help to provide rationale for the specific methods you go on to use.  
• Research Design: An explanation of the approach that you have chosen, and the type of data you will collect. For example, case study or action research? Will the data you collect be quantitative, qualitative or a mix of both?  
• Methods: The concrete research tools used to collect and analyse data: questionnaires, in-person surveys, observations etc.

You may also need to include information on epistemology and your philosophical approach to research. You can find more information on this in our research planning guide.

What should I include in the methodology section?

Research paradigm: What is the underpinning philosophy of your research? How does this align with your research aim and objectives?

Methodology : Qualitative or quantitative? Mixed? What are the advantages of your chosen methodology, and why were the other options discounted?

• Research design : Show how your research design is influenced by other studies in your field and justify your choice of approach.  
• Methods : What methods did you use? Why? Do these naturally fit together or do you need to justify why you have used different methods in combination?  
• Participants/Data Sources: What were your sources/who were your participants? Which sampling approach did you use and why? How were they identified as a suitable group to research, and how were they recruited?  
• Procedure : What did you do to collect your data? Remember, a reader should be able to replicate or adapt your methodology in their own research from the information you provide here.  
• Limitations : What are the general limitations of your chosen method(s)? Don’t be specific here about your project (ie. what you could have done differently), but instead focus on what the literature outlines as the disadvantages of your methods.

Should I reflect on my position as a researcher?

If you feel your position as a researcher has influenced your choice of methods or procedure in any way, the methodology is a good place to reflect on this. Positionality acknowledges that no researcher is entirely objective: we are all, to some extent, influenced by prior learning, experiences, knowledge, and personal biases. This is particularly true in qualitative research or practice-based research, where the student is acting as a researcher in their own workplace, where they are otherwise considered a practitioner/professional.

The following questions can help you to reflect on your positionality and gauge whether this is an important section to include in your dissertation (for some people, this section isn’t necessary or relevant):

• How might my personal history influence how I approach the topic?
• How am I positioned in relation to this knowledge? Am I being influenced by prior learning or knowledge from outside of this course?
• How does my gender/social class/ ethnicity/ culture influence my positioning in relation to this topic?
• Do I share any attributes with my participants? Are we part of a s hared community? How might this have influenced our relationship and my role in interviews/observations?
• Am I invested in the outcomes on a personal level? Who is this research for and who will feel the benefits?

Visit our detailed guides on qualitative and quantitative research for more information.

• Quantitative projects
• Qualitative projects

T he purpose of this section is to report the findings of your study. In quantitative research, the results section usually functions as a statement of your findings without discussion.

Results sections generally begin with descriptive statistics before moving on to further tests such as multiple linear regression, or inferential statistical tests such as ANOVA, and any associated Post-Hoc testing.

Here are some top tips for planning/writing your results section:

• Explain any treatments you have applied to your data.
• Present your findings in a logical order.
• Describe trends in the data/anomalous findings but don’t start to interpret them. Save that for your discussion section.
• Figures and tables are usually the clearest way to present information. It is important to remember to title and label any titles/diagrams to communicate their meaning to the reader and so that you can refer to them again later in the report (e.g. Table 1).
• Remember to be consistent with the rounding of figures. If you start by rounding to 2 decimal places, ensure that you do this for all data you report.
• Avoid repeating any information - if something appears in a table it does not need to appear again in the main body of the text.

Presenting qualitative data

In qualitative studies, your results are often presented alongside the discussion, as it is difficult to include this data in a meaningful way without explanation and interpretation. In the dsicussion section, aim to structure your work thematically, moving through the key concepts or ideas that have emerged from your qualitative data. Use extracts from your data collection - interviews, focus groups, observations - to illustrate where these themes are most prominent, and refer back to the sources from your literature review to help draw conclusions. 

Here's an example of how your data could be presented in paragraph format in this section:

Example from  'Reporting and discussing your findings ', Monash University .

What should I include in the discussion section?

The purpose of the discussion section is to interpret your findings and discuss these against the context of the wider literature. This section should also highlight how your research has contributed to the understanding of a phenomenon or problem: this can be achieved by responding to your research questions.

Though the structure of discussion sections can vary, a relatively common structure is offered below:

• State your major findings – this can be a brief opening paragraph that restates the research problem, the methods you used to attempt to address this, and the major findings of your research.
• Address your research questions - detail your findings in relation to each of your research questions to help demonstrate how you have attempted to address the research problem. Answer each research question in turn by interpreting the relevant results: this may involve highlighting patterns, relationships or statistically significant differences depending on the design of your research and how you analysed your data.
• Discuss your findings against the wider literature - this will involve comparing and contrasting your findings against those of others and using key literature to support the interpretation of your results; often, this will involve revisiting key studies from your literature review and discussing where your findings fit in the pre-existing literature. This process can help to highlight the importance of your research through demonstrating what is novel about your findings and how this contributes to the wider understanding of your research area.
• Address any unexpected findings in your study - begin with by stating the unexpected finding and then offer your interpretation as to why this might have occurred. You may relate unexpected findings to other research literature and you should also consider how any unexpected findings relate to your overall study – especially if you think this is significant in terms of what your findings contribute to the understanding of your research problem!
• Discuss alternative interpretations - it’s important to remember that in research we find evidence to support ideas, theories and understanding; nothing is ever proven. Consequently, you should discuss possible alternative interpretations of your data – not just those that neatly answer your research questions and confirm your hypotheses.
• Limitations/weaknesses of your research – acknowledge any factors that might have affected your findings and discuss how this relates to your interpretation of the data. This might include detailing problems with your data collection method, or unanticipated factors that you had not accounted for in your original research plan. Likewise, detail any questions that your findings could not answer and explain why this was the case.
• Future directions (this part of your discussion could also be included in your conclusion) – this section should address what questions remain unanswered about your research problem. For example, it may be that your findings have answered some questions but raised new ones; this can often occur as a result of unanticipated findings. Likewise, some of the limitations of your research may necessitate further work to address a methodological confound or weakness in a tool of measurement. Whatever these future directions are, remember you’re not writing a proposal for this further research; a brief suggestion of what the research should do and how this would address one of the new problems/limitations you have identified is enough.

Here are some final top tips for writing your discussion section:

• Don’t rewrite your results section – remember your goal is to interpret and explain how your findings address the research problem.
• Be clear about what you have found, how this has addressed a gap in the literature and how it changes our understanding of your research problem.
• Structure your discussion in a logical way that highlights your most important/interesting findings first.
• Be careful about how you interpret your data: be wary over-interpreting to confirm a hypothesis. Remember, we can still learn from non-significant research findings.
• Avoid being apologetic or too critical when discussing the limitations of your research. Be concise and analytical. 

How do I avoid repetition in the conclusion?

