Show that you understand the current state of research on your topic.
The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.
One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.
Download our research proposal template
Discover proofreading & editing
Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.
Like your dissertation or thesis, the proposal will usually have a title page that includes:
The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.
Your introduction should:
To guide your introduction , include information about:
As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.
In this section, share exactly how your project will contribute to ongoing conversations in the field by:
Following the literature review, restate your main objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.
? or ? , , or research design? | |
, )? ? | |
, , , )? | |
? |
To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.
For example, your results might have implications for:
Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .
Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.
Here’s an example schedule to help you get started. You can also download a template at the button below.
Download our research schedule template
Research phase | Objectives | Deadline |
---|---|---|
1. Background research and literature review | 20th January | |
2. Research design planning | and data analysis methods | 13th February |
3. Data collection and preparation | with selected participants and code interviews | 24th March |
4. Data analysis | of interview transcripts | 22nd April |
5. Writing | 17th June | |
6. Revision | final work | 28th July |
If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.
Make sure to check what type of costs the funding body will agree to cover. For each item, include:
To determine your budget, think about:
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
Statistics
Research bias
Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .
Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.
I will compare …
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.
Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.
A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.
A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.
A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.
All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.
Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.
Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.
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Table of Contents
Before conducting a study, a research proposal should be created that outlines researchers’ plans and methodology and is submitted to the concerned evaluating organization or person. Creating a research proposal is an important step to ensure that researchers are on track and are moving forward as intended. A research proposal can be defined as a detailed plan or blueprint for the proposed research that you intend to undertake. It provides readers with a snapshot of your project by describing what you will investigate, why it is needed, and how you will conduct the research.
Your research proposal should aim to explain to the readers why your research is relevant and original, that you understand the context and current scenario in the field, have the appropriate resources to conduct the research, and that the research is feasible given the usual constraints.
This article will describe in detail the purpose and typical structure of a research proposal , along with examples and templates to help you ace this step in your research journey.
A research proposal¹ ,² can be defined as a formal report that describes your proposed research, its objectives, methodology, implications, and other important details. Research proposals are the framework of your research and are used to obtain approvals or grants to conduct the study from various committees or organizations. Consequently, research proposals should convince readers of your study’s credibility, accuracy, achievability, practicality, and reproducibility.
With research proposals , researchers usually aim to persuade the readers, funding agencies, educational institutions, and supervisors to approve the proposal. To achieve this, the report should be well structured with the objectives written in clear, understandable language devoid of jargon. A well-organized research proposal conveys to the readers or evaluators that the writer has thought out the research plan meticulously and has the resources to ensure timely completion.
A research proposal is a sales pitch and therefore should be detailed enough to convince your readers, who could be supervisors, ethics committees, universities, etc., that what you’re proposing has merit and is feasible . Research proposals can help students discuss their dissertation with their faculty or fulfill course requirements and also help researchers obtain funding. A well-structured proposal instills confidence among readers about your ability to conduct and complete the study as proposed.
Research proposals can be written for several reasons:³
Research proposals should aim to answer the three basic questions—what, why, and how.
The What question should be answered by describing the specific subject being researched. It should typically include the objectives, the cohort details, and the location or setting.
The Why question should be answered by describing the existing scenario of the subject, listing unanswered questions, identifying gaps in the existing research, and describing how your study can address these gaps, along with the implications and significance.
The How question should be answered by describing the proposed research methodology, data analysis tools expected to be used, and other details to describe your proposed methodology.
Here is a research proposal sample template (with examples) from the University of Rochester Medical Center. 4 The sections in all research proposals are essentially the same although different terminology and other specific sections may be used depending on the subject.
If you want to know how to make a research proposal impactful, include the following components:¹
1. Introduction
This section provides a background of the study, including the research topic, what is already known about it and the gaps, and the significance of the proposed research.
2. Literature review
This section contains descriptions of all the previous relevant studies pertaining to the research topic. Every study cited should be described in a few sentences, starting with the general studies to the more specific ones. This section builds on the understanding gained by readers in the Introduction section and supports it by citing relevant prior literature, indicating to readers that you have thoroughly researched your subject.
3. Objectives
Once the background and gaps in the research topic have been established, authors must now state the aims of the research clearly. Hypotheses should be mentioned here. This section further helps readers understand what your study’s specific goals are.
4. Research design and methodology
Here, authors should clearly describe the methods they intend to use to achieve their proposed objectives. Important components of this section include the population and sample size, data collection and analysis methods and duration, statistical analysis software, measures to avoid bias (randomization, blinding), etc.
5. Ethical considerations
This refers to the protection of participants’ rights, such as the right to privacy, right to confidentiality, etc. Researchers need to obtain informed consent and institutional review approval by the required authorities and mention this clearly for transparency.
6. Budget/funding
Researchers should prepare their budget and include all expected expenditures. An additional allowance for contingencies such as delays should also be factored in.
7. Appendices
This section typically includes information that supports the research proposal and may include informed consent forms, questionnaires, participant information, measurement tools, etc.
8. Citations
Writing a research proposal begins much before the actual task of writing. Planning the research proposal structure and content is an important stage, which if done efficiently, can help you seamlessly transition into the writing stage. 3,5
Key Takeaways
Here’s a summary of the main points about research proposals discussed in the previous sections:
Q1. How is a research proposal evaluated?
A1. In general, most evaluators, including universities, broadly use the following criteria to evaluate research proposals . 6
Q2. What is the difference between the Introduction and Literature Review sections in a research proposal ?
A2. The Introduction or Background section in a research proposal sets the context of the study by describing the current scenario of the subject and identifying the gaps and need for the research. A Literature Review, on the other hand, provides references to all prior relevant literature to help corroborate the gaps identified and the research need.
Q3. How long should a research proposal be?
A3. Research proposal lengths vary with the evaluating authority like universities or committees and also the subject. Here’s a table that lists the typical research proposal lengths for a few universities.
Arts programs | 1,000-1,500 | |
University of Birmingham | Law School programs | 2,500 |
PhD | 2,500 | |
2,000 | ||
Research degrees | 2,000-3,500 |
Q4. What are the common mistakes to avoid in a research proposal ?
A4. Here are a few common mistakes that you must avoid while writing a research proposal . 7
Thus, a research proposal is an essential document that can help you promote your research and secure funds and grants for conducting your research. Consequently, it should be well written in clear language and include all essential details to convince the evaluators of your ability to conduct the research as proposed.
This article has described all the important components of a research proposal and has also provided tips to improve your writing style. We hope all these tips will help you write a well-structured research proposal to ensure receipt of grants or any other purpose.
References
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How to write a phd research proposal.
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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.
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).
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:
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.
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:
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:
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.
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:
In the video below, we unpack each of these four sections, step by step.
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.
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.
Finding a good research topic is a process that involves multiple steps. We cover the topic ideation process in this video post.
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.
We explain how to craft a project plan/timeline and budget in Research Proposal Bootcamp .
The expectations and requirements regarding formatting and referencing vary from institution to institution. Therefore, you’ll need to check this information with your university.
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:
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:
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.
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 .
I truly enjoyed this video, as it was eye-opening to what I have to do in the preparation of preparing a Research proposal.
I would be interested in getting some coaching.
I real appreciate on your elaboration on how to develop research proposal,the video explains each steps clearly.
Thank you for the video. It really assisted me and my niece. I am a PhD candidate and she is an undergraduate student. It is at times, very difficult to guide a family member but with this video, my job is done.
In view of the above, I welcome more coaching.
Wonderful guidelines, thanks
This is very helpful. Would love to continue even as I prepare for starting my masters next year.
Thanks for the work done, the text was helpful to me
Bundle of thanks to you for the research proposal guide it was really good and useful if it is possible please send me the sample of research proposal
You’re most welcome. We don’t have any research proposals that we can share (the students own the intellectual property), but you might find our research proposal template useful: https://gradcoach.com/research-proposal-template/
Cheruiyot Moses Kipyegon
Thanks alot. It was an eye opener that came timely enough before my imminent proposal defense. Thanks, again
thank you very much your lesson is very interested may God be with you
I am an undergraduate student (First Degree) preparing to write my project,this video and explanation had shed more light to me thanks for your efforts keep it up.
Very useful. I am grateful.
this is a very a good guidance on research proposal, for sure i have learnt something
Wonderful guidelines for writing a research proposal, I am a student of m.phil( education), this guideline is suitable for me. Thanks
You’re welcome 🙂
Thank you, this was so helpful.
A really great and insightful video. It opened my eyes as to how to write a research paper. I would like to receive more guidance for writing my research paper from your esteemed faculty.
Thank you, great insights
Thank you, great insights, thank you so much, feeling edified
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Thank you. This is a great insight. I am a student preparing for a PhD program. I am requested to write my Research Proposal as part of what I am required to submit before my unconditional admission. I am grateful having listened to this video which will go a long way in helping me to actually choose a topic of interest and not just any topic as well as to narrow down the topic and be specific about it. I indeed need more of this especially as am trying to choose a topic suitable for a DBA am about embarking on. Thank you once more. The video is indeed helpful.
Have learnt a lot just at the right time. Thank you so much.
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Hi. For my MSc medical education research, please evaluate this topic for me: Training Needs Assessment of Faculty in Medical Training Institutions in Kericho and Bomet Counties
I have really learnt a lot based on research proposal and it’s formulation
Thank you. I learn much from the proposal since it is applied
Your effort is much appreciated – you have good articulation.
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I do applaud your simplified method of explaining the subject matter, which indeed has broaden my understanding of the subject matter. Definitely this would enable me writing a sellable research proposal.
This really helping
Great! I liked your tutoring on how to find a research topic and how to write a research proposal. Precise and concise. Thank you very much. Will certainly share this with my students. Research made simple indeed.
Thank you very much. I an now assist my students effectively.
Thank you very much. I can now assist my students effectively.
I need any research proposal
Thank you for these videos. I will need chapter by chapter assistance in writing my MSc dissertation
Very helpfull
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Thank you very much. I learned a lot from your lecture.
