how to make research gap in quantitative research

The Research Gap (Literature Gap)

Everything you need to know to find a quality research gap

By: Ethar Al-Saraf (PhD) | Expert Reviewed By: Eunice Rautenbach (DTech) | November 2022

If you’re just starting out in research, chances are you’ve heard about the elusive research gap (also called a literature gap). In this post, we’ll explore the tricky topic of research gaps. We’ll explain what a research gap is, look at the four most common types of research gaps, and unpack how you can go about finding a suitable research gap for your dissertation, thesis or research project.

Overview: Research Gap 101

• What is a research gap
• Four common types of research gaps
• Practical examples
• How to find research gaps
• Recap & key takeaways

What (exactly) is a research gap?

Well, at the simplest level, a research gap is essentially an unanswered question or unresolved problem in a field, which reflects a lack of existing research in that space. Alternatively, a research gap can also exist when there’s already a fair deal of existing research, but where the findings of the studies pull in different directions , making it difficult to draw firm conclusions.

For example, let’s say your research aims to identify the cause (or causes) of a particular disease. Upon reviewing the literature, you may find that there’s a body of research that points toward cigarette smoking as a key factor – but at the same time, a large body of research that finds no link between smoking and the disease. In that case, you may have something of a research gap that warrants further investigation.

Now that we’ve defined what a research gap is – an unanswered question or unresolved problem – let’s look at a few different types of research gaps.

Types of research gaps

While there are many different types of research gaps, the four most common ones we encounter when helping students at Grad Coach are as follows:

• The classic literature gap
• The disagreement gap
• The contextual gap, and
• The methodological gap

Need a helping hand?

1. The Classic Literature Gap

First up is the classic literature gap. This type of research gap emerges when there’s a new concept or phenomenon that hasn’t been studied much, or at all. For example, when a social media platform is launched, there’s an opportunity to explore its impacts on users, how it could be leveraged for marketing, its impact on society, and so on. The same applies for new technologies, new modes of communication, transportation, etc.

Classic literature gaps can present exciting research opportunities , but a drawback you need to be aware of is that with this type of research gap, you’ll be exploring completely new territory . This means you’ll have to draw on adjacent literature (that is, research in adjacent fields) to build your literature review, as there naturally won’t be very many existing studies that directly relate to the topic. While this is manageable, it can be challenging for first-time researchers, so be careful not to bite off more than you can chew.

2. The Disagreement Gap

As the name suggests, the disagreement gap emerges when there are contrasting or contradictory findings in the existing research regarding a specific research question (or set of questions). The hypothetical example we looked at earlier regarding the causes of a disease reflects a disagreement gap.

Importantly, for this type of research gap, there needs to be a relatively balanced set of opposing findings . In other words, a situation where 95% of studies find one result and 5% find the opposite result wouldn’t quite constitute a disagreement in the literature. Of course, it’s hard to quantify exactly how much weight to give to each study, but you’ll need to at least show that the opposing findings aren’t simply a corner-case anomaly .

3. The Contextual Gap

The third type of research gap is the contextual gap. Simply put, a contextual gap exists when there’s already a decent body of existing research on a particular topic, but an absence of research in specific contexts .

For example, there could be a lack of research on:

• A specific population – perhaps a certain age group, gender or ethnicity
• A geographic area – for example, a city, country or region
• A certain time period – perhaps the bulk of the studies took place many years or even decades ago and the landscape has changed.

The contextual gap is a popular option for dissertations and theses, especially for first-time researchers, as it allows you to develop your research on a solid foundation of existing literature and potentially even use existing survey measures.

Importantly, if you’re gonna go this route, you need to ensure that there’s a plausible reason why you’d expect potential differences in the specific context you choose. If there’s no reason to expect different results between existing and new contexts, the research gap wouldn’t be well justified. So, make sure that you can clearly articulate why your chosen context is “different” from existing studies and why that might reasonably result in different findings.

4. The Methodological Gap

Last but not least, we have the methodological gap. As the name suggests, this type of research gap emerges as a result of the research methodology or design of existing studies. With this approach, you’d argue that the methodology of existing studies is lacking in some way , or that they’re missing a certain perspective.

For example, you might argue that the bulk of the existing research has taken a quantitative approach, and therefore there is a lack of rich insight and texture that a qualitative study could provide. Similarly, you might argue that existing studies have primarily taken a cross-sectional approach , and as a result, have only provided a snapshot view of the situation – whereas a longitudinal approach could help uncover how constructs or variables have evolved over time.

Practical Examples

Let’s take a look at some practical examples so that you can see how research gaps are typically expressed in written form. Keep in mind that these are just examples – not actual current gaps (we’ll show you how to find these a little later!).

Context: Healthcare

Despite extensive research on diabetes management, there’s a research gap in terms of understanding the effectiveness of digital health interventions in rural populations (compared to urban ones) within Eastern Europe.

Context: Environmental Science

While a wealth of research exists regarding plastic pollution in oceans, there is significantly less understanding of microplastic accumulation in freshwater ecosystems like rivers and lakes, particularly within Southern Africa.

Context: Education

While empirical research surrounding online learning has grown over the past five years, there remains a lack of comprehensive studies regarding the effectiveness of online learning for students with special educational needs.

As you can see in each of these examples, the author begins by clearly acknowledging the existing research and then proceeds to explain where the current area of lack (i.e., the research gap) exists.

How To Find A Research Gap

Now that you’ve got a clearer picture of the different types of research gaps, the next question is of course, “how do you find these research gaps?” .

Well, we cover the process of how to find original, high-value research gaps in a separate post . But, for now, I’ll share a basic two-step strategy here to help you find potential research gaps.

As a starting point, you should find as many literature reviews, systematic reviews and meta-analyses as you can, covering your area of interest. Additionally, you should dig into the most recent journal articles to wrap your head around the current state of knowledge. It’s also a good idea to look at recent dissertations and theses (especially doctoral-level ones). Dissertation databases such as ProQuest, EBSCO and Open Access are a goldmine for this sort of thing. Importantly, make sure that you’re looking at recent resources (ideally those published in the last year or two), or the gaps you find might have already been plugged by other researchers.

Once you’ve gathered a meaty collection of resources, the section that you really want to focus on is the one titled “ further research opportunities ” or “further research is needed”. In this section, the researchers will explicitly state where more studies are required – in other words, where potential research gaps may exist. You can also look at the “ limitations ” section of the studies, as this will often spur ideas for methodology-based research gaps.

By following this process, you’ll orient yourself with the current state of research , which will lay the foundation for you to identify potential research gaps. You can then start drawing up a shortlist of ideas and evaluating them as candidate topics . But remember, make sure you’re looking at recent articles – there’s no use going down a rabbit hole only to find that someone’s already filled the gap 🙂

Let’s Recap

We’ve covered a lot of ground in this post. Here are the key takeaways:

• A research gap is an unanswered question or unresolved problem in a field, which reflects a lack of existing research in that space.
• The four most common types of research gaps are the classic literature gap, the disagreement gap, the contextual gap and the methodological gap. 
• To find potential research gaps, start by reviewing recent journal articles in your area of interest, paying particular attention to the FRIN section .

If you’re keen to learn more about research gaps and research topic ideation in general, be sure to check out the rest of the Grad Coach Blog . Alternatively, if you’re looking for 1-on-1 support with your dissertation, thesis or research project, be sure to check out our private coaching service .

Psst... there’s more!

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

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Home » Research Gap – Types, Examples and How to Identify

Research Gap – Types, Examples and How to Identify

Table of Contents

Research Gap

Definition:

Research gap refers to an area or topic within a field of study that has not yet been extensively researched or is yet to be explored. It is a question, problem or issue that has not been addressed or resolved by previous research.

How to Identify Research Gap

Identifying a research gap is an essential step in conducting research that adds value and contributes to the existing body of knowledge. Research gap requires critical thinking, creativity, and a thorough understanding of the existing literature . It is an iterative process that may require revisiting and refining your research questions and ideas multiple times.

Here are some steps that can help you identify a research gap:

• Review existing literature: Conduct a thorough review of the existing literature in your research area. This will help you identify what has already been studied and what gaps still exist.
• Identify a research problem: Identify a specific research problem or question that you want to address.
• Analyze existing research: Analyze the existing research related to your research problem. This will help you identify areas that have not been studied, inconsistencies in the findings, or limitations of the previous research.
• Brainstorm potential research ideas : Based on your analysis, brainstorm potential research ideas that address the identified gaps.
• Consult with experts: Consult with experts in your research area to get their opinions on potential research ideas and to identify any additional gaps that you may have missed.
• Refine research questions: Refine your research questions and hypotheses based on the identified gaps and potential research ideas.
• Develop a research proposal: Develop a research proposal that outlines your research questions, objectives, and methods to address the identified research gap.

Types of Research Gap

There are different types of research gaps that can be identified, and each type is associated with a specific situation or problem. Here are the main types of research gaps and their explanations:

Theoretical Gap

This type of research gap refers to a lack of theoretical understanding or knowledge in a particular area. It can occur when there is a discrepancy between existing theories and empirical evidence or when there is no theory that can explain a particular phenomenon. Identifying theoretical gaps can lead to the development of new theories or the refinement of existing ones.

Empirical Gap

An empirical gap occurs when there is a lack of empirical evidence or data in a particular area. It can happen when there is a lack of research on a specific topic or when existing research is inadequate or inconclusive. Identifying empirical gaps can lead to the development of new research studies to collect data or the refinement of existing research methods to improve the quality of data collected.