The conclusion is your opportunity to synthesise everything you have done/written as part of your research, in order to demonstrate your understanding.

A well-structured conclusion is likely to include the following:

• State your conclusions – in clear language, state the conclusions from your research. Crucially, this not just restating your results/findings: instead, this is a synthesis of the research problem, your research questions, your findings (and interpretation), and the relevant research literature. From your conclusions, it should be clear to your reader how our understanding of the research topic has changed.  
• Discuss wider significance – this is your opportunity to highlight (potential) wider implications of your conclusions. Depending on your discipline, this might include recommendations for policy, professional practice or a tentative speculation about how an academic theory might change given your findings. It is important not to over-generalise here; remember the limitations of your theoretical and methodological choices and what these mean for the applicability of your findings/conclusions. If your discipline encourages reflection, this can be a suitable place to include your thoughts about the research process, the choices you made and how your findings/conclusions might influence your professional outlook/practice going forwards.  
• Take home message – this should be a strong and clear final statement that draws the reader’s focus to the primary message of your study. Whilst it’s important to avoid being overly grandiose, this is your closing argument, and you should remind the reader of what your research has achieved.

Ultimately, your conclusion is your final word about the research problem you have investigated; don’t be afraid of emphasising your contribution to the understanding of that problem. Your conclusion should be clear, succinct and provide a summary of everything that has been learned as a result of your research project. 

What supervisors expect from their dissertation students:

• to determine the focus and direction of the dissertation, particularly in terms of identifying a topic of interest and research question.
• to work independently to explore literature and research in the chosen topic area.
• to be proactive in arranging supervision meetings, email draft work before meetings for feedback and prepare specific questions and issues to discuss in supervision time.
• to be honest and open about any challenges or difficulties that arise during the research or writing process.
• to bring a problem-solving approach to the dissertation (you are not expected to know all the answers but should show initiative in exploring possible solutions to any problems that might arise).

What you can expect from your supervisor:

• to offer guidance on the best way to structure and carry out a successful research project in the timescale for your dissertation, and to help you to set achievable and appropriate research objectives.
• ​ to act as an expert in your discipline and sounding board for your ideas, and to advise you on the literature search and theoretical background for your project.
• to serve as a 'lifeline' and point of support when the dissertation feels challenging.
• to read your drafts and give feedback in supervision meetings.
• to offer practical advice and strategies for managing your time, securing ethics approval, collecting data and common pitfalls to avoid during the research process.

Making the most of your supervision meetings

Meeting your supervisor can feel daunting at first but your supervision meetings offer a great opportunity to discuss your research ideas and get feedback on the direction of your project. Here are our top tips to getting the most out of time with your supervisor:  

• Y ou are in charge of the agenda. If you arrange a meeting with your supervisor, you call the shots! Here are a few tips on how to get the most out of the time with your supervisor.
• Send an email in advance of the meeting , with an overview of the key ideas you want to talk about. This can save time in the meeting and helps to give you some structure to follow. If this isn't possible, run through these points quickly when you first sit down as you introduce the meeting - "I wanted to focus on the literature review today, as I'm having some trouble deciding on the order my key themes and points should be introduced in."
• What do you want to get out of the meeting? Note down any questions you would like the answers to or identify what it is you will need from the meeting in order to make progress on the next stage of your dissertation. Supervision meetings offer the change to talk about your ideas for the project, but they can also be an opportunity to find out practical details and troubleshoot. Don't leave the meeting until you have addressed these and got answers/advice in each key area.
• Trust your supervisor. Your supervisor may not be an expert in your chosen subject, but they will have experience of writing up research projects and coaching other dissertation students. You are responsible for reading up on your subject and exploring the literature - your supervisor can't tell you what to read, but they can give you advice on how to read your sources and integrate them into your argument and writing.
• Choose a short section to discuss in the meeting for feedback - for example, if you're not sure on structure, pick a page or two that demonstrate this, or if you want advice on being critical, find an example from a previous essay where you think you did this well and ask your supervisor how to translate this into dissertation writing.
• Agree an action plan . Work with your supervisor to set a goal for your next meeting, or an objective that you will meet in the week following your supervision. Feeling accountable to someone can be a great motivator and also helps you to recognise where you are starting to fall behind the targets that you've set for yourself.
• Be open and honest . It can feel daunting meeting your supervisor, but supervision meetings aren't an interview where you have to prove everything is going well. Ask for help and advice where you need it, and be honest if you're finding things difficult. A supervisor is there to support you and help you to develop the skills and knowledge you need along the journey to submitting your dissertation.
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• Last Updated: Apr 17, 2024 1:52 PM
• URL: https://libguides.shu.ac.uk/researchprojects

Research Project Student Handbook

6 project write up, 6.1 project type and templates.

Students will perform one of five research project options; an experimental study [randomised or non-randomised], a review [meta-analysis, systematic or extended], an observational study [survey, interview, focus groups etc], a case study or an identified need (not depicted below because it takes a very individualised approach), each of which will have been introduced to the student at level 4 and/or 5.

For each of these options a research project template, that adheres to Staffordshire University guidelines and good reporting practices, has been made available to students via the virtual learning environment. Students are strongly encouraged to utilise this resource.

6.2 Project Workflow

There is no right, or wrong, order in which a student should complete their project and it will likely differ from student to student. The introduction and discussion sections are considered, by many, to be the most challenging sections of writing and many students may choose to leave these sections for last and start by writing the methodology and results sections. However, the natural workflow of the project requires students to explore the literature before designing the trial methodology, it may therefore be more efficient to write these sections in this order. It is, however, strongly advised that the abstract is the last section of writing, since it relies on the information of other sections.

Writing is a difficult task and students are likely to produce multiple iterations of their project throughout the year. It is advised that the student develops a logical workflow and saves multiple versions of this document throughout the project process (i.e “Project Title_V1”, “Project Title_V2” “Project Title_[K]”). Staffordshire University School of Health, Science and Wellbeing strongly advise students to utilise the Microsoft Office 365 OneDrive Package available to them and to provide their supervisor with viewing/editing permissions.

6.3 Project Word Count

The research project has a word count of 7,500 words, with projects being accepted that are within ± 10% (maximum 8,250 words) without penalty. Penalties will apply to projects that exceed this limit in accordance with Staffordshire University Guidelines. The word limit applies to everything in the main body of the dissertation [background, methodology, results and discussion]. The ONLY exclusions are the title page, contents page, acknowledgements, abstract, references and appendices.

6.4 Project Content

Each project template includes a specific project checklist that will assist students with the content that is required for each section, in accordance with good reporting guidelines ( Appendix III , which can be found on the student virtual learning environment.