I really enjoy the in-depth knowledge on research proposal you have given. me. You have indeed broaden my understanding and skills. Thank you
interesting session this has equipped me with knowledge as i head for exams in an hour’s time, am sure i get A++
This article was most informative and easy to understand. I now have a good idea of how to write my research proposal.
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Wow, this literature is very resourceful and interesting to read. I enjoyed it and I intend reading it every now then.
Thank you for the clarity
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Thank you very much for this essential piece. I need 1o1 coaching, unfortunately, your service is not available in my country. Anyways, a very important eye-opener. I really enjoyed it. A thumb up to Gradcoach
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thank you for the video but i need a written example
So far , So good!
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Learning objectives.
Writing a good research paper takes time, thought, and effort. Although this assignment is challenging, it is manageable. Focusing on one step at a time will help you develop a thoughtful, informative, well-supported research paper.
Your first step is to choose a topic and then to develop research questions, a working thesis, and a written research proposal. Set aside adequate time for this part of the process. Fully exploring ideas will help you build a solid foundation for your paper.
When you choose a topic for a research paper, you are making a major commitment. Your choice will help determine whether you enjoy the lengthy process of research and writing—and whether your final paper fulfills the assignment requirements. If you choose your topic hastily, you may later find it difficult to work with your topic. By taking your time and choosing carefully, you can ensure that this assignment is not only challenging but also rewarding.
Writers understand the importance of choosing a topic that fulfills the assignment requirements and fits the assignment’s purpose and audience. (For more information about purpose and audience, see Chapter 6 “Writing Paragraphs: Separating Ideas and Shaping Content” .) Choosing a topic that interests you is also crucial. You instructor may provide a list of suggested topics or ask that you develop a topic on your own. In either case, try to identify topics that genuinely interest you.
After identifying potential topic ideas, you will need to evaluate your ideas and choose one topic to pursue. Will you be able to find enough information about the topic? Can you develop a paper about this topic that presents and supports your original ideas? Is the topic too broad or too narrow for the scope of the assignment? If so, can you modify it so it is more manageable? You will ask these questions during this preliminary phase of the research process.
Sometimes, your instructor may provide a list of suggested topics. If so, you may benefit from identifying several possibilities before committing to one idea. It is important to know how to narrow down your ideas into a concise, manageable thesis. You may also use the list as a starting point to help you identify additional, related topics. Discussing your ideas with your instructor will help ensure that you choose a manageable topic that fits the requirements of the assignment.
In this chapter, you will follow a writer named Jorge, who is studying health care administration, as he prepares a research paper. You will also plan, research, and draft your own research paper.
Jorge was assigned to write a research paper on health and the media for an introductory course in health care. Although a general topic was selected for the students, Jorge had to decide which specific issues interested him. He brainstormed a list of possibilities.
If you are writing a research paper for a specialized course, look back through your notes and course activities. Identify reading assignments and class discussions that especially engaged you. Doing so can help you identify topics to pursue.
Set a timer for five minutes. Use brainstorming or idea mapping to create a list of topics you would be interested in researching for a paper about the influence of the Internet on social networking. Do you closely follow the media coverage of a particular website, such as Twitter? Would you like to learn more about a certain industry, such as online dating? Which social networking sites do you and your friends use? List as many ideas related to this topic as you can.
Once you have a list of potential topics, you will need to choose one as the focus of your essay. You will also need to narrow your topic. Most writers find that the topics they listed during brainstorming or idea mapping are broad—too broad for the scope of the assignment. Working with an overly broad topic, such as sexual education programs or popularized diets, can be frustrating and overwhelming. Each topic has so many facets that it would be impossible to cover them all in a college research paper. However, more specific choices, such as the pros and cons of sexual education in kids’ television programs or the physical effects of the South Beach diet, are specific enough to write about without being too narrow to sustain an entire research paper.
A good research paper provides focused, in-depth information and analysis. If your topic is too broad, you will find it difficult to do more than skim the surface when you research it and write about it. Narrowing your focus is essential to making your topic manageable. To narrow your focus, explore your topic in writing, conduct preliminary research, and discuss both the topic and the research with others.
“How am I supposed to narrow my topic when I haven’t even begun researching yet?” In fact, you may already know more than you realize. Review your list and identify your top two or three topics. Set aside some time to explore each one through freewriting. (For more information about freewriting, see Chapter 8 “The Writing Process: How Do I Begin?” .) Simply taking the time to focus on your topic may yield fresh angles.
Jorge knew that he was especially interested in the topic of diet fads, but he also knew that it was much too broad for his assignment. He used freewriting to explore his thoughts so he could narrow his topic. Read Jorge’s ideas.
Another way writers may focus a topic is to conduct preliminary research . Like freewriting, exploratory reading can help you identify interesting angles. Surfing the web and browsing through newspaper and magazine articles are good ways to start. Find out what people are saying about your topic on blogs and online discussion groups. Discussing your topic with others can also inspire you. Talk about your ideas with your classmates, your friends, or your instructor.
Jorge’s freewriting exercise helped him realize that the assigned topic of health and the media intersected with a few of his interests—diet, nutrition, and obesity. Preliminary online research and discussions with his classmates strengthened his impression that many people are confused or misled by media coverage of these subjects.
Jorge decided to focus his paper on a topic that had garnered a great deal of media attention—low-carbohydrate diets. He wanted to find out whether low-carbohydrate diets were as effective as their proponents claimed.
At work, you may need to research a topic quickly to find general information. This information can be useful in understanding trends in a given industry or generating competition. For example, a company may research a competitor’s prices and use the information when pricing their own product. You may find it useful to skim a variety of reliable sources and take notes on your findings.
The reliability of online sources varies greatly. In this exploratory phase of your research, you do not need to evaluate sources as closely as you will later. However, use common sense as you refine your paper topic. If you read a fascinating blog comment that gives you a new idea for your paper, be sure to check out other, more reliable sources as well to make sure the idea is worth pursuing.
Review the list of topics you created in Note 11.18 “Exercise 1” and identify two or three topics you would like to explore further. For each of these topics, spend five to ten minutes writing about the topic without stopping. Then review your writing to identify possible areas of focus.
Set aside time to conduct preliminary research about your potential topics. Then choose a topic to pursue for your research paper.
Collaboration
Please share your topic list with a classmate. Select one or two topics on his or her list that you would like to learn more about and return it to him or her. Discuss why you found the topics interesting, and learn which of your topics your classmate selected and why.
Your freewriting and preliminary research have helped you choose a focused, manageable topic for your research paper. To work with your topic successfully, you will need to determine what exactly you want to learn about it—and later, what you want to say about it. Before you begin conducting in-depth research, you will further define your focus by developing a research question , a working thesis, and a research proposal.
In forming a research question, you are setting a goal for your research. Your main research question should be substantial enough to form the guiding principle of your paper—but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think. As you consider potential research questions, ask yourself whether they would be too hard or too easy to answer.
To determine your research question, review the freewriting you completed earlier. Skim through books, articles, and websites and list the questions you have. (You may wish to use the 5WH strategy to help you formulate questions. See Chapter 8 “The Writing Process: How Do I Begin?” for more information about 5WH questions.) Include simple, factual questions and more complex questions that would require analysis and interpretation. Determine your main question—the primary focus of your paper—and several subquestions that you will need to research to answer your main question.
Here are the research questions Jorge will use to focus his research. Notice that his main research question has no obvious, straightforward answer. Jorge will need to research his subquestions, which address narrower topics, to answer his main question.
Using the topic you selected in Note 11.24 “Exercise 2” , write your main research question and at least four to five subquestions. Check that your main research question is appropriately complex for your assignment.
A working thesis concisely states a writer’s initial answer to the main research question. It does not merely state a fact or present a subjective opinion. Instead, it expresses a debatable idea or claim that you hope to prove through additional research. Your working thesis is called a working thesis for a reason—it is subject to change. As you learn more about your topic, you may change your thinking in light of your research findings. Let your working thesis serve as a guide to your research, but do not be afraid to modify it based on what you learn.
Jorge began his research with a strong point of view based on his preliminary writing and research. Read his working thesis statement, which presents the point he will argue. Notice how it states Jorge’s tentative answer to his research question.
One way to determine your working thesis is to consider how you would complete sentences such as I believe or My opinion is . However, keep in mind that academic writing generally does not use first-person pronouns. These statements are useful starting points, but formal research papers use an objective voice.
Write a working thesis statement that presents your preliminary answer to the research question you wrote in Note 11.27 “Exercise 3” . Check that your working thesis statement presents an idea or claim that could be supported or refuted by evidence from research.
A research proposal is a brief document—no more than one typed page—that summarizes the preliminary work you have completed. Your purpose in writing it is to formalize your plan for research and present it to your instructor for feedback. In your research proposal, you will present your main research question, related subquestions, and working thesis. You will also briefly discuss the value of researching this topic and indicate how you plan to gather information.
When Jorge began drafting his research proposal, he realized that he had already created most of the pieces he needed. However, he knew he also had to explain how his research would be relevant to other future health care professionals. In addition, he wanted to form a general plan for doing the research and identifying potentially useful sources. Read Jorge’s research proposal.
Before you begin a new project at work, you may have to develop a project summary document that states the purpose of the project, explains why it would be a wise use of company resources, and briefly outlines the steps involved in completing the project. This type of document is similar to a research proposal. Both documents define and limit a project, explain its value, discuss how to proceed, and identify what resources you will use.
Now you may write your own research proposal, if you have not done so already. Follow the guidelines provided in this lesson.
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A research proposal is a type of text which maps out a proposed central research problem or question and a suggested approach to its investigation.
In many universities, including RMIT, the research proposal is a formal requirement. It is central to achieving your first milestone: your Confirmation of Candidature. The research proposal is useful for both you and the University: it gives you the opportunity to get valuable feedback about your intended research aims, objectives and design. It also confirms that your proposed research is worth doing, which puts you on track for a successful candidature supported by your School and the University.