Methodological Gap

This type of research gap refers to a lack of appropriate research methods or techniques to answer a research question. It can occur when existing methods are inadequate, outdated, or inappropriate for the research question. Identifying methodological gaps can lead to the development of new research methods or the modification of existing ones to better address the research question.

Practical Gap

A practical gap occurs when there is a lack of practical applications or implementation of research findings. It can occur when research findings are not implemented due to financial, political, or social constraints. Identifying practical gaps can lead to the development of strategies for the effective implementation of research findings in practice.

Knowledge Gap

This type of research gap occurs when there is a lack of knowledge or information on a particular topic. It can happen when a new area of research is emerging, or when research is conducted in a different context or population. Identifying knowledge gaps can lead to the development of new research studies or the extension of existing research to fill the gap.

Examples of Research Gap

Here are some examples of research gaps that researchers might identify:

• Theoretical Gap Example : In the field of psychology, there might be a theoretical gap related to the lack of understanding of the relationship between social media use and mental health. Although there is existing research on the topic, there might be a lack of consensus on the mechanisms that link social media use to mental health outcomes.
• Empirical Gap Example : In the field of environmental science, there might be an empirical gap related to the lack of data on the long-term effects of climate change on biodiversity in specific regions. Although there might be some studies on the topic, there might be a lack of data on the long-term effects of climate change on specific species or ecosystems.
• Methodological Gap Example : In the field of education, there might be a methodological gap related to the lack of appropriate research methods to assess the impact of online learning on student outcomes. Although there might be some studies on the topic, existing research methods might not be appropriate to assess the complex relationships between online learning and student outcomes.
• Practical Gap Example: In the field of healthcare, there might be a practical gap related to the lack of effective strategies to implement evidence-based practices in clinical settings. Although there might be existing research on the effectiveness of certain practices, they might not be implemented in practice due to various barriers, such as financial constraints or lack of resources.
• Knowledge Gap Example: In the field of anthropology, there might be a knowledge gap related to the lack of understanding of the cultural practices of indigenous communities in certain regions. Although there might be some research on the topic, there might be a lack of knowledge about specific cultural practices or beliefs that are unique to those communities.

Examples of Research Gap In Literature Review, Thesis, and Research Paper might be:

• Literature review : A literature review on the topic of machine learning and healthcare might identify a research gap in the lack of studies that investigate the use of machine learning for early detection of rare diseases.
• Thesis : A thesis on the topic of cybersecurity might identify a research gap in the lack of studies that investigate the effectiveness of artificial intelligence in detecting and preventing cyber attacks.
• Research paper : A research paper on the topic of natural language processing might identify a research gap in the lack of studies that investigate the use of natural language processing techniques for sentiment analysis in non-English languages.

How to Write Research Gap

By following these steps, you can effectively write about research gaps in your paper and clearly articulate the contribution that your study will make to the existing body of knowledge.

Here are some steps to follow when writing about research gaps in your paper:

• Identify the research question : Before writing about research gaps, you need to identify your research question or problem. This will help you to understand the scope of your research and identify areas where additional research is needed.
• Review the literature: Conduct a thorough review of the literature related to your research question. This will help you to identify the current state of knowledge in the field and the gaps that exist.
• Identify the research gap: Based on your review of the literature, identify the specific research gap that your study will address. This could be a theoretical, empirical, methodological, practical, or knowledge gap.
• Provide evidence: Provide evidence to support your claim that the research gap exists. This could include a summary of the existing literature, a discussion of the limitations of previous studies, or an analysis of the current state of knowledge in the field.
• Explain the importance: Explain why it is important to fill the research gap. This could include a discussion of the potential implications of filling the gap, the significance of the research for the field, or the potential benefits to society.
• State your research objectives: State your research objectives, which should be aligned with the research gap you have identified. This will help you to clearly articulate the purpose of your study and how it will address the research gap.

Importance of Research Gap

The importance of research gaps can be summarized as follows:

• Advancing knowledge: Identifying research gaps is crucial for advancing knowledge in a particular field. By identifying areas where additional research is needed, researchers can fill gaps in the existing body of knowledge and contribute to the development of new theories and practices.
• Guiding research: Research gaps can guide researchers in designing studies that fill those gaps. By identifying research gaps, researchers can develop research questions and objectives that are aligned with the needs of the field and contribute to the development of new knowledge.
• Enhancing research quality: By identifying research gaps, researchers can avoid duplicating previous research and instead focus on developing innovative research that fills gaps in the existing body of knowledge. This can lead to more impactful research and higher-quality research outputs.
• Informing policy and practice: Research gaps can inform policy and practice by highlighting areas where additional research is needed to inform decision-making. By filling research gaps, researchers can provide evidence-based recommendations that have the potential to improve policy and practice in a particular field.

Applications of Research Gap

Here are some potential applications of research gap:

• Informing research priorities: Research gaps can help guide research funding agencies and researchers to prioritize research areas that require more attention and resources.
• Identifying practical implications: Identifying gaps in knowledge can help identify practical applications of research that are still unexplored or underdeveloped.
• Stimulating innovation: Research gaps can encourage innovation and the development of new approaches or methodologies to address unexplored areas.
• Improving policy-making: Research gaps can inform policy-making decisions by highlighting areas where more research is needed to make informed policy decisions.
• Enhancing academic discourse: Research gaps can lead to new and constructive debates and discussions within academic communities, leading to more robust and comprehensive research.

Advantages of Research Gap

Here are some of the advantages of research gap:

• Identifies new research opportunities: Identifying research gaps can help researchers identify areas that require further exploration, which can lead to new research opportunities.
• Improves the quality of research: By identifying gaps in current research, researchers can focus their efforts on addressing unanswered questions, which can improve the overall quality of research.
• Enhances the relevance of research: Research that addresses existing gaps can have significant implications for the development of theories, policies, and practices, and can therefore increase the relevance and impact of research.
• Helps avoid duplication of effort: Identifying existing research can help researchers avoid duplicating efforts, saving time and resources.
• Helps to refine research questions: Research gaps can help researchers refine their research questions, making them more focused and relevant to the needs of the field.
• Promotes collaboration: By identifying areas of research that require further investigation, researchers can collaborate with others to conduct research that addresses these gaps, which can lead to more comprehensive and impactful research outcomes.

Disadvantages of Research Gap

While research gaps can be advantageous, there are also some potential disadvantages that should be considered:

• Difficulty in identifying gaps: Identifying gaps in existing research can be challenging, particularly in fields where there is a large volume of research or where research findings are scattered across different disciplines.
• Lack of funding: Addressing research gaps may require significant resources, and researchers may struggle to secure funding for their work if it is perceived as too risky or uncertain.
• Time-consuming: Conducting research to address gaps can be time-consuming, particularly if the research involves collecting new data or developing new methods.
• Risk of oversimplification: Addressing research gaps may require researchers to simplify complex problems, which can lead to oversimplification and a failure to capture the complexity of the issues.
• Bias : Identifying research gaps can be influenced by researchers’ personal biases or perspectives, which can lead to a skewed understanding of the field.
• Potential for disagreement: Identifying research gaps can be subjective, and different researchers may have different views on what constitutes a gap in the field, leading to disagreements and debate.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Library databases
• Library website

Library Guide to Capstone Literature Reviews: Find a Research Gap

Find a research gap: tips to get started.

Finding a research gap is not an easy process and there is no one linear path. These tips and suggestions are just examples of possible ways to begin. 

In Ph.D. dissertations, students identify a gap in research. In other programs, students identify a gap in practice. The literature review for a gap in practice will show the context of the problem and the current state of the research. 

Research gap definition

A research gap exists when:

• a question or problem has not been answered by existing studies/research in the field 
• a concept or new idea has not been studied at all
• all the existing literature on a topic is outdated 
• a specific population/location/age group etc has not been studied 

A research gap should be:

• grounded in the literature
• amenable to scientific study
• Litmus Test for a Doctoral-Level Research Problem (Word) This tool helps students determine if they have identified a doctoral level research problem.

Identify a research gap

To find a gap you must become very familiar with a particular field of study. This will involve a lot of research and reading, because a gap is defined by what does (and does not) surround it.

• Search the research literature and dissertations (search all university dissertations, not just Walden!).
• Understand your topic! Review background information in books and encyclopedias . 
• Look for literature reviews, systematic reviews, and meta-analyses.
• Take notes on concepts, themes, and subject terms . 
• Look closely at each article's limitations, conclusions, and recommendations for future research. 
• Organize, analyze, and repeat! 

• Quick Answer: How do I find dissertations on a topic?

Start with broad searches

Use the Library Search (formerly Thoreau)  to do a broad search with just one concept at a time . Broad searches give you an idea of the academic conversation surrounding your topic.

• Try the terms you know (keywords) first.
• Look at the Subject Terms (controlled language) to brainstorm terms. 
• Subject terms help you understand what terms are most used, and what other terms to try.
• No matter what your topic is, not every researcher will be using the same terms. Keep an eye open for additional ways to describe your topic.
• Guide: Subject Terms & Index Searches: Index Overview

Keep a list of terms

• Create a list of terms
• Example list of terms

This list will be a record of what terms are: 

• related to or represent your topic
• synonyms or antonyms
• more or less commonly used
• keywords (natural language) or subject terms (controlled language)
• Synonyms & antonyms (database search skills)
• Turn keywords into subject terms

Term I started with:

culturally aware 

Subject terms I discovered:

cultural awareness (SU) 

cultural sensitivity (SU) 

cultural competence (SU) 

Search with different combinations of terms

• Combine search terms list
• Combine search terms table
• Video: Search by Themes

Since a research gap is defined by the absence of research on a topic, you will search for articles on everything that relates to your topic. 