6.4.1 Project templates:

• Experimental trial template
• Systematic (literature) review template
• Case study template
• Qualitative research template

6.4.2 Background

The purpose of this section is to contextualise the project. A well written introduction will allow the reader to understand the rationale for undertaking the project. This section should summarise the available body of evidence (literature review) and demonstrate any inconsistencies or gaps in the literature. An introduction should begin by providing a broad overview of the topic area, before critically reviewing the literature that is available on the specific topic of interest. The introduction should end by establishing the study rationale – based on findings from literature – and the subsequent aims and objectives. Specific guidance is offered in each of the project templates. This section will typically consist of 30-35% of the total word count.

6.4.3 Methodology

A well written methodology will enable and independent researcher to reproduce the study without any additional guidance. This section enables the reader to judge the internal and external validity of the project and should therefore be clear, concise, honest and transparent. Whilst first-person writing has become more accepted in scientific writing, we wish to give a clear and consistent message to students, and therefore request that this section is written in past tense. Specific guidance is offered in each of the project templates. This section will typically consist of 20-25% of the total word count.

6.4.4 Results

This section should provide a clear, concise, and objective description of the findings from the study and is typically written in the past tense. The student, at this stage, should make no attempt to interpret the findings - this should be reserved for the discussion section. The section may report data using both text and data visualisation [tables, figures]; the most important data will be presented using both. Where data visualisations are used, it should be meaningful and reported in accordance to APA guidelines (APA data visualisation guidelines)

Table guidelines .

Figure guidelines

“Findings in the results section should match and answer the research questions from the introduction, using the procedures explained in the methods section. Retaining this focus will help you to be more concise, that is, to decide which findings to present and which to leave out." (Kotz & Cals, 2013c).

Specific guidance is offered in each of the project templates.

This section will typically consist of 10% of the total word count.

6.4.5 Discussion

The purpose of this section is to provide the reader with a summary of the main trial findings, offer an interpretation for their meaning, and contextualise them in relation to previously published work. It is also good practice to identify the limitations of the study – students should see this critical reflection as good practice and be aware that identifying limitations in the project will not be penalised – and offer areas for future research. While the background of the project begins broadly and narrows to become more specific, the discussion works inversely to this; starting relatively narrow and broadening to generalise the findings to the wider population. “A typical discussion section consists of main findings, comparison of findings with those reported in the literature, strengths and limitations, and implications for clinical practice and/or research.” (Cals & Kotz, 2013c). Specific guidance is offered in each of the project templates.

This section will typically consist of 30-35% of the total word count.

6.5 Project Layout

The project templates provided have already been formatted according to the Staffordshire University School of Health, Science and Wellbeing, Sport and Exercise Department research project guidelines. Students are not obliged to use these templates, but projects should adhere to the following:

• Projects should be word processed
• Projects should use the Staffordshire University School of Health, Science and Wellbeing, Sport and Exercise Department title page ( Appendix IV )
• Text formatted in accordance with Staffordshire University guidelines [Heading 1 Arial 22 Right Aligned, Heading 2 Arial 14 Left Aligned, Heading 3 Arial 12 Left Aligned, Normal Times New Roman 12 Justified 1.5 Lined Spaced]
• Contents Page included with clear headings, correct page numbering, adjoining dots and numbers aligned
• Data visualisations (tables & Figures) formatted in accordance with Staffordshire University guidelines
• Tables: https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tables
• Figures: https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figures
• Use chapter and section numbering (chapter 1 includes section 1.1, 1.2, 1.[K]) section 1.1 may include subsections 1.1.1, 1.1.2, 1.1.[K]. However, you should avoid going beyond three levels (e.g. 1.1.1.1 should not be used)
• Diagrams and tables can be numbered in chronological order e.g. Figure 1, 2, 3…[K] and figure 1, 2, 3…[K]
• References in text and at the end of text should be presented in accordance with the [Staffordshire University Referencing Guidelines](( http://libguides.staffs.ac.uk/sportexercise/referencing ). [Students are advised to use a referencing management software to organise their referenced (Mendeley, Zotero, etc)]
• Supplementary material should be included as separate appendices. If the research includes the study of human participants students must include approved ethics documentation (approval email, blank participant information sheet, blank consent form, health and safety questionnaires and risk assessments)

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So now that you’ve completed the research project, what do you do? I know you won’t want to hear this, but your work is still far from done. In fact, this final stage – writing up your research – may be one of the most difficult. Developing a good, effective and concise report is an art form in itself. And, in many research projects you will need to write multiple reports that present the results at different levels of detail for different audiences.

There are several general considerations to keep in mind when generating a report:

Formatting Considerations

Are you writing a research report that you will submit for publication in a journal? If so, you should be aware that every journal requires articles that you follow specific formatting guidelines. Thinking of writing a book. Again, every publisher will require specific formatting. Writing a term paper? Most faculty will require that you follow specific guidelines. Doing your thesis or dissertation? Every university I know of has very strict policies about formatting and style. There are legendary stories that circulate among graduate students about the dissertation that was rejected because the page margins were a quarter inch off or the figures weren’t labeled correctly.

To illustrate what a set of research report specifications might include, I present in this section general guidelines for the formatting of a research write-up for a class term paper. These guidelines are very similar to the types of specifications you might be required to follow for a journal article. However, you need to check the specific formatting guidelines for the report you are writing – the ones presented here are likely to differ in some ways from any other guidelines that may be required in other contexts.

I’ve also included a sample research paper write-up that illustrates these guidelines. This sample paper is for a “make-believe” research project. But it illustrates how a final research report might look using the guidelines given here.

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What (Exactly) Is A Research Proposal?

A simple explainer with examples + free template.

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

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

Overview: Research Proposal Basics

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

What is a research proposal?

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

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

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

What goes into a research proposal?

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

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

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

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

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

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

Need a helping hand?

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

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

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

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

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

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

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

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

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

How To Structure A Research Proposal

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

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

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

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

Research Proposal Examples/Samples

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

Proposal Writing FAQs

How long should a research proposal be.

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

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

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

How do I choose a topic for my research proposal?

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

How do I write a literature review for my proposal?

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

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

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

Which referencing format should I use in my research proposal?

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

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

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

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

Key Takeaways & Additional Resources

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

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

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

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

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

Psst… there’s more!

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

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51 Comments

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

Cheruiyot Moses Kipyegon

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How to Do Your Research Project A Guide for Students

• Gary Thomas - University of Birmingham
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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One of the most impressive things that real experts do is to communicate complex ideas in a clear way for their readers. Gary Thomas’ book has been doing this for university students over many years. It is deservedly a classic textbook, which is now in its 4th edition - a further mark of success!

Gary Thomas writes clearly and it is understood by undergraduates - and indeed this book is also useful for post-graduate students. I will certainly recommend this book and I will ask the library to keep several up to date copies too.