Although there may be specific School or disciplinary requirements that you need to be aware of, all research proposals address the following central themes:
Before venturing into writing a research purposal, it is important to think about the purpose and audience of this type of text. Spend a moment or two to reflect on what these might be.
What do you think is the purpose of your research proposal and who is your audience?
The purpose of your research proposal is:
1. To allow experienced researchers (your supervisors and their peers) to assess whether
2. To help you clarify and focus on what you want to do, why you want to do it, and how you’ll do it. The research proposal helps you position yourself as a researcher in your field. It will also allow you to:
The main audience for your research proposal is your reviewers. Universities usually assign a panel of reviewers to which you need to submit your research proposal. Often this is within the first year of study for PhD candidates, and within the first six months for Masters by Research candidates.
Your reviewers may have a strong disciplinary understanding of the area of your proposed research, but depending on your specialisation, they may not. It is therefore important to create a clear context, rationale and framework for your proposed research. Limit jargon and specialist terminology so that non-specialists can comprehend it. You need to convince the reviewers that your proposed research is worth doing and that you will be able to effectively ‘interrogate’ your research questions or address the research problems through your chosen research design.
Your review panel will expect you to demonstrate:
Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.
Common mistakes to avoid.
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Adapted from "Organizing Your Social Sciences Research Paper," USC Libraries, University of Southern California, <https://libguides.usc.edu/writingguide/researchproposal>, accessed 4 Feb.. 2022.
A research proposal is simply a structured, formal document that explains what you plan to research (i.e. your research topic), why it’s worth r esearching (i.e. your justification), and how you plan to investigate it (i.e. your practical approach).
The purpose of the research proposal (it’s 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).
Research proposals generally follow the same format as a research paper, with an introduction, a literature review, a discussion of research methodology and goals, and a conclusion.
From: Wong, Paul T. P. How to Write a Research Proposal . International Network on Personal Meaning. Trinity Western University
Introduction.
The first part of your proposal is the initial pitch for your project, so make sure it succinctly explains what you want to do and why. It should:
Some important questions to guide your introduction include:
If your proposal is very long, you might include separate sections with more detailed information on the background and context, problem statement, aims and objectives, and importance of the research.
It’s important to show that you’re familiar with the most important research on your topic. A strong literature review convinces the reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said.
In this section, aim to demonstrate exactly how your project will contribute to conversations in the field.
The literature review serves several important functions:
The purpose of the discussion is to interpret and describe the significance of your findings in light of what was already known about the research problem being investigated, and to explain any new understanding or fresh insights about the problem after you've taken the findings into consideration. The discussion will always connect to the introduction by way of the research questions or hypotheses you posed and the literature you reviewed, but it does not simply repeat or rearrange the introduction; the discussion should always explain how your study has moved the reader's understanding of the research problem forward from where you left them at the end of the introduction.
This section is often considered the most important part of a research paper because it most effectively demonstrates your ability as a researcher to think critically about an issue, to develop creative solutions to problems based on the findings, and to formulate a deeper, more profound understanding of the research problem you are studying.
The discussion section is where you explore the underlying meaning of your research , its possible implications in other areas of study, and the possible improvements that can be made in order to further develop the concerns of your research.
This is the section where you need to present the importance of your study and how it may be able to contribute to and/or fill existing gaps in the field. If appropriate, the discussion section is also where you state how the findings from your study revealed new gaps in the literature that had not been previously exposed or adequately described.
This part of the paper is not strictly governed by objective reporting of information but, rather, it is where you can engage in creative thinking about issues through evidence-based interpretation of findings. This is where you infuse your results with meaning.
Kretchmer, Paul. Fourteen Steps to Writing to Writing an Effective Discussion Section . San Francisco Edit, 2003-2008.
The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of your points or a re-statement of your research problem but a synthesis of key points. For most essays, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two-or-three paragraph conclusion may be required.
A well-written conclusion provides you with several important opportunities to demonstrate your overall understanding of the research problem to the reader. These include:
Conclusions . The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008.
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Department of Anaesthesiology, Bangalore Medical College and Research Institute, Bengaluru, Karnataka, India
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.
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
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 ]
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 ]
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.
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 ].
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.
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 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.
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.
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 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 refers to the degree to which the findings can be applied to different contexts and groups.[ 13 ]
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 ]
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.
Conflicts of interest.
There are no conflicts of interest.
What is a research proposal.
A research proposal should present your idea or question and expected outcomes with clarity and definition – the what.
It should also make a case for why your question is significant and what value it will bring to your discipline – the why.
What it shouldn't do is answer the question – that's what your research will do.
Research proposals are significant because Another reason why it formally outlines your intended research. Which means you need to provide details on how you will go about your research, including:
Think of it as a tool that will help you clarify your idea and make conducting your research easier.
Usually no more than 2000 words, but check the requirements of your degree, and your supervisor or research coordinator.
Presenting your idea clearly and concisely demonstrates that you can write this way – an attribute of a potential research candidate that is valued by assessors.
Project title.
Your title should clearly indicate what your proposed research is about.
State the name, department and faculty or school of the academic who has agreed to supervise you. Rest assured, your research supervisor will work with you to refine your research proposal ahead of submission to ensure it meets the needs of your discipline.
Describe your proposed mode of research. Which may be closely linked to your discipline, and is where you will describe the style or format of your research, e.g. data, field research, composition, written work, social performance and mixed media etc.
This is not required for research in the sciences, but your research supervisor will be able to guide you on discipline-specific requirements.
What are you trying to achieve with your research? What is the purpose? This section should reference why you're applying for a research degree. Are you addressing a gap in the current research? Do you want to look at a theory more closely and test it out? Is there something you're trying to prove or disprove? To help you clarify this, think about the potential outcome of your research if you were successful – that is your aim. Make sure that this is a focused statement.
Your objectives will be your aim broken down – the steps to achieving the intended outcome. They are the smaller proof points that will underpin your research's purpose. Be logical in the order of how you present these so that each succeeds the previous, i.e. if you need to achieve 'a' before 'b' before 'c', then make sure you order your objectives a, b, c.
A concise summary of what your research is about. It outlines the key aspects of what you will investigate as well as the expected outcomes. It briefly covers the what, why and how of your research.
A good way to evaluate if you have written a strong synopsis, is to get somebody to read it without reading the rest of your research proposal. Would they know what your research is about?
Now that you have your question clarified, it is time to explain the why. Here, you need to demonstrate an understanding of the current research climate in your area of interest.
Providing context around your research topic through a literature review will show the assessor that you understand current dialogue around your research, and what is published.
Demonstrate you have a strong understanding of the key topics, significant studies and notable researchers in your area of research and how these have contributed to the current landscape.
In this section, you should consider the following:
Draw links between your research and the faculty or school you are applying at, and explain why you have chosen your supervisor, and what research have they or their school done to reinforce and support your own work. Cite these reasons to demonstrate how your research will benefit and contribute to the current body of knowledge.
Provide an overview of the methodology and techniques you will use to conduct your research. Cover what materials and equipment you will use, what theoretical frameworks will you draw on, and how will you collect data.
Highlight why you have chosen this particular methodology, but also why others may not have been as suitable. You need to demonstrate that you have put thought into your approach and why it's the most appropriate way to carry out your research.
It should also highlight potential limitations you anticipate, feasibility within time and other constraints, ethical considerations and how you will address these, as well as general resources.
A work plan is a critical component of your research proposal because it indicates the feasibility of completion within the timeframe and supports you in achieving your objectives throughout your degree.
Consider the milestones you aim to achieve at each stage of your research. A PhD or master's degree by research can take two to four years of full-time study to complete. It might be helpful to offer year one in detail and the following years in broader terms. Ultimately you have to show that your research is likely to be both original and finished – and that you understand the time involved.
Provide details of the resources you will need to carry out your research project. Consider equipment, fieldwork expenses, travel and a proposed budget, to indicate how realistic your research proposal is in terms of financial requirements and whether any adjustments are needed.
Provide a list of references that you've made throughout your research proposal.
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Research proposals are written to propose a research project and oftentimes request funding, or sponsorship, for that research. The research proposal is used to assess the originality and quality of ideas and the feasibility of a proposed project. The goal of the research proposal is to convince others that the investigator has (a) an important idea; (b) the skills, knowledge, and resources to carry out the project; and (c) a plan to implement the project on time and within budget. This entry discusses the process of developing a research proposal and the elements of an effective proposal.
For a graduate student, a research proposal may be required to begin the dissertation process. This serves to communicate the research focus to others, such as members of the student’s dissertation committee. It also indicates the investigator’s plan of action, including a level of thoroughness and sufficient detail to replicate the study. The research proposal could also be considered as a contract, once members of the committee agree to the execution of the project.
Requirements may include: an abstract, introduction, literature review, method section, and conclusion. A research proposal has to clearly and concisely identify the proposed research and its importance. The background literature should support the need for the research and the potential impact of the findings.
The method section proposes a comprehensive explanation of the research design, including subjects, timeline, and data analysis. Research questions should be identified as well as measurement instruments and methods to answer the research questions. Proposals for research involving human subjects identify how the investigators will protect participants throughout their research project.
Proposals often require engaging in an external review either by an external evaluator or advisory board consisting of expert consultants in the field. References are included to provide documentation about the supporting literature identified in the proposal. Appendixes and supplemental materials may also be included, following the sponsoring organization’s guidelines. As a general rule, educational research proposals follow the American Psychological Association formatting guidelines and publishing standards. If funding is being requested, it is important for the proposal to identify how the research will benefit the sponsoring organization and its constituents.
The success of a research proposal depends on both the quality of the project and its presentation. A proposal may have specific goals, but if they are neither realistic nor desirable, the probability of obtaining funding is reduced. Similar to manuscripts being considered for journal articles, reviewers evaluate each research proposal to identify strengths and criticisms based on a general framework and scoring rubric determined by the sponsoring organization. Research proposals that meet the scoring criteria are considered for funding opportunities. If a proposal does not meet the scoring criteria, revisions may be necessary before resubmitting the proposal to the same or a different sponsoring organization.