• List out all the themes related to your gap.
• Search different combinations of the themes as you discover them (include search by theme video at bottom) 

For example, suppose your research gap is on the work-life balance of tenured and tenure-track women in engineering professions. In that case, you might try searching different combinations of concepts, such as: 

• women and STEM 
• STEM or science or technology or engineering or mathematics
• female engineering professors 
• tenure-track women in STEM
• work-life balance and women in STEM
• work-life balance and women professors
• work-life balance and tenure 

Topic adapted from one of the award winning Walden dissertations. 

• Walden University Award Winning Dissertations
• Gossage, Lily Giang-Tien, "Work-Life Balance of Tenured and Tenure-Track Women Engineering Professors" (2019). Walden Dissertations and Doctoral Studies. 6435.

Break your topic into themes and try combining the terms from different themes in different ways. For example: 

Theme 1 and Theme 4

Theme 2 and Theme 1

Theme 3 and Theme 4

Video: Search by Themes (YouTube)

(2 min 40 sec) Recorded April 2014 Transcript

Track where more research is needed

Most research articles will identify where more research is needed. To identify research trends, use the literature review matrix to track where further research is needed. 

• Download or create your own Literature Review Matrix (examples in links below).
• Do some general database searches on broad topics.
• Find an article that looks interesting.
• When you read the article, pay attention to the conclusions and limitations sections.
• Use the Literature Review Matrix to track where  'more research is needed' or 'further research needed'. NOTE:  you might need to add a column to the template.
• As you fill in the matrix you should see trends where more research is needed.

There is no consistent section in research articles where the authors identify where more research is needed. Pay attention to these sections: 

• limitations
• conclusions
• recommendations for future research 
• Literature Review Matrix Templates: learn how to keep a record of what you have read
• Literature Review Matrix (Excel) with color coding Sample template for organizing and synthesizing your research
• Previous Page: Scope
• Next Page: Get & Stay Organized
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How to identify research gaps

Anthony Newman

About this video

Researching is an ongoing task, as it requires you to think of something nobody else has thought of before. This is where the research gap comes into play.

We will explain what a research gap is, provide you with steps on how to identify these research gaps, as well as provide you several tools that can help you identify them.

About the presenter

Senior Publisher, Life Sciences, Elsevier

Anthony Newman is a Senior Publisher with Elsevier and is based in Amsterdam. Each year he presents numerous Author Workshops and other similar trainings worldwide. He is currently responsible for fifteen biochemistry and laboratory medicine journals, he joined Elsevier over thirty years ago and has been Publisher for more than twenty of those years. Before then he was the marketing communications manager for the biochemistry journals of Elsevier.  By training he is a polymer chemist and was active in the surface coating industry before leaving London and moving to Amsterdam in 1987 to join Elsevier.

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FAQ: What is a research gap and how do I find one?

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Last Updated: Jun 27, 2023 Views: 478664

What is a research gap.

A research gap is a question or a problem that has not been answered by any of the existing studies or research within your field. Sometimes, a research gap exists when there is a concept or new idea that hasn't been studied at all. Sometimes you'll find a research gap if all the existing research is outdated and in need of new/updated research (studies on Internet use in 2001, for example). Or, perhaps a specific population has not been well studied (perhaps there are plenty of studies on teenagers and video games, but not enough studies on toddlers and video games, for example). These are just a few examples, but any research gap you find is an area where more studies and more research need to be conducted. Please view this video clip from our Sage Research Methods database for more helpful information: How Do You Identify Gaps in Literature?

How do I find one?

It will take a lot of research and reading.  You'll need to be very familiar with all the studies that have already been done, and what those studies contributed to the overall body of knowledge about that topic. Make a list of any questions you have about your topic and then do some research to see if those questions have already been answered satisfactorily. If they haven't, perhaps you've discovered a gap!  Here are some strategies you can use to make the most of your time:

• One useful trick is to look at the “suggestions for future research” or conclusion section of existing studies on your topic. Many times, the authors will identify areas where they think a research gap exists, and what studies they think need to be done in the future.
• As you are researching, you will most likely come across citations for seminal works in your research field. These are the research studies that you see mentioned again and again in the literature.  In addition to finding those and reading them, you can use a database like Web of Science to follow the research trail and discover all the other articles that have cited these. See the FAQ: I found the perfect article for my paper. How do I find other articles and books that have cited it? on how to do this. One way to quickly track down these seminal works is to use a database like SAGE Navigator, a social sciences literature review tool. It is one of the products available via our SAGE Knowledge database.
• In the PsycINFO and PsycARTICLES databases, you can select literature review, systematic review, and meta analysis under the Methodology section in the advanced search to quickly locate these. See the FAQ: Where can I find a qualitative or quantitative study? for more information on how to find the Methodology section in these two databases.
• In CINAHL , you can select Systematic review under the Publication Type field in the advanced search. 
• In Web of Science , check the box beside Review under the Document Type heading in the “Refine Results” sidebar to the right of the list of search hits.
• If the database you are searching does not offer a way to filter your results by document type, publication type, or methodology in the advanced search, you can include these phrases (“literature reviews,” meta-analyses, or “systematic reviews”) in your search string.  For example, “video games” AND “literature reviews” could be a possible search that you could try.

Please give these suggestions a try and contact a librarian for additional assistance.

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Write Like a Scientist

A Guide to Scientific Communication

Gap Statements

  A gap is something that remains to be done or learned in an area of research; it’s a gap in the knowledge of the scientists in the field of research of your study. Every research project must, in some way, address a gap–that is, attempt to fill in some piece of information missing in the scientific literature. Otherwise, it is not novel research and is therefore not contributing to the overall goals of science.

Identify the gap.

  A gap statement is found in the Introduction section of a journal article or poster or in the Goals and Importance section of a research proposal and succinctly identifies for your audience the gap that you will attempt to address in your project.

A gap might be a lack of understanding about how well a particular instrument works in a certain situation. It could be introducing a new method that needs to be tested. Or it could be that you are studying a whole new organism, system, or part of a process. Your project may also address multiple gaps, in which case you should be sure to identify each of them clearly!

In a class, you might not always be studying something brand “new.” But, in most cases, you should still try to come up with something unique about your project, however small. Talk to your professor about what they expect for your gap statement if nothing seems to work.

Here, the authors signal to us that this is a gap because they use the words “has not yet been clarified.” Other phrases that might help you identify (or form!) a gap statement are:

• …has/have not been… (studied/reported/elucidated)
• …is required/needed…
• …the key question is/remains…
• …it is important to address…

Fill the gap.

  Once you identify the gap in the literature, you must tell your audience how you attempt to at least somewhat address in your project this lack of knowledge or understanding . In a journal article or poster, this is often done in a new paragraph and should be accomplished in one summary statement, such as:

Therefore, the purpose of this study was to determine the effects of lead on the hepatobiliary system, especially on the liver and on the gallbladder (adapted from Sipos et al. 2003 ).

You’ll often find that the first sentence of the last paragraph in a paper’s introduction will start somewhat like this, indicating the gap fill.  

Remember–always keep your voice professional! Colloquial phrases such as “we looked into” or “we checked if” should be avoided when introducing your gap fill.

So let’s look at this idea in context by looking at some examples from a couple of types of papers. The gap statements are underlined; the fills are italicized.  

In the second and third examples, the gap may be a little less obvious–it doesn’t use any phrases to signal to you that there’s something missing, such as “has not been clarified” or “have not been reported.” But because of the way the paragraph is laid out–following the conventions of our move structures–we can see that the underlined section of text is indeed the missing information in the literature that the group sought to address in their project.

Identifying Research Gaps to Pursue Innovative Research

This article is an excerpt from a lecture given by my Ph.D. guide, a researcher in public health. She advised us on how to identify research gaps to pursue innovative research in our fields.

What is a Research Gap?

Today we are talking about the research gap: what is it, how to identify it, and how to make use of it so that you can pursue innovative research. Now, how many of you have ever felt you had discovered a new and exciting research question , only to find that it had already been written about? I have experienced this more times than I can count. Graduate studies come with pressure to add new knowledge to the field. We can contribute to the progress and knowledge of humanity. To do this, we need to first learn to identify research gaps in the existing literature.

A research gap is, simply, a topic or area for which missing or insufficient information limits the ability to reach a conclusion for a question. It should not be confused with a research question, however. For example, if we ask the research question of what the healthiest diet for humans is, we would find many studies and possible answers to this question. On the other hand, if we were to ask the research question of what are the effects of antidepressants on pregnant women, we would not find much-existing data. This is a research gap. When we identify a research gap, we identify a direction for potentially new and exciting research.

How to Identify Research Gap?

Considering the volume of existing research, identifying research gaps can seem overwhelming or even impossible. I don’t have time to read every paper published on public health. Similarly, you guys don’t have time to read every paper. So how can you identify a research gap?