Easy to read. Simple structure. Accessible language and very informative. Can guide students through the research process.

Great resources. Comprehensive and easy to follow.

a wonderfully comprehensive resource written in simple and accessible style, particularly helpful to international students. I love the interactivity resources, they add value to my teaching

This appears an excellent book and one I will be suggesting to future students as an easy yet robust text to assist them in their research journey

Thomas provides a clear, comprehensive text that is useful at a range of levels of study.

This is really an amazing book and really easy to follow. Students will love it.

I have used previous editions of this book. and always found it beneficial. Love this updated version. It is easy to use and understand for UG students yet it is still comprehensive.

This is an excellent book and fantastic for doing a research project. The only reason it is not adopted is because for this module the students do a scoping review rather than empirical research.

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• Research Process

Writing a Scientific Research Project Proposal

• 5 minute read
• 103.2K views

Table of Contents

The importance of a well-written research proposal cannot be underestimated. Your research really is only as good as your proposal. A poorly written, or poorly conceived research proposal will doom even an otherwise worthy project. On the other hand, a well-written, high-quality proposal will increase your chances for success.

In this article, we’ll outline the basics of writing an effective scientific research proposal, including the differences between research proposals, grants and cover letters. We’ll also touch on common mistakes made when submitting research proposals, as well as a simple example or template that you can follow.

What is a scientific research proposal?

The main purpose of a scientific research proposal is to convince your audience that your project is worthwhile, and that you have the expertise and wherewithal to complete it. The elements of an effective research proposal mirror those of the research process itself, which we’ll outline below. Essentially, the research proposal should include enough information for the reader to determine if your proposed study is worth pursuing.

It is not an uncommon misunderstanding to think that a research proposal and a cover letter are the same things. However, they are different. The main difference between a research proposal vs cover letter content is distinct. Whereas the research proposal summarizes the proposal for future research, the cover letter connects you to the research, and how you are the right person to complete the proposed research.

There is also sometimes confusion around a research proposal vs grant application. Whereas a research proposal is a statement of intent, related to answering a research question, a grant application is a specific request for funding to complete the research proposed. Of course, there are elements of overlap between the two documents; it’s the purpose of the document that defines one or the other.

Scientific Research Proposal Format

Although there is no one way to write a scientific research proposal, there are specific guidelines. A lot depends on which journal you’re submitting your research proposal to, so you may need to follow their scientific research proposal template.

In general, however, there are fairly universal sections to every scientific research proposal. These include:

• Title: Make sure the title of your proposal is descriptive and concise. Make it catch and informative at the same time, avoiding dry phrases like, “An investigation…” Your title should pique the interest of the reader.
• Abstract: This is a brief (300-500 words) summary that includes the research question, your rationale for the study, and any applicable hypothesis. You should also include a brief description of your methodology, including procedures, samples, instruments, etc.
• Introduction: The opening paragraph of your research proposal is, perhaps, the most important. Here you want to introduce the research problem in a creative way, and demonstrate your understanding of the need for the research. You want the reader to think that your proposed research is current, important and relevant.
• Background: Include a brief history of the topic and link it to a contemporary context to show its relevance for today. Identify key researchers and institutions also looking at the problem
• Literature Review: This is the section that may take the longest amount of time to assemble. Here you want to synthesize prior research, and place your proposed research into the larger picture of what’s been studied in the past. You want to show your reader that your work is original, and adds to the current knowledge.
• Research Design and Methodology: This section should be very clearly and logically written and organized. You are letting your reader know that you know what you are going to do, and how. The reader should feel confident that you have the skills and knowledge needed to get the project done.
• Preliminary Implications: Here you’ll be outlining how you anticipate your research will extend current knowledge in your field. You might also want to discuss how your findings will impact future research needs.
• Conclusion: This section reinforces the significance and importance of your proposed research, and summarizes the entire proposal.
• References/Citations: Of course, you need to include a full and accurate list of any and all sources you used to write your research proposal.

Common Mistakes in Writing a Scientific Research Project Proposal

Remember, the best research proposal can be rejected if it’s not well written or is ill-conceived. The most common mistakes made include:

• Not providing the proper context for your research question or the problem
• Failing to reference landmark/key studies
• Losing focus of the research question or problem
• Not accurately presenting contributions by other researchers and institutions
• Incompletely developing a persuasive argument for the research that is being proposed
• Misplaced attention on minor points and/or not enough detail on major issues
• Sloppy, low-quality writing without effective logic and flow
• Incorrect or lapses in references and citations, and/or references not in proper format
• The proposal is too long – or too short

Scientific Research Proposal Example

There are countless examples that you can find for successful research proposals. In addition, you can also find examples of unsuccessful research proposals. Search for successful research proposals in your field, and even for your target journal, to get a good idea on what specifically your audience may be looking for.

While there’s no one example that will show you everything you need to know, looking at a few will give you a good idea of what you need to include in your own research proposal. Talk, also, to colleagues in your field, especially if you are a student or a new researcher. We can often learn from the mistakes of others. The more prepared and knowledgeable you are prior to writing your research proposal, the more likely you are to succeed.

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One of the top reasons scientific research proposals are rejected is due to poor logic and flow. Check out our Language Editing Services to ensure a great proposal , that’s clear and concise, and properly referenced. Check our video for more information, and get started today.

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• Indian J Anaesth
• v.60(9); 2016 Sep

How to write a research proposal?

Department of Anaesthesiology, Bangalore Medical College and Research Institute, Bengaluru, Karnataka, India

Devika Rani Duggappa

Writing the proposal of a research work in the present era is a challenging task due to the constantly evolving trends in the qualitative research design and the need to incorporate medical advances into the methodology. The proposal is a detailed plan or ‘blueprint’ for the intended study, and once it is completed, the research project should flow smoothly. Even today, many of the proposals at post-graduate evaluation committees and application proposals for funding are substandard. A search was conducted with keywords such as research proposal, writing proposal and qualitative using search engines, namely, PubMed and Google Scholar, and an attempt has been made to provide broad guidelines for writing a scientifically appropriate research proposal.

INTRODUCTION

A clean, well-thought-out proposal forms the backbone for the research itself and hence becomes the most important step in the process of conduct of research.[ 1 ] The objective of preparing a research proposal would be to obtain approvals from various committees including ethics committee [details under ‘Research methodology II’ section [ Table 1 ] in this issue of IJA) and to request for grants. However, there are very few universally accepted guidelines for preparation of a good quality research proposal. A search was performed with keywords such as research proposal, funding, qualitative and writing proposals using search engines, namely, PubMed, Google Scholar and Scopus.