Common mistakes and pitfalls can often be avoided in research proposal writing through awareness and careful planning. In an effective research proposal, the research idea is clearly stated as a problem and there is an explanation of how the proposed research addresses a demonstrable gap in the current literature. In addition, an effective proposal is well structured, frames the research question(s) within sufficient context supported by the literature, and has a timeline that is appropriate to address the focus and scope of the research project. All requirements of the sponsoring organization, including required project elements and document formatting, need to be met within the research proposal. Finally, an effective proposal is engaging and demonstrates the researcher’s passion and commitment to the research addressed.
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Published on 30 October 2022 by Shona McCombes and Tegan George. Revised on 13 June 2023.
A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.
The format of a research proposal varies between fields, but most proposals will contain at least these elements:
Literature review.
While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organised and feel confident in the path forward you choose to take.
Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, frequently asked questions.
Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .
In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.
Show your reader why your project is interesting, original, and important. | |
Demonstrate your comfort and familiarity with your field. Show that you understand the current state of research on your topic. | |
Make a case for your . Demonstrate that you have carefully thought about the data, tools, and procedures necessary to conduct your research. | |
Confirm that your project is feasible within the timeline of your program or funding deadline. |
The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.
One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.
Download our research proposal template
Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.
Like your dissertation or thesis, the proposal will usually have a title page that includes:
The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.
Your introduction should:
To guide your introduction , include information about:
As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.
In this section, share exactly how your project will contribute to ongoing conversations in the field by:
Following the literature review, restate your main objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.
? or ? , , or research design? | |
, )? ? | |
, , , )? | |
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To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasise again what you aim to contribute and why it matters.
For example, your results might have implications for:
Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .
Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.
Here’s an example schedule to help you get started. You can also download a template at the button below.
Download our research schedule template
Research phase | Objectives | Deadline |
---|---|---|
1. Background research and literature review | 20th January | |
2. Research design planning | and data analysis methods | 13th February |
3. Data collection and preparation | with selected participants and code interviews | 24th March |
4. Data analysis | of interview transcripts | 22nd April |
5. Writing | 17th June | |
6. Revision | final work | 28th July |
If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.
Make sure to check what type of costs the funding body will agree to cover. For each item, include:
To determine your budget, think about:
Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement.
Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.
I will compare …
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.
Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.
A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.
A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.
A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.
All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.
Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.
Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.
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McCombes, S. & George, T. (2023, June 13). How to Write a Research Proposal | Examples & Templates. Scribbr. Retrieved 3 September 2024, from https://www.scribbr.co.uk/the-research-process/research-proposal-explained/
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How to write a research proposal.
For many subjects, writing a research proposal is a key part of your postgraduate research degree application. This is your opportunity to demonstrate your knowledge and how you want to contribute to the subject.
We use the proposal to match your interest with an appropriate supervisor to make sure you have the best support during your degree. We are looking for originality and relevance when assessing the overall quality of your application, including your suitability for this level of study.
We highly recommend that you explore which academic researchers are working in your subject area and contact them first with any questions, this is a good opportunity to firm up your ideas, further explore the topic and talk with others in your field.
A research proposal is a concise and coherent document, usually between 1500 – 2000 words, maximum 4 x A4 pages. You should outline your proposed research project, why it is of relevance (rationale), what research questions are you going to ask, what you hope to achieve (aims and objectives) and how you plan to carry out your research (methodology).
This page is your comprehensive guide to writing a research proposal and will cover seven key elements of a proposal:
You should include a title for your thesis in the proposal.
Your title may change as you further your research, but at this stage it's important to state succinctly what your research will cover.
Briefly identify your idea, what is your ‘research question’?
It could be the theory you want to test, or a more open question. It would be useful to give examples, 3-5 research questions from recently completed PhDs in a relevant field. You should discuss the context around your research topic, such as current debates and issues. The important thing here is that you introduce your research project with clarity and in a way that stimulates your reader’s interest.
Demonstrate the significance of your research project.
To do this, explain why your research is important, what makes it original and how it will contribute to existing knowledge within its field.
What are you hoping to achieve with your research?
Try and produce four or five bullet points of objectives for each aim, which demonstrate your understanding of how to meet your research aims. You can use the SMART acronym to support you in creating objectives, which involves making your objectives: specific, measurable, achievable, realistic and time specific.
Demonstrate your knowledge and awareness of relevant literature
A literature review is a discussion and evaluation of academic literature or a relevant body of knowledge (for practice-based research). You should use this section of your proposal to show that you are familiar with work in your chosen topic area and that your research will contribute something new and/or meaningful to it.
Explain how you plan to carry out your research
The methodology section of your research proposal is where you explain how you plan to carry out your research. This should include the research techniques and methods you will use, why these are most appropriate and how you will implement them. You should also include a discussion of the research strategy (general approach) you will adopt, with appropriate justification, including the analytical approach. The section should also contain the range of research findings that will be gathered from the research and how you will analyse or evaluate this. For practice based research, include how will your portfolio of artefacts, code, software, compositions, computer games etc. articulate the originality of your research?
Reference all the materials you used in the preparation your proposal
You may also list references that you didn't directly draw upon, to demonstrate awareness of literature relating to your proposed material.
Your research proposal will be read by academics with an interest in your field of research. You are therefore encouraged to contact members of academic staff informally prior to submitting your application to discuss to your research proposal. This can often speed up the applications process, as you can identify the member(s) of staff you have spoken to on your research degree application form.
Use the Huddersfield Research Portal to browse academic staff profiles and search using key words to find staff members who share your research interests.
Your research proposal is your starting point, and we understand that as your idea develop s , your proposed research is likely to change. As such, you will not be obliged to adhere to the specifics of your proposal if you are offered a place as a research degree candidate at Huddersfield. However, as the proposal is the foundation of your working relationship with your supervisor(s), you will need to discuss any changes with them first.
Once you have written your research proposal you will need to complete an application form. Look at our how to apply webpage for more information.
Our step-by-step guide will help you to make the most out of your application for a research degree
Explore our funding options, including scholarships and Doctoral Loans.
Chris Drew (PhD)
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
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A research proposal systematically and transparently outlines a proposed research project.
The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.
The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).
Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.
Watch my Guide: How to Write a Research Proposal
Get your Template for Writing your Research Proposal Here (With AI Prompts!)
Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.
Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.
Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last
Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.
Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.
Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.
Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.
Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.
References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.
Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.
Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.
See some real sample pieces:
Consider this hypothetical education research proposal:
The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics
Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.
Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.
Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.
Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.
Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.
Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.
Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.
See some real examples:
Consider this hypothetical psychology research proposal:
The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students
Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .
Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.
Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.
Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.
Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.
Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.
Consider this hypothetical sociology research proposal:
The Impact of Social Media Usage on Interpersonal Relationships among Young Adults
Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.
Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.
Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.
Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.
Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.
Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.
Consider this hypothetical nursing research proposal:
The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians
Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.
Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.
Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.
Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.
Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.
Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.
Consider this hypothetical social work research proposal:
The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England
Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .
Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.
Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.
Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.
Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.
Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.
Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.
Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)
This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.
Section | Checklist |
---|---|
Title | – Ensure the single-sentence title clearly states the study’s focus |
Abstract (Words: 200) | – Briefly describe the research topicSummarize the research problem or question – Outline the research design and methods – Mention the expected outcomes and implications |
Introduction (Words: 300) | – Introduce the research topic and its significance – Clearly state the research problem or question – Explain the purpose and objectives of the study – Provide a brief overview of |
Literature Review (Words: 800) | – Gather the existing literature into themes and ket ideas – the themes and key ideas in the literature – Identify gaps or inconsistencies in the literature – Explain how the current study will contribute to the literature |
Research Design and Methods (Words; 800) | – Describe the research paradigm (generally: positivism and interpretivism) – Describe the research design (e.g., qualitative, quantitative, or mixed-methods) – Explain the data collection methods (e.g., surveys, interviews, observations) – Detail the sampling strategy and target population – Outline the data analysis techniques (e.g., statistical analysis, thematic analysis) – Outline your validity and reliability procedures – Outline your intended ethics procedures – Explain the study design’s limitations and justify your decisions |
Timeline (Single page table) | – Provide an overview of the research timeline – Break down the study into stages with specific timeframes (e.g., data collection, analysis, report writing) – Include any relevant deadlines or milestones |
Budget (200 words) | – Estimate the costs associated with the research project – Detail specific expenses (e.g., materials, participant incentives, travel costs) – Include any necessary justifications for the budget items – Mention any funding sources or grant applications |
Expected Outcomes and Implications (200 words) | – Summarize the anticipated findings or results of the study – Discuss the potential implications of the findings for theory, practice, or policy – Describe any possible limitations of the study |
Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.
Very excellent research proposals
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Hi Levi, use the site search bar to ask a question and I’ll likely have a guide already written for your specific question. Thanks for reading!
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Written by Mark Bennett
You'll need to write a research proposal if you're submitting your own project plan as part of a PhD application. A good PhD proposal outlines the scope and significance of your topic and explains how you plan to research it.
It's helpful to think about the proposal like this: if the rest of your application explains your ability to do a PhD, the proposal demonstrates the actual PhD you plan to do. Of course, being able to effectively plan and explain a research project is one of the key qualifications for being able to complete one, which is why the proposal is such an important part of the PhD application process.
Thankfully, the secret to writing a good research proposal isn't complicated. It's simply a case of understanding what the proposal is for, what it needs to do and how it needs to be put together.
What is a phd research proposal.
First things first, do you need a research proposal for your PhD? It depends on the kind of project you want to do:
As a rule, advertised PhDs are very common in STEM subjects, whereas Arts, Humanities and Social Science students are more likely to propose their own PhDs.
Some PhD programmes actually wait and ask students to develop their research proposal during the degree (usually after they've completed some initial training). This is normal in the USA , but it's becoming more common for some UKRI-funded UK PhDs.