There are different techniques in various disciplines, but we can reduce most of them down to a few steps, which are:

• Identify your key motivating issue/question
• Identify key terms associated with this issue
• Review the literature, searching for these key terms and identifying relevant publications
• Review the literature cited by the key publications which you located in the above step
• Identify issues not addressed by  the literature relating to your critical  motivating issue

It is the last step which we all find the most challenging. It can be difficult to figure out what an article is  not  saying. I like to keep a list of notes of biased or inconsistent information. You could also track what authors write as “directions for future research,” which often can point us towards the existing gaps.

Different Types of Research Gaps

Identifying research gaps is an essential step in conducting research, as it helps researchers to refine their research questions and to focus their research efforts on areas where there is a need for more knowledge or understanding.

1. Knowledge gaps

These are gaps in knowledge or understanding of a subject, where more research is needed to fill the gaps. For example, there may be a lack of understanding of the mechanisms behind a particular disease or how a specific technology works.

2. Conceptual gaps

These are gaps in the conceptual framework or theoretical understanding of a subject. For example, there may be a need for more research to understand the relationship between two concepts or to refine a theoretical framework.

3. Methodological gaps

These are gaps in the methods used to study a particular subject. For example, there may be a need for more research to develop new research methods or to refine existing methods to address specific research questions.

4. Data gaps

These are gaps in the data available on a particular subject. For example, there may be a need for more research to collect data on a specific population or to develop new measures to collect data on a particular construct.

5. Practical gaps

These are gaps in the application of research findings to practical situations. For example, there may be a need for more research to understand how to implement evidence-based practices in real-world settings or to identify barriers to implementing such practices.

Examples of Research Gap

Limited understanding of the underlying mechanisms of a disease:.

Despite significant research on a particular disease, there may be a lack of understanding of the underlying mechanisms of the disease. For example, although much research has been done on Alzheimer’s disease, the exact mechanisms that lead to the disease are not yet fully understood.

Inconsistencies in the findings of previous research:

When previous research on a particular topic has inconsistent findings, there may be a need for further research to clarify or resolve these inconsistencies. For example, previous research on the effectiveness of a particular treatment for a medical condition may have produced inconsistent findings, indicating a need for further research to determine the true effectiveness of the treatment.

Limited research on emerging technologies:

As new technologies emerge, there may be limited research on their applications, benefits, and potential drawbacks. For example, with the increasing use of artificial intelligence in various industries, there is a need for further research on the ethical, legal, and social implications of AI.

How to Deal with Literature Gap?

Once you have identified the literature gaps, it is critical to prioritize. You may find many questions which remain to be answered in the literature. Often one question must be answered before the next can be addressed. In prioritizing the gaps, you have identified, you should consider your funding agency or stakeholders, the needs of the field, and the relevance of your questions to what is currently being studied. Also, consider your own resources and ability to conduct the research you’re considering. Once you have done this, you can narrow your search down to an appropriate question.

Tools to Help Your Search

There are thousands of new articles published every day, and staying up to date on the literature can be overwhelming. You should take advantage of the technology that is available. Some services include  PubCrawler ,  Feedly ,  Google Scholar , and PubMed updates. Stay up to date on social media forums where scholars share new discoveries, such as Twitter. Reference managers such as  Mendeley  can help you keep your references well-organized. I personally have had success using Google Scholar and PubMed to stay current on new developments and track which gaps remain in my personal areas of interest.

The most important thing I want to impress upon you today is that you will struggle to  choose a research topic  that is innovative and exciting if you don’t know the existing literature well. This is why identifying research gaps starts with an extensive and thorough  literature review . But give yourself some boundaries.  You don’t need to read every paper that has ever been written on a topic. You may find yourself thinking you’re on the right track and then suddenly coming across a paper that you had intended to write! It happens to everyone- it happens to me quite often. Don’t give up- keep reading and you’ll find what you’re looking for.

Class dismissed!

How do you identify research gaps? Share your thoughts in the comments section below.

Frequently Asked Questions

A research gap can be identified by looking for a topic or area with missing or insufficient information that limits the ability to reach a conclusion for a question.

Identifying a research gap is important as it provides a direction for potentially new research or helps bridge the gap in existing literature.

Gap in research is a topic or area with missing or insufficient information. A research gap limits the ability to reach a conclusion for a question.

Thank u for your suggestion.

Very useful tips specially for a beginner

Thank you. This is helpful. I find that I’m overwhelmed with literatures. As I read on a particular topic, and in a particular direction I find that other conflicting issues, topic a and ideas keep popping up, making me more confused.

I am very grateful for your advice. It’s just on point.

The clearest, exhaustive, and brief explanation I have ever read.

Thanks for sharing

Thank you very much.The work is brief and understandable

Thank you it is very informative

Thanks for sharing this educative article

Thank you for such informative explanation.

Great job smart guy! Really outdid yourself!

Nice one! I thank you for this as it is just what I was looking for!😃🤟

Thank you so much for this. Much appreciated

Thank you so much.

Thankyou for ur briefing…its so helpful

Thank you so much .I’ved learn a lot from this.❤️

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Research: Establishing the Problem Space

• Establishing the Problem Space
• Finding Qualitative Research
• Finding Quantitative Research
• What is Emperical Research?
• What is Seminal Research?

What is the Problem Space?

A gap is a space between two objects or a break in continuity.  A research gap is a break or missing part of the existing research when you define the research gap or the problem space you are defining what is known and what is missing in the existing research.  The "problem space" of a study is a definition of the topic, the problem statements or research gaps mentioned by other researchers, and the steps other researchers took to answer the research question. The problem space is a way to identify and establish boundaries for your research, it helps to guide what should be included or excluded from your research.  The problem statement expresses how your study will answer or fill the research gap.

The problem space is thus comprised of identifying what is known about a topic, understanding how it has come to be known (the theories, designs, methods, instruments), and then figuring out what is not yet known (or perspective not explored) .   Problem spaces are built by taking note of the limitations and recommendations discussed in the empirical research articles you gather as you build your literature review.

• Don't know where to start? 6 Tips on identifying research gaps
• What are Gap Statements? From the Middlebury University 'Write Like a Scientist" guide.
• Farooq, R. (2017). A framework for identifying research gap in social sciences: Evidence from the past. IUP Journal of Management Research, 16(4), 66-75. Retrieved from https://uscupstate.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/
• Robinson KA, Akinyede O, Dutta T, et al. Framework for Determining Research Gaps During Systematic Review: Evaluation [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US); 2013 Feb. Introduction. Available from: https://www.ncbi.nlm

Examples From Empirical Articles

When looking to find discussions of research that has yet to be done (AKA research gap) in existing articles there are a few keywords to look out for such as limitations identified, further research needed, needs clarification, not been reported (studied, reported, or elucidated), suggestions for further research, questions remains, poorly understood, and/or lack of studies

Below are two examples of types of passages to look for.

Example of a Limitations Section

From the article:

Spanhove, V., De Wandele, I., Kjær, B. H., Malfait, F., Vanderstukken, F., & Cools, A. (2020). The effect of five isometric exercises on glenohumeral translations in healthy subjects and patients with the hypermobility type of the ehlers-danlos syndrome (heds) or hypermobility spectrum disorder (hsd) with multidirectional shoulder instability: an observational study.  Physiotherapy ,  107 , 11–18. https://doi.org/10.1016/j.physio.2019.06.010

From this passage, an argument could be made for performing a similar study, but with 3D analysis.

Example of a Recommendation for Further Research

Some articles will go beyond discussing their limitations and describe further research that should be done. 

For example, this article:

Carey, J., Pathak, A., & Johnson, S. C. (2020). Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students.  Evidence Based Library and Information Practice ,  15 (3), 157-172. https://doi.org/10.18438/eblip29653

Suggests several different avenues of further research:

How to Use Review Articles

Review articles can help formulate a gap, or at least point out a direction to look for one. Since they provide an overview of the published literature, they can give you a head start on what kinds of research are lacking.

How to Locate Review Articles: Systematic Reviews, Literature Reviews, and Meta-Analyses

• handwashing or hand washing or hand hygiene or hand sanitation
• systematic review or meta-analysis or literature review or scoping review
• Adjust dates to be within 2 years. 
• For instance the above search was used to locate this article:

Seo, H.-J., Sohng, K.-Y., Chang, S. O., Chaung, S. K., Won, J. S., & Choi, M.-J. (2019). Interventions to improve hand hygiene compliance in emergency departments: a systematic review. The Journal of Hospital Infection , 102(4), 394–406. https://doi.org/10.1016/j.jhin.2019.03.013

• (hand antisepsis or handwash* or hand wash* or hand disinfection or hand hygiene or surgical scrub*)
• With terms that should be included when searching on this topic.
• "Further well-designed controlled studies are necessary to examine the true effects and identify which intervention modalities are more effective than others for HHC improvement in EDs."
• Reviewing the articles this article studied would then provide support for this gap.

Pursuing a health care topic? Search Cochrane Reviews or Joanna Biggs EBP as well as the more general databases.

Example of a Review Article With a Discussion of Areas Needing Research

Example of a Review Article

Review articles can clarify where a lack of research exists. To then establish the problem space fully, you will need to track down the articles cited in the review.

For instance, consider the following passage from this review article:

Martin, A. (2019). An acquired or heritable connective tissue disorder? A review of hypermobile Ehlers Danlos Syndrome. European Journal of Medical Genetics, 62(7), 103672. https://doi.org/10.1016/j.ejmg.2019.103672

This is indicating a need for longitudinal studies for this condition to better understand the relationship between muscle strength and muscle waste. Further examining the cited articles would establish this avenue for a study.