Five ‘C’s while writing a literature review

BASIC REQUIREMENTS OF A RESEARCH PROPOSAL

A proposal needs to show how your work fits into what is already known about the topic and what new paradigm will it add to the literature, while specifying the question that the research will answer, establishing its significance, and the implications of the answer.[ 2 ] The proposal must be capable of convincing the evaluation committee about the credibility, achievability, practicality and reproducibility (repeatability) of the research design.[ 3 ] Four categories of audience with different expectations may be present in the evaluation committees, namely academic colleagues, policy-makers, practitioners and lay audiences who evaluate the research proposal. Tips for preparation of a good research proposal include; ‘be practical, be persuasive, make broader links, aim for crystal clarity and plan before you write’. A researcher must be balanced, with a realistic understanding of what can be achieved. Being persuasive implies that researcher must be able to convince other researchers, research funding agencies, educational institutions and supervisors that the research is worth getting approval. The aim of the researcher should be clearly stated in simple language that describes the research in a way that non-specialists can comprehend, without use of jargons. The proposal must not only demonstrate that it is based on an intelligent understanding of the existing literature but also show that the writer has thought about the time needed to conduct each stage of the research.[ 4 , 5 ]

CONTENTS OF A RESEARCH PROPOSAL

The contents or formats of a research proposal vary depending on the requirements of evaluation committee and are generally provided by the evaluation committee or the institution.

In general, a cover page should contain the (i) title of the proposal, (ii) name and affiliation of the researcher (principal investigator) and co-investigators, (iii) institutional affiliation (degree of the investigator and the name of institution where the study will be performed), details of contact such as phone numbers, E-mail id's and lines for signatures of investigators.

The main contents of the proposal may be presented under the following headings: (i) introduction, (ii) review of literature, (iii) aims and objectives, (iv) research design and methods, (v) ethical considerations, (vi) budget, (vii) appendices and (viii) citations.[ 4 ]

Introduction

It is also sometimes termed as ‘need for study’ or ‘abstract’. Introduction is an initial pitch of an idea; it sets the scene and puts the research in context.[ 6 ] The introduction should be designed to create interest in the reader about the topic and proposal. It should convey to the reader, what you want to do, what necessitates the study and your passion for the topic.[ 7 ] Some questions that can be used to assess the significance of the study are: (i) Who has an interest in the domain of inquiry? (ii) What do we already know about the topic? (iii) What has not been answered adequately in previous research and practice? (iv) How will this research add to knowledge, practice and policy in this area? Some of the evaluation committees, expect the last two questions, elaborated under a separate heading of ‘background and significance’.[ 8 ] Introduction should also contain the hypothesis behind the research design. If hypothesis cannot be constructed, the line of inquiry to be used in the research must be indicated.

Review of literature

It refers to all sources of scientific evidence pertaining to the topic in interest. In the present era of digitalisation and easy accessibility, there is an enormous amount of relevant data available, making it a challenge for the researcher to include all of it in his/her review.[ 9 ] It is crucial to structure this section intelligently so that the reader can grasp the argument related to your study in relation to that of other researchers, while still demonstrating to your readers that your work is original and innovative. It is preferable to summarise each article in a paragraph, highlighting the details pertinent to the topic of interest. The progression of review can move from the more general to the more focused studies, or a historical progression can be used to develop the story, without making it exhaustive.[ 1 ] Literature should include supporting data, disagreements and controversies. Five ‘C's may be kept in mind while writing a literature review[ 10 ] [ Table 1 ].

Aims and objectives

The research purpose (or goal or aim) gives a broad indication of what the researcher wishes to achieve in the research. The hypothesis to be tested can be the aim of the study. The objectives related to parameters or tools used to achieve the aim are generally categorised as primary and secondary objectives.

Research design and method

The objective here is to convince the reader that the overall research design and methods of analysis will correctly address the research problem and to impress upon the reader that the methodology/sources chosen are appropriate for the specific topic. It should be unmistakably tied to the specific aims of your study.

In this section, the methods and sources used to conduct the research must be discussed, including specific references to sites, databases, key texts or authors that will be indispensable to the project. There should be specific mention about the methodological approaches to be undertaken to gather information, about the techniques to be used to analyse it and about the tests of external validity to which researcher is committed.[ 10 , 11 ]

The components of this section include the following:[ 4 ]

Population and sample

Population refers to all the elements (individuals, objects or substances) that meet certain criteria for inclusion in a given universe,[ 12 ] and sample refers to subset of population which meets the inclusion criteria for enrolment into the study. The inclusion and exclusion criteria should be clearly defined. The details pertaining to sample size are discussed in the article “Sample size calculation: Basic priniciples” published in this issue of IJA.

Data collection

The researcher is expected to give a detailed account of the methodology adopted for collection of data, which include the time frame required for the research. The methodology should be tested for its validity and ensure that, in pursuit of achieving the results, the participant's life is not jeopardised. The author should anticipate and acknowledge any potential barrier and pitfall in carrying out the research design and explain plans to address them, thereby avoiding lacunae due to incomplete data collection. If the researcher is planning to acquire data through interviews or questionnaires, copy of the questions used for the same should be attached as an annexure with the proposal.

Rigor (soundness of the research)

This addresses the strength of the research with respect to its neutrality, consistency and applicability. Rigor must be reflected throughout the proposal.

It refers to the robustness of a research method against bias. The author should convey the measures taken to avoid bias, viz. blinding and randomisation, in an elaborate way, thus ensuring that the result obtained from the adopted method is purely as chance and not influenced by other confounding variables.

Consistency

Consistency considers whether the findings will be consistent if the inquiry was replicated with the same participants and in a similar context. This can be achieved by adopting standard and universally accepted methods and scales.

Applicability

Applicability refers to the degree to which the findings can be applied to different contexts and groups.[ 13 ]

Data analysis

This section deals with the reduction and reconstruction of data and its analysis including sample size calculation. The researcher is expected to explain the steps adopted for coding and sorting the data obtained. Various tests to be used to analyse the data for its robustness, significance should be clearly stated. Author should also mention the names of statistician and suitable software which will be used in due course of data analysis and their contribution to data analysis and sample calculation.[ 9 ]

Ethical considerations

Medical research introduces special moral and ethical problems that are not usually encountered by other researchers during data collection, and hence, the researcher should take special care in ensuring that ethical standards are met. Ethical considerations refer to the protection of the participants' rights (right to self-determination, right to privacy, right to autonomy and confidentiality, right to fair treatment and right to protection from discomfort and harm), obtaining informed consent and the institutional review process (ethical approval). The researcher needs to provide adequate information on each of these aspects.

Informed consent needs to be obtained from the participants (details discussed in further chapters), as well as the research site and the relevant authorities.