For the purposes of this guide we're going to assume that you do need to write a good research proposal for your PhD application. So let's explore what's involved in that.
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It's natural to be a little intimidated at the thought of structuring a PhD proposal, particularly if you've never written anything like this before.
But here's the thing: a research proposal isn't a fiendish test designed to catch you out and stop you ever doing a PhD. It's actually much more boring than that.
All a research proposal really is is a document that demonstrates three things:
Or to put it even more simply: the PhD is worth doing, it's doable and you can do it.
A successful PhD project has to make a significant original contribution to knowledge. If it doesn't, it won't meet the criteria for a doctoral degree and will probably fail the viva exam .
Your PhD proposal itself doesn't have to meet those criteria (or pass a viva!) but it does need to indicate that your PhD project eventually will.
It does that by first demonstrating that your research topic is original. That means nobody else has studied this same topic (or one very similar) before.
There are all sorts of ways a PhD can be original. You might examine new data or primary sources, to look at existing material from a fresh perspective, or deal with the impact of new events. It doesn't matter how your project is original, so long as your proposal is really specific about what makes it original.
You also need to explain why your proposed research will be academically significant. To do this properly, you'll need to acknowledge relevant existing scholarship and explain how your research will relate to it. You don't need to be exhaustive at this point, but you should be able to show how your PhD will contribute to its field and – ideally – indicate some of the gaps in knowledge it will aim to fill.
The final step in demonstrating your PhD is worthwhile is to suggest what will become possible as a result of your research. How could other researchers use or build upon your results? What might closing those gaps in academic knowledge mean for audiences outside the unviversity?
It isn't enough just to show that your research is worth doing; it also needs to actually be doable.
The length of a full-time PhD is around three to four years in most countries (it's longer in for a PhD in the USA , but you don't spend all that time doing research).
Three years may seem like a long time, but researching a PhD is a lot of work and you'll probably spend at least some of your time on other activities like teaching, conference presentations or even publication.
So, one of the things your proposal needs to do is demonstrate that your project is feasible: that it fits within the scope of a PhD.
The most important criteria for this is to be clear about what you plan to do. It should be obvious from your proposal what the scope of your project is – what is and isn't included within it.
You also need to outline how you plan to go about your research. Where will you start and what order do you expect to proceed in? Is the logic for that obvious? If not, it's probably a good idea to explain it.
Finally, you need to explain the methodology you plan to use. This could include techniques for collecting data and sources, theoretical perspectives for analysing them – or both. You may also need to detail specific equipment you expect to use or fieldwork you'll need to undertake (including trips to archives or other external resources).
None of this needs to be exact or completely final. The key word here is 'plan' – but you do need to have one.
So far we've thought about the project itself: what makes it worth doing and how it's going to get done. But your proposal also needs to address the who and the where: why are you the right person to carry out this research, and why do you want to do it at this particular university?
The first part of this is easier than it probably looks. Writing a good research proposal demonstrates enthusiasm for your project much more convincingly than simply saying you're very interested in it (a classic case of 'show, don't tell').
You also don't need to repeat your grades and academic achievements (other parts of your PhD application will cover those). Instead, try to underline experiences that relate to this project. Has a particular module or Masters dissertation topic prepared you with useful subject knowledge or methodological skills? If so, highlight it.
It's also fine, within reason, to be honest about the skills you don't have and to identify your training needs. This shows you're being practical about your project and thinking seriously about what it will require. Just make sure you can realistically acquire the skills and training you need within the time available (this goes back to the feasibility).
Showing your project is a good fit for the university is also relatively simple. There should already be some reasons why you've chosen this university for your PhD so make sure you explain what they are. Perhaps there's a particular supervisor you'd like to work with , or facilities and resources your research could use. The key is to emphasise the fit between the project and the university – so don't just say you want to research there because it's highly ranked .
Hopefully the above sections have given you a few ideas for the things your proposal needs to include. Let's be honest though, the scariest thing about a proposal isn't deciding what to include: it's actually writing it.
But, if we flip that on its head, we remember that all a research proposal really is is a piece of writing that follows a pretty standard format. And that's a lot less scary.
Because proposals for PhD all have to do the same things, they mostly follow a similar structure. Yours will probably go something like this:
You probably won't need to include a specific conclusion - it should be obvious, by now, what your project is doing, how you're going to do it and why that matters. A quick summary sentence is fine though, if you think it will help.
Being able to effectively communicate academic concepts, ideas and results is a key skill for PhD research in all subjects . Think of your proposal as a chance to demonstrate this.
The good news is that the key principles of good proposal writing aren't that different from other work you've probably done as a Bachelors or Masters student:
Honestly? As long as the university asks for it to be. Most will have guidelines and you should follow them closely if so.
If you honestly can't find a suggested word count for your proposal, then consider asking a prospective supervisor . If you still aren't sure, aim for somewhere between 1,000-2,000 words .
As a very general rule, Arts, Humanities and Social Sciences are a bit longer than STEM proposals (and a lot of STEM students don't have to write one anyway, as we've explained).
Research proposals are a popular topic over on the FindAPhD blog , where we've shared stories of how students wrote theirs , along with mistakes to avoid and a counter-intuitive look at the things a PhD proposal doesn't actually need to do .
Here are a few general tips and mistakes to avoid:
Preparing to write a PhD proposal takes time and effort. None of this is wasted as the process of evaluating and framing your ideas for a proposal will improve your project plan immensely. So will the need to decide which ideas to include.
But you need time and space to do that, so make sure you get it. How long it will take to write your PhD proposal is heavily dependent on your personal working style, but you'll likely need to give yourself at least a few weeks to do a good job.
A good proposal isn't a begging letter. You're approaching the university with a great idea that's going to contribute to and enhance their research. Be honest, be realistic, but don't be unnecessarily humble. They should want you and your project.
You may not need to present original research findings yet, but your proposal does need to present original ideas – and it should be clear why and how those ideas are original.
Make sure you indicate how your project is going to expand, enhance or even correct existing work in your field. Remember that making an "original contribution to knowledge" is a key part of what a PhD is .
A good proposal needs to explain why you want to do your research at a particular university. That's a big part of the feasibility (the fit between project, person and place) and methodology (how are you going to use this university's equipment and archives; when and where will you need to travel).
It's OK to apply to more than one university in parallel, but, in that case, you're writing research proposals .
It can be tempting to search for PhD proposal samples on the internet, but make sure you evaluate what you find. Some websites may host old proposals from previous PhD students, but there's no way of knowing how relevant these are to your subject and university – or if they were even successful! More 'generic' research proposal examples can offer guidance, but they won't be tailored to your specific project.
The best place to look for a PhD proposal sample is your university. Consider asking your supervisor if they can share a good proposal from a previous student in your subject – or put you in touch with a current student you can ask.
We've covered this on the blog , but it's simple enough to include here too.
You're setting out to do a PhD, but you (probably!) haven't done one yet. So you don't need to include research findings, in-depth analysis or a comprehesive literature review. You need to make a case for the research and analysis you want to do.
The advice on this page is necessarily quite general. We're considering adding guides to writing PhD proposals in specific subjects in future but, for now, the best place to get specific advice for your academic field is probably the university you're applying to.
See if you can get some subject-specific tips by contacting a supervisor , or just checking with the admissions team for your department.
And remember: if they give you a structure and a word count, stick to it.
Find out what PhD opportunities are currently available with our FindAPhD course listings .
You may also like....
We've answered some of the most frequently asked questions about PhDs, covering course types, applications, funding and the benefits of further study.
Getting ready to apply for a PhD? Our guides explain research proposals, references and entry tests for doctoral programmes.
Our guide explains how to contact a potential PhD supervisor to discuss your proposal or ideas with them before applying.
A checklist of the things you'll need to do when making an international PhD application, from meeting the entry requirements to sorting out your visa.
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Home » Research Methodology – Types, Examples and writing Guide
Table of Contents
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.
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
II. Research Design
III. Data Collection Methods
IV. Data Analysis Methods
V. Ethical Considerations
VI. Limitations
VII. Conclusion
Types of Research Methodology are as follows:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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:
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.
Here are some of the applications of research methodology:
Research methodology serves several important purposes, including:
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:
Research Methodology | Research Methods |
---|---|
Research methodology refers to the philosophical and theoretical frameworks that guide the research process. | refer to the techniques and procedures used to collect and analyze data. |
It is concerned with the underlying principles and assumptions of research. | It is concerned with the practical aspects of research. |
It provides a rationale for why certain research methods are used. | It determines the specific steps that will be taken to conduct research. |
It is broader in scope and involves understanding the overall approach to research. | It is narrower in scope and focuses on specific techniques and tools used in research. |
It is concerned with identifying research questions, defining the research problem, and formulating hypotheses. | It is concerned with collecting data, analyzing data, and interpreting results. |
It is concerned with the validity and reliability of research. | It is concerned with the accuracy and precision of data. |
It is concerned with the ethical considerations of research. | It is concerned with the practical considerations of research. |
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BMC Medical Education volume 24 , Article number: 968 ( 2024 ) Cite this article
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Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.
This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were “The Competency Inventory for Registered Nurses” and Spielberger “State-Trait Anxiety Inventory”. T-test and MANOVA were used to analyze the data.
The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students’ anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001).
The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students’ competency and anxiety after graduation and as a novice nurse is suggested.
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Increasing clinical setting complexity necessitates further attention to nursing students’ competency [ 1 ]. The 7th and 8th semesters, when students spend more time in clinical environments, are one of the best times for improving nursing students’ competency. The use of clinical models, including internship, may be useful at this time. In the internship period, nursing students are directly supervised by the Nursing Unit Managers (NUMs) and clinical nurses and indirectly by the academic professor as a supervisor [ 2 ].