Problem Formulation

• Trochim, William M.K. “Problem Formulation.” Research Methods Knowledge Base, Conjoint.ly, https://conjointly.com/kb/problem-formulation/.
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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

• Research Process

What is a Research Gap

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Table of Contents

If you are a young researcher, or even still finishing your studies, you’ll probably notice that your academic environment revolves around certain research topics, probably linked to your department or to the interest of your mentor and direct colleagues. For example, if your department is currently doing research in nanotechnology applied to medicine, it is only natural that you feel compelled to follow this line of research. Hopefully, it’s something you feel familiar with and interested in – although you might take your own twists and turns along your career.

Many scientists end up continuing their academic legacy during their professional careers, writing about their own practical experiences in the field and adapting classic methodologies to a present context. However, each and every researcher dreams about being a pioneer in a subject one day, by discovering a topic that hasn’t been approached before by any other scientist. This is a research gap.

Research gaps are particularly useful for the advance of science, in general. Finding a research gap and having the means to develop a complete and sustained study on it can be very rewarding for the scientist (or team of scientists), not to mention how its new findings can positively impact our whole society.

How to Find a Gap in Research

How many times have you felt that you have finally formulated THAT new and exciting question, only to find out later that it had been addressed before? Probably more times than you can count.

There are some steps you can take to help identify research gaps, since it is impossible to go through all the information and research available nowadays:

• Select a topic or question that motivates you: Research can take a long time and surely a large amount of physical, intellectual and emotional effort, therefore choose a topic that can keep you motivated throughout the process.
• Find keywords and related terms to your selected topic: Besides synthesizing the topic to its essential core, this will help you in the next step.
• Use the identified keywords to search literature: From your findings in the above step, identify relevant publications and cited literature in those publications.
• Look for topics or issues that are missing or not addressed within (or related to) your main topic.
• Read systematic reviews: These documents plunge deeply into scholarly literature and identify trends and paradigm shifts in fields of study. Sometimes they reveal areas or topics that need more attention from researchers and scientists.

Keeping track of all the new literature being published every day is an impossible mission. Remember that there is technology to make your daily tasks easier, and reviewing literature can be one of them. Some online databases offer up-to-date publication lists with quite effective search features:

• Elsevier’s Scope
• Google Scholar

Of course, these tools may be more or less effective depending on knowledge fields. There might be even better ones for your specific topic of research; you can learn about them from more experienced colleagues or mentors.

Find out how FINER research framework can help you formulate your research question.

Literature Gap

The expression “literature gap” is used with the same intention as “research gap.” When there is a gap in the research itself, there will also naturally be a gap in the literature. Nevertheless, it is important to stress out the importance of language or text formulations that can help identify a research/literature gap or, on the other hand, making clear that a research gap is being addressed.

When looking for research gaps across publications you may have noticed sentences like:

…has/have not been… (studied/reported/elucidated) …is required/needed… …the key question is/remains… …it is important to address…

These expressions often indicate gaps; issues or topics related to the main question that still hasn’t been subject to a scientific study. Therefore, it is important to take notice of them: who knows if one of these sentences is hiding your way to fame.

Language Editing Services by Elsevier Author Services:

• Manuscript Review

Systematic Review VS Meta-Analysis

Literature Review in Research Writing

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Changing from a qualitative research method to quantitative (or vice versa).

Another one that resides near the top of the “Most Dreaded Comments” list goes something like this: “Your topic does not align with a qualitative research method . Change your proposal to quantitative.” If you have received this comment yourself, you know how cringe-worthy this one is! The instruction to change research method is more common than you might imagine, and it is NOT a welcome comment to receive—especially if you’ve completed all three of your proposal chapters and are hoping for the green light to apply for IRB approval  any day. 

In fact, we’ve heard more than once from our dissertation assistance  clients that they were on the verge of quitting their doctoral programs because they were so stressed out by facing this horrid comment. We can definitely sympathize, but we encourage you to persevere—there is hope! Most of our dissertation assistance clients who were instructed to change from a qualitative research method to quantitative (or vice versa) weren’t sure where to start. So, we’ve put together this compilation of advice from our dissertation coaches on how to handle this unpleasant comment. We hope this helps!

Dissertation Coach Tip #1: Keep As Much As Possible!

As novice researchers, doctoral candidates are often unsure of what a change of research method will actually entail. Some of our dissertation consulting clients were completely overwhelmed, as they were under the impression that they needed to rewrite their proposals completely (perish the thought!). Some were less fazed, believing that they just needed to revise the purpose, research questions, and a few sections of the methods chapter. The truth is that the required revisions typically lie somewhere between these two poles, so if you find yourself facing this challenge and are fearing a total rewrite, rest easy.

The bottom line is that because you have invested so heavily already, you definitely want to retain as much of your work as possible. And you can! But, whether you are changing from a qualitative research method to quantitative or the other way around, a change in research method will almost certainly affect how your topic itself is conceptualized and presented. Because alignment is required throughout all aspects of your proposal, from introduction  through literature review through methods, changing your method will require topic-related revisions that go beyond merely changing your purpose and research questions. Unfortunately, some of your previous work will need to be scrapped, but our dissertation coaches have shared advice on how to make your revisions as surgical as possible.

Dissertation Coach Tip #2: Start With Revising the Problem Statement

As the problem statement is the foundation for your whole study (Ellis & Levy, 2008), it makes the most sense to start your revisions here. Although the problem statement does not specify the method and design in most cases, the way it is constructed does have implications for the methodology employed. Our dissertation coaches suggest that considering the following questions may help you to assess your problem statement.

Question: If switching from a qualitative research method to quantitative, do you need to specify any additional variables? Because qualitative research is more exploratory than quantitative research  (Merriam & Tisdell, 2015), it is likely that the phenomenon of interest you had constructed for your qualitative exploration will need further definition in terms of quantifiable variables. Let’s consider an example, imagining that you were originally planning a qualitative phenomenological exploration of childcare workers’ interpretations of how supervisor fairness affected their experiences on the job.

As the result of this change in research method, qualitative analysis  of perceptions of  “supervisor fairness” and “experiences on the job” has shifted to statistical analysis of the relationship between two established quantitative variables (i.e., organizational justice and job satisfaction). Because the focus of your study has not changed drastically, it is possible that you had already discussed concepts related to organizational justice and job satisfaction previously in the problem statement; however, you will need to revise the statement as necessary to ensure that the problem and its adverse effects reflect the latest research on these specific variables, not just concepts related to these variables. 

Question: If switching from a quantitative to qualitative research method, are there variables that no longer apply? As we saw in the above example, quantitative studies require that you identify previously defined, quantifiable variables for your statistical analysis (Bernard, 2013). With qualitative research methods, however, the phenomena of interest typically revolve around participants’ perspectives and experiences (Merriam & Tisdell, 2015), which may or may not relate to established variables. For this reason, if you are tasked with changing your quantitative dissertation proposal to qualitative, you might need to eliminate some of the variables you have specified. It may help to consider another example, this time of an originally quantitative correlational approach that the committee wants changed to a qualitative research method.

As with the previous example, the research topic stayed in the same “ballpark” after the change to a qualitative research method. You are still interested in nurses’ perceptions of ethicality and how this influences their decisions to stay in their jobs, and so your previous discussion of ethical leadership and retention in your problem statement may still align with your new focus. But, references to psychological contract breach no longer make sense within the problem statement, and so any previous reference to this variable will need to be removed. 

Question: Do the sources you have cited for your research gap still apply? A viable research gap is an essential for gaining approval of your proposed research topic , and you substantiate the research gap by citing at least three studies in which researchers made recommendations for future research in areas related to your topic. Provided that your topic stays generally the same, you may be able to use some—maybe even all—of the research gap sources from your original gap statement. A tip from our dissertation coaches, however, is to not make this assumption. 

Instead, go back to your research gap sources to see what exactly the researchers recommended in terms of future research. In some cases, researchers make recommendations for future research using specific methods to fill in knowledge gaps left by their studies. For example, researchers may specifically recommend future statistical analysis to test the relationships between variables that were suggested by their qualitative analysis findings. In such cases, you clearly cannot use a recommendation for statistical analysis for your gap statement if you plan to use a qualitative research method to explore the topic.

Other cases are less clear-cut. Examples may help to clarify, so let’s go back to our previous hypothetical dissertation topic example of nurses and retention. Imagine that one of your gap sources stated this: “Future research may be conducted to clarify the factors that influence nurses to remain in their positions.” This would apply to both the quantitative and qualitative research topics , as both generally focus on factors that influence nurses to stay in their jobs. 

On the other hand, what if the recommendation for research referred to specific variables? Perhaps it read: “Future research may be conducted to clarify whether psychological contract breach impacts retention and turnover in nurses.” As your qualitative focus phenomenon of interest pertains to “ethical dimensions” of the workplace as these influence nurse retention, you would no longer be able to use this source to support your research gap. You will need to find a new source to replace this one.

Dissertation Coach Tip #3: Align Purpose and RQs to New Problem Statement

The next logical step is to revise your purpose statement and research questions so that they align with your newly revised problem statement. The nice thing about this revision is that you have already been through the technical steps of writing a purpose and research questions, and so you should have a good sense of the basic components of each. To create alignment between the problem statement, purpose, and research questions, remember that you need to use the exact same terms when you refer to: population, variables (if using statistical analysis), phenomenon of interest (if using qualitative analysis), and region, if applicable. 