When the researcher prepares a research budget, he/she should predict and cost all aspects of the research and then add an additional allowance for unpredictable disasters, delays and rising costs. All items in the budget should be justified.

Appendices are documents that support the proposal and application. The appendices will be specific for each proposal but documents that are usually required include informed consent form, supporting documents, questionnaires, measurement tools and patient information of the study in layman's language.

As with any scholarly research paper, you must cite the sources you used in composing your proposal. Although the words ‘references and bibliography’ are different, they are used interchangeably. It refers to all references cited in the research proposal.

Successful, qualitative research proposals should communicate the researcher's knowledge of the field and method and convey the emergent nature of the qualitative design. The proposal should follow a discernible logic from the introduction to presentation of the appendices.

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Research Methodology – Types, Examples and writing Guide

Table of Contents

Research Methodology

Definition:

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

Structure of Research Methodology

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

I. Introduction

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

II. Research Design

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

III. Data Collection Methods

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

IV. Data Analysis Methods

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

V. Ethical Considerations

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

VI. Limitations

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

VII. Conclusion

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

Research Methodology Types

Types of Research Methodology are as follows:

Quantitative Research Methodology

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

Qualitative Research Methodology

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

Mixed-Methods Research Methodology

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

Case Study Research Methodology

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

Action Research Methodology

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

Experimental Research Methodology

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

Survey Research Methodology

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

Grounded Theory Research Methodology

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

Research Methodology Example

An Example of Research Methodology could be the following:

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

Introduction:

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

Research Design:

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

Participants:

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

Intervention :

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

Data Collection:

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

Data Analysis:

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

Ethical Considerations:

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

Data Management:

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

Limitations:

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

Conclusion:

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

How to Write Research Methodology

Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:

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

When to Write Research Methodology

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

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

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

Applications of Research Methodology

Here are some of the applications of research methodology:

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

Purpose of Research Methodology

Research methodology serves several important purposes, including:

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

Advantages of Research Methodology

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

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

Research Methodology Vs Research Methods

About the author.

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Published May 22, 2024

Navigating the Final Project for Your Major

Sade Collier

Class of 2024

April is a bittersweet month for seniors. From academics to social life, seniors prepare for graduation and juggle regular college activities. The final weeks of my undergraduate experience were filled with complicated emotions and cumulative deadlines that marked the end of my college career. So I primarily used April to complete my final projects for the College of Arts and Science (CAS) Department of Social and Cultural Analysis and the Arthur L. Carter Journalism Institute. 

As a graduating student, your final project can take on a variety of shapes depending on your major. Nonetheless, it is always a project that reflects the skills and knowledge you have learned over time. As a Social and Cultural Analysis and Journalism double major, I completed a 40-to-60 page thesis and a 3,000-word journalistic capstone. Here is how I managed to complete these projects. 

Planning Ahead

It is no surprise that you have to complete a senior thesis or final project for your major. So consider brainstorming ideas ahead of your research seminar. If you do so, then you can spend more time during your seminar or independent study crafting a scalable project. 

To learn more about the process of completing an undergraduate research project and pursuing honors at CAS, check out the UG Research and Honors web page.

Note: The requirements for your final project(s) may vary based on your school or department.

Establishing Contacts

Do you know what a peer review is ? If not, peer review is giving your work to other researchers and academics who share a similar expertise for their review. This is an excellent opportunity to discover additional scholarship from your peers and receive intentional critique. You should review the editorial policy of your department before conducting a peer review. 

In addition to the adviser who will oversee your final project, NYU offers many workshops to help students with their research and writing. What’s more, you can book an appointment with the Writing Center at any point in your college career for assistance with non-exam written assignments.

Get in the Zone

To be my most productive, I need to work outside of the space that I live in. But I didn’t always know this about myself—it took me awhile to realize it. Now I spend a considerable amount of time outlining and writing sketches in cafes or university and public libraries.

Build a Consistent Schedule

While your department and adviser(s) will help you name deadlines, you have to do a lot of the planning for your project on your own time. So I do not advise tackling papers longer than 20 pages in one week. Even that can be a stretch! Establishing parameters for your final project will help you manage your stress and promote self-guided accountability.

Use Institutional Resources

Along with the Writing Center, NYU Libraries is an excellent resource. You can regularly turn to it while crafting your final project. You will have access to millions of digital and print resources that can help you save money on books and other scholarly materials. NYU also has more than 30 research librarians who have varying concentrations in the field of research. 

In addition, NYU offers research grants (similar to the Wasserman Center Internship Grant ). CAS students who are pursuing grand-scale final projects may consider applying for the Dean’s Undergraduate Research Fund .

Be Kind to Yourself

Finally, your final project is the pinnacle of everything you have done at NYU. Even getting started is worthy of a treat! Take necessary breaks and divide the work into digestible chunks. What’s more, remember to lean on your peers and adviser(s) for support along the way.

Hiya! I’m Sade (she/they) and I’m a senior pursuing an interdisciplinary study of Social and Cultural Analysis, Journalism, and Creative Writing in CAS. I’m currently researching Black erotics, family dynamics, and community practices. I was raised as a southern peach from Perry, Georgia, but NYC has increasingly become home to me. On campus, I’ve worked as a College Leader in CAS and as a Marketing and Communications Assistant in the Center for Faculty Advancement. I’ve also been a Contributing Writer at Washington Square News and I’m a Martin Luther King Jr. Scholar. When I’m not writing, you can find me tickling my kitties (Clementine and Carrot Cake, for the cat-world initiates), biking with my partner, or crisping up some tofu in my kitchen.

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9 Undergraduate Research Projects That Wowed Us This Year

The telegraph. The polio vaccine. The bar code. Light beer. Throughout its history, NYU has been known for innovation, with faculty and alumni in every generation contributing to some of the most notable inventions and scientific breakthroughs of their time. But you don’t wind up in the history books—or peer-reviewed journals—by accident; academic research, like any specialized discipline, takes hard work and lots of practice. 

And at NYU, for students who are interested, that training can start early—including during an undergraduate's first years on campus. Whether through assistantships in faculty labs, summer internships, senior capstones, or independent projects inspired by coursework, undergrad students have many opportunities to take what they’re learning in the classroom and apply it to create original scholarship throughout their time at NYU. Many present their work at research conferences, and some even co-author work with faculty and graduate students that leads to publication. 

As 2023-2024 drew to a close, the NYU News team coordinated with the Office of the Provost to pull together a snapshot of the research efforts that students undertook during this school year. The nine featured here represent just a small fraction of the impressive work we encountered in fields ranging from biology, chemistry, and engineering to the social sciences, humanities, and the arts. 