Internship, as an education model, was beneficial for the students, teachers, and patients. It not only improved health preservation but also increased the nursing students’ skills [ 3 ]. In the internship model, efforts were made to achieve clinical competency [ 2 ]. It improved nursing students’ knowledge, skills, and attitude [ 4 ]. It allows the knowledge acquired during the entire course to be (re) evaluated so that the professional competence is improved. Moreover, the teaching-learning methods are built according to critical pedagogy [ 5 ]. The students practiced self-management and tried to control the situations and stress [ 2 ]. It was mentioned that it improved professional identity and self-efficacy [ 6 ]. This model of education led to nursing students’ interaction with staff nurses and invisible evaluation [ 7 ]. It also reduced the gap between theory and practice [ 8 ] and increased nursing students’ process-based performance [ 9 ]. Moreover, it developed coping strategies for workplace adversities [ 6 ]. A study on the internship of community health nursing showed that service-based learning was effective in improving nursing students’ health education competencies and its subscales including skill, knowledge, community presence, attitude, and professional preparation [ 10 ].
Although this model of education in clinical setting has some advantages, it has some challenges such as lack of support and difficult planning [ 7 ]. Researchers reported that anxiety and low self-confidence in clinical competence settings were the challenges in nursing students’ internship period [ 11 ]. Lack of self-confidence caused anxiety and fear [ 11 ]. During this period, students showed anxiety with symptoms such as nervousness, fear, frequent urination, hand and foot tremors, panic, somatic pain, palpitation, facial flushing, sleep disturbance, etc. [ 11 ].
Considering the effects of the internship program in other countries and Iran, the researchers evaluated the difference between the existing program in Shiraz (nursing students’ internship model A) and other parts of the world. The researchers also raised the question of how to improve the nursing students’ professional competency during the internship and how to reduce their anxiety. In the comparison of the running program (nursing student’s internship model A) with the other countries, there were differences. The first one was the duration of the program that was about 12 weeks. Secondly, the students were not full-time employees in the clinical environment, and they left the ward at 1:00 PM. Next, they were only oriented to general information about the program and did not receive basic nursing trainings. In addition, nursing students were not paid during the course and insured.
Literature review showed that in the nursing students’ internships, exploitation and lack of incentive were the barriers to success in this program [ 12 ]. On the other hand, support, self-efficacy, internship structure, and setting were the factors that affected the students’ adjustment [ 13 ]. Work experience, environment, and critical thinking were the factors effective in development of nursing competence [ 14 ]. Moreover, a supportive internship system using motivation strategies as a helpful method improved nursing students’ performance [ 15 ]. In addition, researchers suggested that all the actors involved in nursing students’ internships should facilitate the efficacy of teaching and learning [ 16 ]. Furthermore, another study recommended that stakeholders should use increased educational preparation for the internship stage to evolve healthcare market supply and need [ 17 ].
In order to solve those limitations and promote the program based on the above-mentioned suggestions at the global level, in addition to solving the above points, changes were made in the model A and it was named “nursing student’s internship model B”. For this purpose, director of the Nursing School of Shiraz University of Medical Sciences, their academic teachers, the nursing director of Nemazee hospital, and the director of the provincial nursing office support were considered. More detailed planning was considered to implement and manage the internship model. During the formative evaluation of the model, several meetings between Shiraz Nursing School and the clinical environment were held to identify and resolve deficiencies. Therefore, to improve the evidence-based practice, this study aimed to compare the professional competency and anxiety of nursing students trained based on the two internship models. The following hypotheses were posed:
Nursing student’s internship model B improves the nursing students’ professional competency compared to model A.
Nursing student’s internship model B reduces the nursing students’ anxiety compared to model A.
This is a comparative study with nonequivalent control group posttest-only quasi-experimental design. In this interventional study with no concurrent controls, a new nursing student’s internship model (B) is proposed. It helps the researchers to select group (B) to be trained using this model and then compare their outcomes to that of a previous nursing student’s internship model group (A). In fact, internship model group (A) was considered as a control group. It should be noted that the students were in two different groups and were selected for each group at two consecutive semesters.
The setting of this study was Nursing and Midwifery School of Shiraz University of Medical Sciences (SUMS). The intervention of nursing student’s internship model group A was carried out routinely from September 2022 to June 2023 and its data were collected in June 2023. The intervention in the nursing student’s internship model group B started from September 2023 and data collection was done in June and July 2024.
The undergraduate nursing students who were in the seventh and eighth semesters, had passed internship model (A/B) for at least one semester (model A was applied in one semester and model B in the other semester), and were willing to participate were enrolled in this study. Exclusion criteria included a known case of psychiatric disorder confirmed by the doctor according to the student report, incomplete completion of the questionnaires, guest students, and those transferred from another university since the 6th semester because these students might be different from those in the university under study in terms of experience and professional competency. One hundred nursing students participated in this study.
Fifty students were randomly selected among the subjects who passed the internship model (A) Moreover, students who participated in the internship model B were randomly selected to group (B) In order to conduct random sampling for each group, we obtained the list of students in Nursing and Midwifery School of SUMS; based on a random number table, 50 students were selected for each group. For sampling, an individual from outside the team participated.
Given that there was no study for comparison on the two groups to evaluate the professional competency and anxiety of nursing students during their internship, the sample size was determined using the study of Liou et al.’s study [ 18 ], which compared the performance competence pre-graduate nursing students and hospital nurses. Based on α = 0.02, β = 0.2, the proportion of subjects that were in the internship model group A = 0.5, proportion of subjects that were in the internship model group B = 0.5, µ 2 - µ 1 of competency = 25.54, SD = 41.35 in Liou et al.’s study and using “Sample Size Calculators for designing clinical research” ( https://sample-size.net/sample-size-means/ ) to compare the mean of a continuous measurement in two samples, the sample size was determined 43 nursing students in each group. Then, considering 15% dropout, it was determined as 50 subjects for each group.
The outcomes assessed in both groups were professional competency and anxiety. In the demographic form, the gender and age of the nursing students were collected. The professional competency of nursing students was measured using the self-report questionnaire named “The Competency Inventory for Registered Nurses”. It was developed in China by Liu et al. in 2007. Firstly, the inventory had 58 items [ 19 ]. In exploratory factor analysis, three items were deleted and the inventory with 55 items was approved. This inventory consists of the dimensions of clinical care, leadership, interpersonal relation, legal/ethical practice, professional development, teaching/coaching, and critical thinking/research aptitude. Higher scores indicate a higher nursing professional competency. Each item of this inventory was scored using a 5-point Likert scale ranging from score zero (not competent at all) to four (very competent). The total score is 0 to 220 [ 1 ]. A higher score indicates greater competence of the nurse [ 1 , 19 ]. The competence level was placed in three levels of high competence (165–220), medium (110–165) and low (< 110). The reliability of the professional competency inventory was assessed by Liu et al. in 2007, and it was confirmed using Cronbach’s alpha of 0.89 and 0.79–0.86 for the dimensions. The content validity of this checklist was confirmed by Liu et al. and reported as 0.85 [ 1 , 19 ]. Ghasemi et al. assessed the psychometrics of this inventory in the Persian language and the reliability of this checklist using Cronbach’s alpha was 0.90; also, its dimensions were 0.71–0.90 [ 20 ]. As Table 1 shows, in this study, reliability was estimated 0.98 for the professional competency and 0.93–0.95 for its dimensions using Cronbach’s alpha.
The anxiety of nursing students was measured using Spielberger State-Trait Anxiety Inventory (STAI). It was developed by psychologists Charles Spielberger. This inventory has 40 items. Twenty items indicate state anxiety and twenty show trait anxiety. Each item was scored on a four-point Likert scale (not at all = 1, somewhat = 2, moderately so = 3, and very much so = 4). For the total inventory, the minimum score was 40 and maximum score was 160. A lower score means less anxiety and a higher score indicates more anxiety [ 21 ]. The convergent validity and internal consistency of the Persian version of State-Trait Anxiety Inventory were approved [ 22 ]. The normal level of anxiety is shown in Table 2 . In this study, Cronbach’s alpha for total anxiety, state, and trait anxiety was 0.94, 0.91, and 0.89, respectively.
Data for this study were collected using the above-mentioned questionnaires. The nursing students of each group were invited to a class in the hospital and clinical setting, the questionnaires were distributed among them, and the students completed them in the presence of the researcher.
Internship model a.
As Table 3 shows, in internship model A, at the beginning of semester seven, an introductory meeting was held for the students about the new program. The students in semesters seven and eight were trained in emergency, recovery, operation room, burn, hemodialysis, pediatric departments, neonatal intensive care unit (NICU), intensive care unit (ICU), and Coronary care unit (CCU) by their academic professors. Then, the students passed their internship period after each department/unit. It was in 12 weeks. The nursing students were rotated in critical care, pediatric and medical-surgical units. This period was conducted in the morning shift.
During the internship period, the students were supervised by the ward NUMs or head nurse, and the academic professors randomly followed up and visited the students. The professor talked to the students more about the physical and communication challenges in clinical environment and tried to solve them. In addition, she asked the NUMs and nurses to play a role in the education of students according to their training department and course. The evaluation of students was done by NUMs using evaluation checklists. In addition, if the students had a problem, they informed the head of the department in the faculty.
As Table 3 shows, in the internship model B, at the beginning of semester seven, an introductory meeting was held for the students about the new program. Then, the training classes were held for them, including “how to do drug administration and its nursing care”, “how to handover patients between two shifts”, “how to write the nurse’s note”, “how to perform cardiopulmonary resuscitation”, and “how to work with the DC shock machine”. Moreover, an electronic system was used to register the students’ entry and exit, and the students worked as staff nurses in the department. They were present in a clinical department for a longer period compared to group A. All students were covered by an insurance company for professional services insurance. The following people played an active role in the planning and management of the internship model B:
Manager, vice-chancellors, and the directors of the nursing groups (medical/surgical, critical care, pediatric and community health nursing) in the school of Nursing and Midwifery of SUMS.
Fars provincial nursing office manager and her vice-chancellors.
Nemazee nurse manager and her educational and clinical supervisors.
Vice-chancellors of SUMS.