In addition, switching from a qualitative research method to quantitative, or the reverse, will also involve some finesse when choosing your operative verbs. Yes, the wrong choice of verb can misalign your purpose statement—shocking but true! To provide some examples, verbs such as “examine” or “investigate” align with a quantitative method. When using a qualitative research method, however, you should pick verbs like “explore” or “develop understanding.” 

Qualitative Purpose

The purpose of this qualitative phenomenological study is to explore the lived experiences of childcare workers, with a focus on their perceptions of how supervisor fairness influences their experiences on the job.

Quantitative Purpose

The purpose of this quantitative correlational study is to examine the relationship between organizational justice and job satisfaction among childcare workers.

As you revise your research questions, keep in mind that question words should be chosen to align with a qualitative research method’s exploratory nature (e.g., “ How do participants describe…?”), or with a quantitative method’s  definitive nature (e.g., “ What is the relationship between…?”). As beginning researchers, many of our dissertation assistance clients are unaware that certain terms imply statistical relationships and therefore should not be used in qualitative research questions. For example, “relationship,” “impact,” “affect,” and “predict” all have meanings that align with different types of statistical analysis and quantitative methodologies. So, using them in qualitative research questions creates misalignment (note that “perceived influence” does align with a qualitative method). Similarly, questions related to “perspectives,” “experiences,” and “descriptions” do not align with quantitative methods in most cases.

Aligned with qualitative method

RQ. How do nurses perceive ethical dimensions of the workplace as influencing their decisions to remain in their positions?

Misaligned with qualitative method

RQ. What ethical dimensions of the workplace impact nurses’ decisions to remain in their positions?

Why is this misaligned? The second research question is misaligned with a qualitative research method because (a) asking “what ethical dimensions” suggests that you are simply seeking a list of responses, but qualitative studies should be more exploratory, eliciting rich, detailed responses; (b) use of the word “impact” suggests that statistical analysis will be used to determine causal or predictive relationships between variables; and (c) there is no reference to nurses’ perceptions, which are central to the phenomenon of interest in this study.

Aligned with quantitative method

RQ. What relationship, if any, exists between organizational justice and job satisfaction among childcare workers?

Misaligned with quantitative method

RQ. How are childcare workers’ perceptions of organizational justice important for cultivating job satisfaction?

Why is this misaligned? The second research question is misaligned with a quantitative method because (a) use of the question word “how” suggests an exploratory approach; (b) organizational justice itself is the variable of interest, not “perceptions of organizational justice”; and (c) use of the phrase “important for cultivating satisfaction” fails to clearly convey the fact that statistical analysis will be used to determine the relationship between the two variables.

Dissertation Coach Tip #4: Align Literature-Based Portions of Proposal

Next, you can move on to the remaining literature-based portions of the dissertation proposal, including the introduction and background in Chapter 1, the theoretical framework , and the literature review chapter. The great news about these revisions is that, regardless of whether your study will use a quantitative or qualitative research method, much of what you have already written should still be applicable, provided that your topic remained generally the same. 

What our dissertation coaches suggest is that you consider the changes to variables and phenomena of interest you made while reworking your problem statement, and then make sure that all other literature-based sections mirror these changes. This may include adding new sections on newly added variables, reorganizing existing literature discussion to de-emphasize or recontextualize variables that are no longer central to your analysis, and deleting discussion of variables or phenomena that are no longer relevant to your dissertation topic. In most cases, the theoretical framework will still apply, but definitely review this carefully to make sure this is so.

Again, it may help to consider how this might look for one of our previous examples. In our hypothetical study of nurses and retention, recall that we shifted from statistical analysis of variables of ethical leadership, psychological contract breach, and retention to a qualitative research exploration of nurses’ perceptions of ethical dimensions of the workplace. In this case, there would surely be existing sections in the literature review  chapter focused on ethical leadership and psychological contract breach, which are no longer central to your topic. 

They may still be relevant as context, though, so to keep as much of these sections as possible, you would need to (a) reframe the discussion of ethical leadership as one of multiple ethical dimensions of the workplace, and (b) tie psychological contract breach in with your existing discussion of factors that affect retention, as retention is still relevant in your newly reframed qualitative research topic. Of course, you would need to add content to the literature review on other ethical dimensions of the workplace (e.g., organizational culture, policy adherence) that might influence nurses’ decisions to leave or stay, as your focus on ethics is no longer constricted to just leadership.

Dissertation Coach Tip #5: Revise Methods Sections of Proposal

The last step in changing your dissertation proposal from a qualitative research method to quantitative, or the other way around, is to revise the methods sections of your proposal. This is where the heaviest work is required, as quantitative and qualitative research approaches are clearly quite different from each other, and so most sections of your methods chapter will need to be rewritten. You may be able to retain previous work on the population, although the sampling procedure and sample size adequacy determination procedures will differ. For example, quantitative studies rely on power analysis  (Murphy et al., 2014), while qualitative studies use data saturation to determine adequate sample size (Mason, 2010). Similarly, the ethical considerations section should still apply, perhaps with minor revisions to informed consent administration (e.g., in person before interviews versus via SurveyMonkey  prior to surveys).

You should plan to completely rewrite sections on the rationale for method and design, data collection instruments and procedures, and data analysis. For example, conducting qualitative analysis of interview transcripts is drastically different from conducting statistical analysis of survey data. So, it is not realistic to expect to salvage any of your previous work in these areas. Also, don’t forget to revise the assumptions, limitations, and delimitations sections that are usually part of Chapter 1—these vary based on your method.

Dissertation Coach Tip #6: Ask for Help if You Need It!

In closing, our dissertation coaches encourage you to reach out for assistance from the experts if necessary. Many of our dissertation consulting  clients choose their methods based on their own competencies—some have a flair for statistical analysis, and some are more adept with conducting interviews  and qualitative analysis. Facing an unexpected change of method to please your committee may mean that you’re being thrust into a methodological arena that doesn’t mesh with your own talents and training. If so, our statisticians and qualitative methods experts are happy to help as you rework the methods of your dissertation proposal. We’d love to hear from you!

Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches. Sage.

Ellis, T. J., & Levy, Y. (2008). Framework of problem-based research: A guide for novice researchers on the development of a research-worthy problem.  Informing Science: The International Journal of an Emerging Transdiscipline ,  11 , 17-33. https://doi.org/10.28945/438

Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum: Qualitative Social Research , 11 (3), 1-15. https://doi.org/10.17169/fqs-11.3.1428

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation . John Wiley & Sons.

Murphy K. R., Myors, B., & Wolach, A. (2014). Statistical power analysis: A simple and general model for traditional and modern hypothesis tests . Routledge.

Research Gaps

Because every research has a research gap that needs to be filled

Comparing Qualitative and Quantitative Methods

According to Richard C. Rich and colleagues (2018) In most cases, qualitative or quantitative data is used in scientific study. Both sorts of data can be beneficial, and any given study may include both. However, collecting the two sorts of data necessitates two distinct research strategies.

Quantitative methods emphasize detached observation and documenting phenomena numerically .

Qualitative methods , on the other hand, study social phenomena in their entirety, in the context in which they occur , while considering the meanings that those being studied give to their actions and to the actions of others . Qualitative research “entails immersion [of the researcher] in the everyday life of the setting chosen for study, values and seeks to discover participants’ perspectives on their worlds, views inquiry as an interactive process between the researcher and the participants, is both descriptive and analytic, and relies on people’s words and observable behavior as the primary data” (Marshall and Rossman 1999, 7).

Qualitative research is less likely than quantitative work to be interested in testing theories constructed in advance. Qualitative research attempts to gain insights into some phenomenon while developing a conceptual understanding. Thus, qualitative theories are often constructed as observations are made.

In contrast to quantitative theories postulated in advance, the qualitative process may produce theories that are more firmly grounded in reality. However, this practice may open the door to unintentionally shaping a theory to fit observations, leading to an untestable theory. Critics of qualitative work contend that such “theories” apply only to the cases actually observed and, as a result, are of limited usefulness.

The key point to remember is that empirical research can be either quantitative or qualitative so long as its purpose is to characterize real-world phenomena rather than to assess them in a normative context. The following section compares qualitative and quantitative methods. It is important to recognize that the distinctions discussed are generally more matters of degree than absolutes; the two types of methods often require different forms of work, but are working toward similar objectives.

• Research Methods and Research Designs  

Whether doing qualitative or quantitative research, you need to be clear about your research question and what you seek to learn from your study. Quantitative research tries to establish cause-and-effect relationships, whereas qualitative studies are more concerned with describing people or events as they “naturally” occur. Thus, qualitative research is far less likely to emphasize research designs that allow researchers to “hold constant” some factors in order to make causal inferences. A qualitative research design will generally focus on who or what is to be observed, in what settings they are to be observed, how observations are to be conducted, and how data (often referred to in qualitative research simply as “information”) will be recorded.

By contrast quantitative research will require a design that produces standardized data about a representative (or at least typical) set of cases (people, events, documents, institutions, etc.) and does so in a way that would allow another researcher to obtain the same results. The emphasis is on obtaining accurate and objective measurement of variables among a set of cases. This usually involves conceptually isolating a variety of features of each case for measurement. Critics of the approach feel that meaning , or significance, is lost in this process and argue for a more holistic approach. Quantitative researchers, however, feel that what is lost in context is more than offset by increases in the ability to precisely compare cases that quantitative methods of data collection offer.