These projects were presented at NYU research conferences for undergrads, including Migration and Im/Mobility , Pathways for Discovery: Undergraduate Research and Writing Symposium , Social Impact: NYU’s Applied Undergraduate Research Conference , Arts-Based Undergraduate Research Conference , Gallatin Student Research Conference ,  Dreammaker’s Summit , Tandon’s Research Excellence Exhibit , and Global Engagement Symposium . Learn more about these undergrad research opportunities and others.

Jordan Janowski (CAS '24)

Sade Chaffatt (NYU Abu Dhabi '24)

Elsa Nyongesa (GPH, CAS ’24 )

Anthony Offiah (Gallatin ’26)

Kimberly Sinchi (Tandon ’24) and Sarah Moughal (Tandon ’25)

Rohan Bajaj (Stern '24)

Lizette Saucedo (Liberal Studies ’24)

Eva Fuentes (CAS '24)

Andrea Durham (Tandon ’26)

Jordan Janowski (CAS ’24) Major: Biochemistry Thesis title: “Engineering Chirality for Functionality in Crystalline DNA”

Jordan Janowski (CAS '24). Photo by Tracey Friedman

I work in the Structural DNA Nanotechnology Lab, which was founded by the late NYU professor Ned Seeman, who is known as the father of the field. My current projects are manipulating DNA sequences to self-assemble into high order structures.

Essentially, we’re using DNA as a building material, instead of just analyzing it for its biological functions. It constantly amazes me that this is possible.

I came in as a pre-med student, but when I started working in the lab I realized that I was really interested in continuing my research there. I co-wrote a paper with postdoc Dr. Simon Vecchioni who has been a mentor to me and helped me navigate applying to grad school. I’m headed to Scripps Research in the fall. This research experience has led me to explore some of the molecules that make up life and how they could be engineered into truly unnatural curiosities and technologies.

My PI, Prof. Yoel Ohayon , has been super supportive of my place on the  NYU women’s basketball team, which I’m a  member of. He’s been coming to my games since sophomore year, and he’ll text me with the score and “great game!”— it’s been so nice to have that support for my interests beyond the lab.

Anthony Offiah (Gallatin ’26) Concentration: Fashion design and business administration MLK Scholars research project title: “project: DREAMER”

Anthony Offiah (Gallatin '26). Photo by Tracey Friedman

In “project: DREAMER,” I explored how much a person’s sense of fashion is a result of their environment or societal pressures based on their identity. Certain groups are pressured or engineered to present a certain way, and I wanted to see how much of the opposing force—their character, their personality—affected their sense of style. 

This was a summer research project through the MLK Scholars Program . I did ethnographic interviews with a few people, and asked them to co-design their ideal garments with me. They told me who they are, how they identify, and what they like in fashion, and we synthesized that into their dream garments. And then we had a photo shoot where they were empowered to make artistic choices. 

Some people told me they had a hard time conveying their sense of style because they were apprehensive about being the center of attention or of being dissimilar to the people around them. So they chose to conform to protect themselves. And then others spoke about wanting to safeguard the artistic or vulnerable—or one person used the word “feminine”—side of them so they consciously didn’t dress how they ideally would. 

We ended the interviews by stating an objective about how this co-designing process didn’t end with them just getting new clothes—it was about approaching fashion differently than how they started and unlearning how society might put them in a certain box without their approval.  

My concentration in Gallatin is fashion design and business administration. In the industry some clothing is critiqued and some clothing is praised—and navigating that is challenging, because what you like might not be well received. So doing bespoke fashion for just one person is freeing in a sense because you don’t have to worry about all that extra stuff. It’s just the art. And I like being an artist first and thinking about the business second.

Lizette Saucedo (Global Liberal Studies ’24) Major: Politics, rights, and development Thesis title: “Acknowledging and Remembering Deceased Migrants Crossing the U.S.-Mexican Border”

Lizette Saucedo (Global Liberal Studies '24). Photo by Tracey Friedman

My thesis project is on commemorating migrants who are dying on their journey north to cross the U.S.–Mexican border. I look at it through different theoretical lenses, and one of the terms is necropolitics—how politics shapes the way the State governs life and especially death. And then of the main issues aside from the deaths is that a lot of people in the U.S. don’t know about them, due to the government trying to eschew responsibility for migrant suffering. In the final portion of the thesis, I argue for presenting what some researchers call “migrant artifacts”—the personal belongings left behind by people trying to cross over—to the public, so that people can become aware and have more of a human understanding of what’s going on. 

This is my senior thesis for Liberal Studies, but the idea for it started in an International Human Rights course I took with professor Joyce Apsel . We read a book by Jason De León called The Land of the Open Graves , which I kept in the back of my mind. And then when I studied abroad in Germany during my junior year, I noticed all the different memorials and museums, and wondered why we didn’t have the equivalent in the U.S. My family comes from Mexico—my parents migrated—and ultimately all of these interests came together.

I came into NYU through the Liberal Studies program and I loved it. It’s transdisciplinary, which shaped how I view my studies. My major is politics, rights, and development and my minor is social work, but I’ve also studied museum studies, and I’ve always loved the arts. The experience of getting to work one-on-one on this thesis has really fortified my belief that I can combine all those things.

Sade Chaffatt (Abu Dhabi ’24) Major: Biology Thesis title: “The Polycomb repressive component, EED in mouse hepatocytes regulates liver homeostasis and survival following partial hepatectomy.”

Sade Chaffatt (NYU Abu Dhabi '24). Photo courtesy of NYUAD

Imagine your liver as a room. Within the liver there are epigenetic mechanisms that control gene expression. Imagine these epigenetic mechanisms as a dimmer switch, so that you could adjust the light in the room. If we remove a protein that is involved in regulating these mechanisms, there might be dysregulation—as though the light is too bright or too dim. One such protein, EED, plays a crucial role in regulating gene expression. And so my project focuses on investigating whether EED is required in mouse hepatocytes to regulate liver homeostasis and to regulate survival following surgical resection.

Stepping into the field of research is very intimidating when you’re an undergraduate student and know nothing. But my capstone mentor, Dr. Kirsten Sadler , encourages students to present their data at lab meetings and to speak with scientists. Even though this is nerve-wracking, it helps to promote your confidence in communicating science to others in the field.

If you’d asked 16-year-old me, I never would’ve imagined that I’d be doing research at this point. Representation matters a lot, and you often don't see women—especially not Black women—in research. Being at NYUAD has really allowed me to see more women in these spaces. Having had some experience in the medical field through internships, I can now say I’m more interested in research and hope to pursue a PhD in the future.