Firstly, the students were trained in the full-time presence of the academic professors in emergency, burn, hemodialysis and pediatric departments, and operating and recovery rooms. After that, in the internship period, the students spent morning, evening, and night shifts in emergency, pediatric, hemodialysis, medical, and surgical departments. In the eighth academic semester, this program was applied for “maternal and newborn diseases” clinical course, emergency, and “advanced children nursing” departments. During the internship period, the students attended these clinical courses without the direct presence of an academic professor and under the direct supervision of NUMs. As to ICU and CCU, the students spent 12 days with their academic professor and then attended their internship period for 4 weeks. In addition, students spent their morning shifts in the community-based health services department.
During this period, for the first 2 weeks of the shifts, one of the supervising professors, one of the experienced professors, and an expert in diseases and care processes referred to the students’ department and taught the necessary contents based on the patient or patients assigned to the students every day. In the third and fourth weeks, the supervising professors visited the departments 3 times a week and from the 5th week of shifts, two times a week. In these supervisory sessions, in addition to teaching the characteristics of each disease, the patient’s drugs and their specific nursing care, general nursing care such as the principles of dressing, urinary catheterization, tracheostomy suction, prescribing blood products and their complications, and nursing care by the professors, the students were also taught to prescribe high-risk drugs such as KCL, etc.
To consolidate learning, we asked the students to complete assignments related to these trainings and sent them to the professors on social media. Moreover, the supervising professors provided a report on the status and progress of each student on social media and in face-to-face meetings to other professors and those in charge of clinical education that were held monthly in order to facilitate coordination in the education of students. Additionally, the specific patients and their nursing care as “case study” were identified and informed to the head nurse of the clinical education of this course, so that these case studies could be analyzed and presented in the form of clinical and medical grand rounds and workshops. The evaluation of students was done by the academic professors and NUMs using evaluation designed form.
It should be noted that at the end of this study, the contents of training classes were provided for internship model A in the form of MP3 and MP4 files.
Research Ethics Committees of Schools of Nursing and Midwifery, Management and Medical Information Science in Shiraz University of Medical Sciences approved this study (IR.SUMS.NUMIMG.REC.1402.027, approval date: 2023-05-28). Participation/non-participation of this study was voluntary. The permission to apply “The Competency Inventory for Registered Nurses” was obtained from Ming Liu by the fourth author of our study. The questionnaires were anonymous. Our study was conducted in accordance with the Declaration of Helsinki. The study purpose, procedure, probable complications and the ways of compensation and the person responsible for these possible complications in this study were explained in a consent form. The consent to participate was obtained from the nursing students. All of the nursing students signed the consent form. We confirmed that this consent was informed. The results of this study were reported to Nursing and Midwifery School of SUMS.
Data analysis of this study was conducted using SPSS version 24. Mean, standard deviation, frequency, and percentage were reported. The Independent Samples t-test was used to compare the means of two independent groups in order to determine whether there is statistical evidence that the associated population means are significantly different. Moreover, multivariate analysis of variance (MANOVA) was used for comparing multivariate sample means. As a multivariate procedure, it is used when there are two or more dependent variables, and is often followed by significance tests involving individual dependent variables separately. In this study, to assess how large the effect of the intervention was on the professional competency and anxiety of nursing students, we measured partial eta squared (η2). According to Cohen 1988, an η2 equal to 0.00-0.01, 0.01–0.06, 0.06–0.14, and 0.14-1 means negligible, small, medium, and large, respectively [ 23 ]. p < 0.05 was considered as significant.
50% of the nursing students in both groups were female. The mean age of the students was 23.48 (SD = 1.77) and 23.64 (SD = 2.70) in the internship model groups A and B, respectively. No significant difference was observed between the groups regarding gender (χ 2 = 1.00, p = 0.00) and age (t= -0.34, p = 0.72) of the students who participated in this study.
As Table 1 ; Fig. 1 show, the mean scores of professional competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the internship model groups A and B, respectively. Based on these mean scores, nursing students in the internship model groups A and B reported a medium level of professional competency. As displayed in Table 1 , independent sample t-test and MANOVA test showed a significant difference between the groups regarding professional competency and its dimensions ( p < 0.05). Based on the professional competency η2 that was 0.1, a medium effect size was reported. The highest and lowest η2 among the dimensions of professional competency were related to clinical care and critical thinking/research aptitude, respectively (Table 1 ). Moreover, as Table 1 shows, all the dimensions of professional competency were significantly higher in the internship model group B compared to group A ( p < 0.05). Moreover, based on the η2 in Table 1 , all professional competency dimensions had medium η2 except for critical thinking/research aptitude that was low.
As Table 4 ; Fig. 1 show, the mean scores of nursing students’ total anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. Independent sample t-test and MANOVA test showed a significant difference between the groups regarding total anxiety ( p = 0.001). Based on the anxiety η2 that was 0.11, a medium effect size was indicated (Table 4 ).
Moreover, as shown in Table 4 , the mean scores of state anxiety were 47.43 (SD = 7.27) and 41.32 (SD = 8.62) in the internship model groups A and B, respectively. Based on these mean scores, the nursing students experienced moderate and mild state anxiety in the internship models groups A and B, respectively. Independent sample t-test and MANOVA test indicated a significant difference between the groups regarding the mean scores of state anxiety ( p < 0.001). Based on the state anxiety η2 that was 0.12, a medium effect size was found.
In addition, as Table 4 shows, the mean scores of trait anxiety were 44.80 (SD = 9.44) and 39.11 (SD = 10.92) in the internship model groups A and B, respectively. Based on these mean scores, both groups of nursing students experienced mild trait anxiety. However, independent sample t-test and MANOVA test showed that the mean score of trait anxiety was significantly lower in the internship model B compared to model A ( p < 0.05). Based on the trait anxiety η2 that was 0.07, a medium effect size was indicated.
Comparison of the nursing students’ anxiety and professional competency between internship model groups A and B
This study aimed to compare the professional competency and anxiety of nursing students trained based on the two internship models. The nursing students in the internship model group B significantly reported higher mean scores of professional competency and experienced lower mean scores of anxiety compared to the internship model group A.
Our findings revealed that nursing students in the internship model groups A and B reported medium levels of professional competency. A study reported that internship program helped the students achieve clinical competency, and increased academic and professional skills [ 2 ]. Our results indicated that the internship model group B significantly reported higher mean scores of professional competence compared to group A. In a study, it was reported that clinical supervision model in internship nursing students improved the nursing process-based performance [ 9 ]. In the internship model group B, the students had the support of the professor. Their needs were considered by managers, supervisors, professors, etc. The detailed planning of educational and clinical managers reduced the gap between theory and practice and had a positive effect on the internship students. In addition, interactions between professors and students; professors and supervisors, nurses, and patients; students and educational managers; and educational and clinical managers were extensively carried out. The challenges of the students were identified and solved by the team quickly. Possibly, above-mentioned reasons led to improvement of professional competency in the internship group B compared to the internship model A.
Our study showed nursing students in the internship model group B reported higher clinical care and professional development competency compared to the group A. In addition, the group B had higher mean scores of teaching and coaching compared to the group A. Moreover, the highest effect size was related to clinical care competency. A qualitative study reported that the internship program in nursing students improved their clinical skills and “professional self-efficacy”. In addition, these nursing students had professional identity development. They indicated that internship program led to “accepting professional roles” [ 6 ]. In a study on the attitude of nursing students “community-based training and internship”, it was reported that nursing students had a teaching role and provided some of the clients and patients with information regarding lifestyle, mental health, hygiene, etc. [ 3 ]. It seems that in the internship model group B, the full presence of the nursing students in each work shift provided the opportunity to deliver clinical care and educate the patient and colleagues. In addition, because students are still studying, when they encounter new topics, they try to learn them by reading reliable books and Internet sources, asking their peers or supervisors, and providing the nursing staff and the healthcare team with this information. Since there was a lot of emphasis on students’ clinical care in the internship model group B, their supervisors evaluated and taught the skills daily, and the nurses emphasized the students’ education; there was a possibility that this group had better mean scores of clinical care and professional development competency as compared to group A.
This study indicated that interpersonal relations and leadership competency were higher in the internship model group B compared to group A. Researchers believed that in the learning process, interpersonal relationships linked the patients, students, and supervisors to each other [ 24 ]. They suggested that we should respect each other and provide supportive interaction, leading to improvement in learning outcomes [ 24 ]. In clinical setting, interpersonal relationship is crucial for the nurses because it improves the nursing students’ learning and their outcomes [ 25 ]. It seems that better and more frequent interpersonal relations between supervisors, students, and nurses in the internship model group B compared to the group A further improved the nursing students’ competency. In the internship model group B, nursing students worked as staff nurses. They became familiar with facts, documents, etc. Therefore, as they probably knew each other’s strengths and weaknesses and the setting atmosphere and climate, they cooperated better, conducted teamwork, and communicated with other health team members, compared to group A.
Our study showed nursing students in the internship model group B reported higher critical thinking/research aptitude competency compared to group A. However, the smallest difference between the two groups was in this variable. A qualitative study showed the “lack of scientific research training” as a barrier to nursing internship [ 26 ]. A study indicated that critical thinking subscale of performance competence in nursing students’ internship model was in the lowest level [ 18 ]. Therefore, using knowledge and reflecting on it to solve the clinical problems in nursing students needs more attention in both groups.
Our findings showed legal/ethical practice competency had a higher mean score in the internship model group B, compared to group A. Intern nursing students’ moral sensitivity was associated to “ethical decision-making ability” [ 27 ]. It was mentioned that ethical issues would happen in clinical setting among healthcare workers, supervisors, teachers, and patients [ 28 ]. As in the internship model group B, nursing students worked as staff nurses for a long time in a ward/department, it seems that they paid more attention to the security of the patients’ information. Moreover, because they worked as staff nurses, they might have more respect to the patients’ privacy, be more familiar to advocating the rights of the patients, and take more responsibility for their performance compared to group A.