Differences in Sampling

  Whereas quantitative research is concerned with generalizing conclusions to large populations, qualitative work is more concerned with gaining insights into specific cases from which they can construct a detailed understanding of broad phenomena. In quantitative research, sampling is often based on the logic of probability and designed to produce statistical representativeness . It is usually done in advance of data collection. By contrast, the sample for a qualitative study often emerges as the study progresses. That is, researchers will select an initial case to observe and then let what they learn from those observations determine whom or what they observe next. This strategy reflects the belief that we can determine where to look for the answers we seek only after gaining a partial understanding of the subject by direct experience with it. This is consistent with qualitative researchers’ view that each case is unique and should not be treated in a standardized way (as is done in quantitative research).

Qualitative researchers are also often far less concerned with observing “representative” cases than with observing cases that will yield the insights they seek. To illustrate, a quantitatively oriented scholar might try to understand the fundamental assumptions that constitute a “political culture” by surveying a representative sample of “ordinary” citizens. By contrast, a qualitative researcher might conduct in-depth interviews with several people who reject the dominant political culture. By understanding the political thought of these “outsiders,” the qualitative researcher hopes to see how accepting the prevailing political culture influences the majority’s thinking about politics by seeing how those who do not accept it differ from those who do.

Differences in Data Collection

  Some of the most dramatic differences between qualitative and quantitative methods appear in the data collection stage. Data in qualitative research usually consist of words (or sounds and images translated into words) rather than numbers (or words or images translated into numbers), as they do in quantitative research.

This underlying difference in form of data influences the means of collection. Whereas a quantitative researcher typically spends little time with each subject, qualitative researchers’ data collection usually involves extended observation of (or even participation in) the phenomenon under study and extensive interaction with subjects. Rather than standing apart from the people or events to be studied, the qualitative researcher is often intimately engaged with them. In this way researchers can probe for the information they need to understand why people act as they do, or what impact some specific event had on those who experienced it.

You may recall the concerns over reactivity raised by the discussion of the Hawthorne effect  and wonder how qualitative researchers deal with this because they are so involved with those being studied. First, qualitative researchers may conceal the observer or the purpose of the research from the subjects. Second, many qualitative researchers depend not on deception or concealment, but on gaining trust and their own perceptiveness to avoid artificial reactions while being fully honest about their purposes.

The goal of qualitative research is for the researcher to build a strong enough relationship with those being observed that they will reveal their true feelings and will act “naturally” because they feel that the researcher will not judge or harm them. At a minimum, the researcher will learn enough about the subjects and their context to know when they are not being truthful or are modifying their behavior because of the researcher’s presence.

• Differences in Data Analysis

  The distinction between the data collection and data analysis phases of research is far less clear for qualitative studies than for quantitative ones. In quantitative studies, data analysis is planned in advance so that data can be obtained in the necessary form. The analysis is then carried out after all the data are gathered. In studies using qualitative methods, data collection and analysis generally proceed together. Because data collection in qualitative research consists primarily of observing and recording those observations, the very act of deciding what to pay attention to and how to record it involves some analysis.

To illustrate, consider a qualitative researcher who seeks to understand the political power structure in a voluntary organization by observing its meetings. This observer will see, hear, and feel a great deal at each meeting—the temperature in the room, noises from outside, whether or not people bring small children to the meeting—but may regard most of it as irrelevant to the research. However, some seemingly irrelevant things may be important in understanding the power structure.

Deciding whether to record and how to describe such things as what types of clothes different people wear to the meeting, the order in which they arrive, or the tone of voice they use in asking questions involves deciding what each of these things means in the context of the study. That requires analysis on the spot in order to decide what to attend to and more analysis when writing up the notes later in deciding what to record.

Failing to recognize the importance of an event when it is observed or transcribed can lead to a failure to understand accurately the subject under study. Thus, some analysis must begin immediately. As a result, qualitative researchers often modify their data collection techniques in the course of the project as a result of new insights gained from this early analysis.

Another distinction between qualitative and quantitative research is the use of computerized data analysis. With large numeric data sets, statistical software is central to most quantitative analysis . Qualitative researchers are far less likely to make much or any use of software packages because the form of data they have (narratives) does not lend itself to computerized manipulation. A number of computer programs have been developed to assist in the analysis of qualitative data, so this distinction is not absolute. However, it is highly unlikely that computerized analyses will ever be used as extensively in the interpretation of qualitative data as they are in quantitative research.

Different Standards of Evidence

  Quantitative researchers are usually able to employ some well-established rules of analysis in deciding what is valid evidence for or against their theory. These include such tools as measures of statistical significance, statistical tests of validity, and formal logic.

Qualitative researchers generally lack this type of commonly agreed-to “objective” tool. Rather, they must rely on their ability to present a clear and full description, offer a compelling analysis, and make a convincing argument for their interpretation to establish the value of their conclusions.

Advocates of qualitative methods argue that this is because they seek to deal with the richness of complex realities rather than abstracting artificially constructed pieces of those realities for quantitative analysis. Critics of their approach contend that the vagueness and situational nature of their standards of evidence make it difficult (if not impossible) to achieve scientific consensus and, therefore, to make progress through the accumulation of knowledge.

Differences in Reporting the Results

  Reports of quantitative research usually rely heavily on presentations of numerical data in the form of tables or charts. Direct and detailed presentation of these data are necessary to make the case for the quantitative interpretations being offered. In contrast, reports of qualitative projects often include long quotations from the people being studied or present the “stories” they told the researcher about their “lived experience.” This is necessary not only to capture the full complexity of the subject matter, but also to give readers a way to judge the validity of the researcher’s interpretations (as explained in the discussion of rules of evidence earlier). Qualitative researchers must very carefully document their methods and processes as they decide what evidence (quotations, observations, etc.) to include in order to allow readers a chance to evaluate the conclusions critically.

The goal of reviewing some of the key differences between qualitative and quantitative methods is to convince you to be open to using the most appropriate method(s) for your research question and theory as you construct your research design. Rather than facing a stark choice between two divergent methods, qualitative and quantitative methods are often best used as complements to one another in a single study, with the results from each approach providing a form of validation for findings generated from the other. You will be better able to make these judgments after finishing this text.

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Work Trend Index Special Report

Technology Can Help Unlock a New Future for Frontline Workers

New data shows that now is the time to empower the frontline with the right digital tools.

January 12, 2022

Illustration by Bernardo Henning

O Over the past two years , in order to inform the ways in which our technology solutions can better support our customers’ needs, Microsoft has continued to study how work is changing. Now, as we look ahead to 2022, we’re doing a deep dive on a segment of the workforce that never went home to work—the frontline. ver the past two years , in order to inform the ways in which our technology solutions can better support our customers’ needs, Microsoft has continued to study how work is changing. Now, as we look ahead to 2022, we’re doing a deep dive on a segment of the workforce that never went home to work—the frontline.

Representing 80 percent of the global workforce , no one has borne the burden of the past two years more than the 2 billion frontline workers around the globe. They’ve kept grocery stores stocked, ensured the power grid stayed up and running, provided essential healthcare services, and made and distributed the products the world depends on—all while weathering personal risk and ongoing disruption. And as the world continues to endure economic and pandemic uncertainty, many businesses face the near-impossible challenge of keeping the doors open while ensuring the wellbeing of employees.

Despite their essential role in every industry, these workers have traditionally been underserved by technology. Just as the pandemic was a catalyst for spurring rapid digital transformation for information workers, the data suggests we’re at a similar inflection point on the frontline.

This Special Report—part of our ongoing Work Trend Index —explores findings from a survey of 9,600 frontline employees and managers in eight industries across five continents. The data helps shed light on the challenges impacting nearly every business right now, and while technology is not the only solution, the report also reveals an opportunity for digital tools to help ease the burden on these essential workers.

Download the full report

Key Findings

A culture of caring is the new currency on the frontline:   Seventy-six percent of workers feel bonded to each other, yet over 60 percent say their company could do more to prioritize culture and communication from the top. In addition, 51 percent of those in non-management positions on the frontline don’t feel valued as employees.

Frontline workers are at an inflection point:   Amid the Great Reshuffle , frontline workers cite better pay and benefits, work-life balance, and flexibility as reasons for considering a job change.

Optimism for tech is high:   Sixty-three percent of frontline workers are excited about the job opportunities technology creates, and technology ranks third on the list of factors that workers say could help reduce workplace stress.

There’s an opportunity to bridge the tech and training gap:   Forty-six percent of frontline workers feel pressure to adapt to new technology over fear of losing their jobs—and 55 percent say they’ve had to learn new tech on the fly, with no formal training or practice.

PLUS: Microsoft's recommendations  

“The pandemic has put incredible strain on frontline workers,” says Jared Spataro, corporate vice president of Modern Work at Microsoft. “But across all of our research, we are getting a clear signal about the opportunity to align business outcomes with the wellbeing and growth of employees. And it’s encouraging to see that technology can help.”

A culture of caring is the new currency on the frontline

of all frontline workers say leadership does not prioritize building culture

of frontline workers believe that work stress will either stay the same or worsen in the coming year

Microsoft Chairman and CEO Satya Nadella talks about the importance of strengthening the connections between employees, a company’s mission, and their managers. Our research shows that the pandemic has strengthened some of these ties, while fraying others.