Kimberly Sinchi (Tandon ’24) Major: Computer Science Sarah Moughal (Tandon ’25) Major: Computer Science Project: Robotic Design Team's TITAN

Sarah Moughal (Tandon '25, left) and Kimberly Sinchi (Tandon '24). Photo by Tracey Friedman

Kimberly: The Robotic Design Team has been active at NYU for at least five years. We’re 60-plus undergrad and grad students majoring in electrical engineering, mechanical engineering, computer science, and integrated design. We’ve named our current project TITAN because of how huge it is. TITAN stands for “Tandon’s innovation in terraforming and autonomous navigation.”

Sarah: We compete in NASA’s lunatics competition every year, which means we build a robot from scratch to be able to compete in lunar excavation and construction. We make pretty much everything in house in the Tandon MakerSpace, and everyone gets a little experience with machining, even if you're not mechanical. A lot of it is about learning how to work with other people—communicating across majors and disciplines and learning how to explain our needs to someone who may not be as well versed in particular technologies as we are. 

Kimberly: With NYU’s Vertically Integrated Project I’ve been able to take what I was interested in and actually have a real world impact with it. NASA takes notes on every Rover that enters this competition. What worked and what didn’t actually influences their designs for rovers they send to the moon and to Mars.

Eva Fuentes (CAS ’24) Major: Anthropology Thesis title: “Examining the relationship between pelvic shape and numbers of lumbar vertebrae in primates”

Eva Fuentes (CAS '24). Photo by Tracey Friedman

I came into NYU thinking I wanted to be an art history major with maybe an archeology minor. To do the archeology minor, you have to take the core classes in anthropology, and so I had to take an intro to human evolution course. I was like, this is the coolest thing I’ve learned—ever. So I emailed people in the department to see if I could get involved. 

Since my sophomore year, I’ve been working in the Evolutionary Morphology Lab with Scott Williams, who is primarily interested in the vertebral column of primates in the fossil record because of how it can inform the evolution of posture and locomotion in humans.

For my senior thesis, I’m looking at the number of lumbar vertebrae—the vertebrae that are in the lower back specifically—and aspects of pelvic shape to see if it is possible to make inferences about the number of lumbar vertebrae a fossil may have had. The bones of the lower back are important because they tell us about posture and locomotion.

I committed to a PhD program at Washington University in St. Louis a few weeks ago to study biological anthropology. I never anticipated being super immersed in the academic world. I don’t come from an academic family. I had no idea what I was doing when I started, but Scott Williams, and everyone in the lab, is extremely welcoming and easy to talk to. It wasn't intimidating to come into this lab at all.

Elsa Nyongesa (GPH, CAS ’24 ) Major: Global Public Health and Biology Project: “Diversity in Breast Oncological Studies: Impacts on Black Women’s Health Outcomes”

Elsa Nyongesa (GPH, CAS '24). Photo by Tracey Friedman

I interned at Weill Cornell Medicine through their Travelers Summer Research Fellowship Program where I worked with my mentor, Dr. Lisa Newman, who is the head of the International Center for the Study of Breast Cancer Subtypes. I analyzed data on the frequency of different types of breast cancer across racial and ethnic groups in New York. At the same time, I was also working with Dr. Rachel Kowolsky to study minority underrepresentation in clinical research. 

In an experiential learning course taught by Professor Joyce Moon Howard in the GPH department, I created a research question based on my internship experience. I thought about how I could combine my experiences from the program which led to my exploration of the correlation between minority underrepresentation in breast oncological studies, and how it affects the health outcomes of Black women with breast cancer.

In my major, we learn about the large scope of health disparities across different groups. This opportunity allowed me to learn more about these disparities in the context of breast cancer research. As a premedical student, this experience broadened my perspective on health. I learned more about the social, economic, and environmental factors influencing health outcomes. It also encouraged me to examine literature more critically to find gaps in knowledge and to think about potential solutions to health problems. Overall, this experience deepened my philosophy of service, emphasizing the importance of health equity and advocacy at the research and clinical level.

Rohan Bajaj (Stern ’24) Major: Finance and statistics Thesis title: “Measuring Socioeconomic Changes and Investor Attitude in Chicago’s Post-Covid Economic Recovery”

Rohan Bajaj (Stern '24). Photo by Tracey Friedman

My thesis is focused on understanding the effects of community-proposed infrastructure on both the socioeconomic demographics of cities and on fiscal health. I’m originally from Chicago, so it made a lot of sense to pay tribute back to the place that raised me. I’m compiling a list of characteristics of infrastructure that has been developed since 2021 as a part of the Chicago Recovery Plan and then assessing how neighborhoods have changed geographically and economically. 

I’m looking at municipal bond yields in Chicago as a way of evaluating the fiscal health of the city. Turns out a lot of community-proposed infrastructure is focused in lower income areas within Chicago rather than higher income areas. So that makes the research question interesting, to see if there’s a correlation between the proposed and developed infrastructure projects, and if these neighborhoods are being gentrified alongside development.

I kind of stumbled into the impact investing industry accidentally from an internship I had during my time at NYU. I started working at a renewable energies brokerage in midtown, where my main job was collecting a lot of market research trends and delivering insights on how these different energy markets would come into play. I then worked with the New York State Insurance Fund, where I helped construct and execute their sustainable investment strategy from the ground up. 

I also took a class called “Design with Climate Change” with Peter Anker in Gallatin during my junior year, and a lot of that class was focused on how to have climate resilient and publicly developed infrastructure, and understanding the effects it has on society. It made me start thinking about the vital role that physical surroundings play in steering communities.

In the short term I want to continue diving into impact-focused investing and help identify urban planners and city government to develop their communities responsibly and effectively.

Andrea Durham (Tandon, ’26)  Major: Biomolecular science Research essay title: “The Rise and Fall of Aduhelm”

Andrea Durham (Tandon '26). Photo by Tracey Friedman

This is an essay I wrote last year in an advanced college essay writing class with Professor Lorraine Doran on the approval of a drug for Alzheimer’s disease called Aduhelm—a monoclonal antibody therapy developed by Biogen in 2021, which was described as being momentous and groundbreaking. But there were irregularities ranging from the design of its clinical trials to government involvement that led to the resignation of three scientists on an advisory panel, because not everybody in the scientific community agreed that it should be approved.

When I was six years old, my grandmother was diagnosed. Seeing the impact that it had over the years broke my heart and ignited a passion in me to pursue research. 

When I started at NYU, I wasn’t really sure what I was going to do in the future, or what opportunities I would go after. This writing class really gave me an opportunity to reflect on the things that were important to me in my life. The September after I wrote this paper, I started volunteering in a lab at Mount Sinai for Alzheimer's disease research, and that’s what I’m doing now—working as a volunteer at the Center for Molecular Integrative Neuroresilience under Dr. Giulio Pasinetti. I have this opportunity to be at the forefront, and because of the work I did in my writing class I feel prepared going into these settings with an understanding of the importance of conducting ethical research and working with integrity.