The nursing students experienced moderate and mild state anxiety in the internship models groups A and B, respectively. Moreover, both groups experienced mild trait anxiety. This study indicated that state-trait anxiety was lower in the internship model group B compared to group A. In the same line with the present study, the results of a study in China showed that the anxiety level of nursing students after experiencing the internship program was moderate. Because nursing students are still in the transition phase during internship, their psychological defense mechanisms seem to be incomplete [ 29 ], resulting in experiencing mild to moderate anxiety by them. A study showed that painful experiences during the internship period, feedback and suggestions of trainers, and hard work in the evening and night shifts were the factors that caused anxiety during the internship period [ 11 ]. Of course, researchers believe that moderate anxiety has a protective role and could lead to the improvement of individual ability in response to environmental stimuli [ 11 ]. In group B, holding preparatory workshops for the students before the start of the internship period, close communication between students and academic supervisors, as well as frequent communication and meetings between the hospital nurse managers and educational supervisors with educational and clinical vice-chancellors and academic supervisors probably led to experiencing lower anxiety by nursing students.
This study had some limitations. Since there was no exact control group in this study, it was not possible to compare nursing students who had not experienced these two interventional models and had passed the 7th and 8th semester traditionally, in terms of professional competence and anxiety. Moreover, without a control group, it is impossible to exactly conclude which outcomes were the result of the internship model groups A/B rather than the other variables. Therefore, it is suggested that these interventions should be compared with the control group in other studies and should measure the outcomes before and after the interventions. Given that the study was conducted in only one center (school of Nursing and Midwifery in Shiraz), the generalizability of the findings is not possible. Therefore, it is suggested that the study should be repeated in other schools of nursing in our country and other parts of the world. The fact that the practice was made in different semesters might have an impact on the results; clinical functioning, etc. might be different in that period. There were actually many uncontrollable variables in our study. Therefore, it is suggested to a study in two groups in one semester.
Since the least difference between the two groups was related to the dimension of critical thinking and research aptitude competency, it is suggested that this issue should be given more attention in future internship programs.
This study showed that the nursing students in the internship model group B had a higher mean score of professional competency and lower mean score of anxiety compared to the internship model group A. Given that the internship model group B as a precise and regular program could improve the professional competency of nursing students to a great extent and they experienced mild anxiety during the program, it is suggested that this intervention should be carried out for nursing students and other students who have clinical functions. It is recommended that the internship model group B should be added to the nursing program and curriculum in our country. Since the internship model group B only required detailed planning and we explained it in the intervention section, the model could easily be implemented in different universities.
The data of this study would be available by email to Masoume Rambod.
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The authors would like to thank the personnel who collaborated in the implication of the intervention and nursing students’ education in clinical settings and Shiraz University of Medical Sciences. The authors would like to thank Razieh Rasekh, Hamideh Falah, Laila Hashemizadeh, and Fatemeh Azadi for preparing and managing the intervention. The authors would like to thank Shiraz University of Medical Sciences, Shiraz, Iran, and Center for Development of Clinical Research of Nemazee Hospital and Dr Nasrin Shokrpour for English language editorial assistance. We appreciated Ming Liu who gave us the permission to apply “The Competency Inventory for Registered Nurses” in this study.
This study was financially supported by Shiraz University of Medical Sciences (Grant Number = 28249).
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Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
Roya Dokoohaki, Masoume Rambod, Nilofar Pasyar, Maryam Shaygan, Majid Najafi Kalyani, Zinat Mohebbi & Azita Jaberi
Department of Nursing, School of Nursing, Larestan University of Medical Sciences, Larestan, Iran
Ali Mohammad Parviniannasab
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MR, NP, RD, AP participated in conceptualization of this study. RD participated in data collection. MR and AP conducted the management the data analysis. MSH, ZM, AZ, and MN participated in the intervention management. All authors participated in writing and approving the original draft of the manuscript.
Correspondence to Masoume Rambod .
Ethics approval and consent to participate.
Research Ethics Committees of Schools of Nursing and Midwifery, Management and Medical Information Science-Shiraz University of Medical Sciences approved this study (IR.SUMS.NUMIMG.REC.1402.027, approval date: 2023-05-28). Participation/non-participation of this study was voluntary. The permission to apply “The Competency Inventory for Registered Nurses” was obtained from Ming Liu by the fourth author of our study. The questionnaires were anonymous. Our study was conducted in accordance with the Declaration of Helsinki. The study purpose, procedure, probable complications and the ways of compensation, and the person responsible for these possible complications in this study were explained in the consent form. The consent to participate was obtained from the nursing students. All of the nursing students signed the consent form. We confirmed that this consent was informed. The results of this study were reported to Nursing and Midwifery School of SUMS.
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The authors declare no competing interests.
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Dokoohaki, R., Rambod, M., Pasyar, N. et al. Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study. BMC Med Educ 24 , 968 (2024). https://doi.org/10.1186/s12909-024-05956-4
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Received : 13 May 2024
Accepted : 26 August 2024
Published : 04 September 2024
DOI : https://doi.org/10.1186/s12909-024-05956-4
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Research proposal examples. Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We've included a few for you below. Example research proposal #1: "A Conceptual Framework for Scheduling Constraint Management" Example research proposal #2: "Medical Students as Mediators of ...
Sample size: The proposal should provide information and justification (basis on which the sample size is calculated) about sample size in the methodology section. 3 A larger sample size than needed to test the research hypothesis increases the cost and duration of the study and will be unethical if it exposes human subjects to any potential unnecessary risk without additional benefit.
Before conducting a study, a research proposal should be created that outlines researchers' plans and methodology and is submitted to the concerned evaluating organization or person. Creating a research proposal is an important step to ensure that researchers are on track and are moving forward as intended. A research proposal can be defined as a detailed plan or blueprint for the proposed ...
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 ...
Key Takeaways. Developing a research proposal involves the following preliminary steps: identifying potential ideas, choosing ideas to explore further, choosing and narrowing a topic, formulating a research question, and developing a working thesis. A good topic for a research paper interests the writer and fulfills the requirements of the ...
Here is an explanation of each step: 1. Title and Abstract. Choose a concise and descriptive title that reflects the essence of your research. Write an abstract summarizing your research question, objectives, methodology, and expected outcomes. It should provide a brief overview of your proposal. 2.
Overview. A research proposal is a type of text which maps out a proposed central research problem or question and a suggested approach to its investigation. In many universities, including RMIT, the research proposal is a formal requirement. It is central to achieving your first milestone: your Confirmation of Candidature.
The design elements and procedures for conducting research are governed by standards of the predominant discipline in which the problem resides, therefore, the guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews.
A research proposal is simply a structured, formal document that explains what you plan to research (i.e. your research topic), why it's worth r esearching (i.e. your justification), and how you plan to investigate it (i.e. your practical approach).. The purpose of the research proposal (it's job, so to speak) is to convince your research supervisor, committee or university that your ...
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 ...
Cohesive ties. Cohesive ties are linguistic devices that link words, phrases and clauses into fluent sentences and paragraphs. These are important in a research proposal as they help you signpost and order your material. They are especially useful in the methodology section to ensure that your process is clearly and logically set out.
A research proposal should present your idea or question and expected outcomes with clarity and definition - the what. It should also make a case for why your question is significant and what value it will bring to your discipline - the why. What it shouldn't do is answer the question - that's what your research will do.
A quality example of a research proposal shows one's above-average analytical skills, including the ability to coherently synthesize ideas and integrate lateral and vertical thinking. Communication skills. The proposal also demonstrates your proficiency to communicate your thoughts in concise and precise language.
The research proposal could also be considered as a contract, once members of the committee agree to the execution of the project. Requirements may include: an abstract, introduction, literature review, method section, and conclusion. A research proposal has to clearly and concisely identify the proposed research and its importance.
Research proposals, like all other kinds of academic writing, are written in a formal, objective tone. Keep in mind that being concise is a key component of academic writing; formal does not mean flowery. Adhere to the structure outlined above. Your reader knows how a research proposal is supposed to read and expects it to fit this template.
A research proposal is a formal document expressing the details of a research project, which is usually for science or academic purposes, and it's typically four to seven pages long. Research proposals often include a title page, an abstract, an introduction, background information, research questions, a literature review and a bibliography.
Research proposal examples. Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We've included a few for you below. Example research proposal #1: 'A Conceptual Framework for Scheduling Constraint Management'.
Useful tips for writing a research proposal. Maintain a focus in your proposal: Your research proposal should be clear and concise, outlining your research idea and its benefits to your chosen field of study, in a way that the reader can clearly understand. Remember, your proposal is just the starting point and an outline and does not need to ...
The best research proposal definition states that it is a structured document that describes an intended study. This formal document reveals the importance and methodology of conducting the ...
A research proposal is a document proposing a research project, generally in the sciences or academia, and generally constitutes a request for sponsorship of that research. [1] Proposals are evaluated on the cost and potential impact of the proposed research, and on the soundness of the proposed plan for carrying it out. [2] Research proposals generally address several key points: [3]
The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students. Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods. Introduction: College students face heightened stress levels ...
Written by Mark Bennett. You'll need to write a research proposal if you're submitting your own project plan as part of a PhD application. A good PhD proposal outlines the scope and significance of your topic and explains how you plan to research it. It's helpful to think about the proposal like this: if the rest of your application explains ...
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.
Ho: The post-test evaluation data have a mean less than or equal to the pre-test evaluation data. Ha: The data from the post-test evaluation have a higher mean than the data from the pre-test evaluation. Significance level. α = 0.05 (maximum probability of rejecting the Ho) If p value ≤ 0.05, the null hypothesis is rejected.
Based on these mean scores, the nursing students experienced moderate and mild state anxiety in the internship models groups A and B, respectively. Independent sample t-test and MANOVA test indicated a significant difference between the groups regarding the mean scores of state anxiety (p < 0.001). Based on the state anxiety η2 that was 0.12 ...