To weather the storm, frontline workers have turned to each other. Seventy-six percent report that they “feel very bonded to co-workers” because of shared stresses brought on by the pandemic. But their connections to leadership and company culture are weak. Sixty-two percent of all frontline workers say that leadership does not prioritize building workplace culture—and that jumps to 68 percent for those in management positions on the frontline such as department heads, store managers, and shop-floor supervisors.

Furthermore, communication isn’t trickling down—or bubbling up. Sixty-three percent of all frontline workers say messages from leadership don’t make it to them. Things are especially trying for frontline managers (69 percent) who say their higher-ups are not effectively communicating with them either. At the same time, 32 percent of frontline workers feel their voice is not being heard when communicating workplace issues.

Workers see a culture and communication gap

While frontline workers say they feel more bonded to one another, most say culture and communication need to be better prioritized from the top

This Work Trend Index Special Report survey was conducted by an independent research firm, Edelman Data x Intelligence, among 9,600 full-time or part-time employed frontline workers across eight (8) industries and eight (8) markets, between October 28 and November 19, 2021. A total of 1,200 frontline workers were surveyed within each industry.

Illustration by Valerio Pellegrini

Choosing the right communication platform can strengthen workplace connections. For example, Blum , a family-run furniture fitting company, once relied on supervisors and a factory floor notice board to share updates with employees. Today, Blum uses the employee experience platform Microsoft Viva to centralize company news, tasks, and conversations, giving frontline workers a consistent connection to the larger company that they can access from anywhere. “This isn’t just about one-way communication,” says Sarah Blum, employer branding and recruiting specialist at Blum. “We can have direct conversations with employees and answer their questions, and they feel heard.”

And as companies balance pandemic realities with employee needs, the research shows an opportunity to focus more on the wellbeing of frontline workers. Fifty-one percent of frontline workers in non-management positions don’t feel valued as employees, and many workers (60 percent) wish more was being done to help with physical exhaustion or to support mental health (57 percent).

Those on the frontline are feeling the pressure of external challenges, too. Most workers surveyed feel more could be done to help supply chain issues (52 percent), and say that labor shortages are making their jobs especially difficult (51 percent).

And as we embark on year three of the pandemic, 58 percent of frontline workers around the world believe that work stress will either stay the same or worsen in the coming year. In addition to economic challenges, frontline workers globally cite workload (45 percent), low wages (44 percent), long workdays (41 percent), managing needs of customers (35 percent), and COVID-19 protocols (33 percent) as the top five reasons for their work-related stress.

“The pandemic has created an extraordinary strain on the individuals on the frontlines,” says Dr. David Rhew, global chief medical officer for Microsoft, whose own frontline experience informs Microsoft’s healthcare offerings. “Beyond the very real effects of COVID on peoples’ lives and livelihoods, there’s the baseline administrative burden they have to handle, and then the workforce is diminishing so there’s more and more work being placed on top of them. It’s just created an extraordinary amount of pressure and stress.”

Workers anticipate increasing stress

Frontline workers are at an inflection point

Americans quit their jobs in November

With the pandemic enduring, stress levels high, and a record 4.5 million Americans quitting their jobs in November , it’s clear workers are at an inflection point. In our survey, frontline workers globally cited the following top five reasons for considering a job change: to make more money, to have a better work-life balance, not receiving pay increases, working for a company with better benefits, and looking for more flexibility in how they work.

And as mentioned, when it comes to frontline managers—the glue between corporate and the frontline—the data suggests they are especially feeling the strain of bridging the culture and communications gap.

Data from LinkedIn also suggests people who are quitting their jobs aren’t leaving work altogether—they’re seeking new experiences. According to LinkedIn hiring data, seven out of the eight industries examined in this report have now exceeded pre-pandemic hiring levels, and all except retail have experienced double-digit year-over-year growth.

As more frontline workers rethink the role that work plays in their lives and engage in the Great Reshuffle, organizations have a massive opportunity to create an operating model and culture that attracts the best managers and employees to their ranks.

Optimism for tech is high

of frontline workers are excited about the job opportunities tech creates

of frontline workers say they even value tech tools over mental health and wellness benefits

For years, many frontline workers have been concerned that technology―especially automation and AI―would make their jobs obsolete.

“I come across a lot of people who are worried about being replaced by artificial intelligence, by machine learning,” says Darryl Willis, Microsoft’s corporate vice president of the energy and sustainability industry. “One of the things I say to people is that you have to see machine learning and AI as an assistant, not a replacement, for expertise.”

That idea is slowly taking hold. According to our research, 63 percent of frontline workers are excited about the job opportunities that technology creates. The aspects of work with which they believe it can help “a lot” include team scheduling, onboarding new teammates, automating repetitive tasks, providing real-time task updates, and managing appointments.

Tech also ranks high on the list of factors that could help reduce work-related stress, just behind better pay and vacation time. And 46 percent of respondents say they even value technological tools over mental health support and wellness benefits.

What can reduce stress on the frontline?

Better tech ranks third on a list of things frontline workers say could reduce stress, just behind better pay and vacation time

Across industries, tech is already helping frontline workers navigate a rapidly changing landscape of work. Among frontline workers, there has been a 400 percent spike in monthly Microsoft Teams usage from March 2020 to November 2021.

Healthcare workers are booking virtual visits and using Teams’ built-in pager system to reach nurses and doctors quickly. Retail and finance workers have turned to the Shifts app in Teams to manage schedules. And manufacturing and automotive workers are using tools like the Teams-powered walkie-talkie and Teams-connected mixed reality headsets to connect to corporate and troubleshoot issues on the factory floor.

For instance, Chevron employees are using Microsoft HoloLens mixed reality headsets and hard hats equipped with Teams to troubleshoot issues and connect with experts for inspections. In often loud environments, employees can directly share what they see and hear via mixed reality, instead of trying to describe the situation verbally. Retailer Canadian Tire is also using Teams to streamline the curbside pickup process.

Technology adoption on the frontline is accelerating

Between March 2020 and November 2021, the monthly use of Microsoft Teams on the frontline grew by 400 percent in the aggregate, with the most growth seen in healthcare, financial services, and media and communications

There’s an opportunity to bridge the tech-equity and training gap

of frontline workers have had to adapt to using digital tools on the fly, with no formal training or practice

There is still more that can be done to help ensure frontline workers are as well-equipped as workers who sit behind a desk. One-third of all frontline workers say they do not have the right technological tools to do their job effectively; that number rises to 41 percent for those in non-management positions.

“Frontline workers are the face of your business,” says Kristina Behr, Microsoft’s vice president of product management for frontline workers and industry. “Making sure that they are empowered and equipped with the optimal tools is vitally important for success. If it’s frustrating for you to use the tools, your whole job is frustrating.”

Access to―and training for―technology that automates tasks, provides remote assistance, and helps workers communicate with each other varies widely among frontline workers. Our research shows that healthcare, hospitality, telecommunications, and automotive/transportation have all lagged in training employees prior to implementing the latest digital tools. Frontline workers in Japan, Brazil, India, and the UK are similarly behind the pack.

Workers see a tech and training gap

For many, falling behind has become a major concern. Nearly half (46 percent) of frontline workers worry that they could lose their jobs if they don’t adapt to new tech.

Our research shows that older workers—age 41 and up—struggle with adapting to new technology. But younger workers (40 and under) also feel frustration from inadequate tools. “The average hourly worker in a store now is a digital native who came into their first job with a smartphone in their hand,” says Shelley Bransten, Microsoft’s corporate vice president of retail & consumer goods. “So they’re expecting the experience they have at work to match up with their experience outside of work, and that divide has not been crossed yet.”

Even among those workers who do receive the latest digital tools, many of them haven’t been properly trained in how to use them: 55 percent have had to adapt to using digital tools on the fly.

Investments in educating workers to make the best use of technology are ultimately as important as investments in the tech itself. Case in point: While Eaton , a multinational power management company, has been serving customers since 1911, it takes a decidedly modern approach to training. Using a mixed reality application for Microsoft HoloLens 2, they train employees to conduct preventive maintenance on 1,500 pieces of equipment. “The matrix hologram appears in front of you. It asks, ‘Javier, do you want to start with the welder?’ I stare at the word ‘Yes’ to confirm. You continue until you finish the checklist,” says Javier Gomez, a plant manager for Eaton. “The process takes five to seven minutes. It’s efficient and you don’t need anybody to show you what you’re looking for or what it looks like. It’s amazing.”

of frontline workers worry that they could lose their jobs if they don’t adapt to new technology

Recommendations

The pandemic and current economic realities are putting immense pressure on businesses of all sizes. But with projected attrition rates high and morale low, the data suggests an opportunity to focus more squarely on supporting the frontline. Based on the research, these are three areas where companies can focus first to address the issues.

Rebuild culture on the frontlines

Workplace culture is built upon a strong connection to company mission and purpose, transparency, strong lines of communication, recognition of great work, and positive workplace relationships. Our data shows that many frontline workers have built foundational relationships with each other, but more can be done to foster connection and culture from the top, especially for managers.

Leaders should make time to connect with frontline workers and managers—proactively seeking to understand their experiences, share appreciation of their efforts, spell out the company’s mission and purpose, and explain how frontline workers are contributing to it. Companies should not only establish a steady stream of company communications, but also create avenues for two-way communication so frontline workers are empowered with the information they need to both succeed and feel like they are being heard. Microsoft is focused on supporting frontline workers with tech like Microsoft Viva Connections, which can play a critical role in bridging the culture and communication gap—thereby allowing employees to access information and resources, and allowing leaders to share messages, company updates, and kudos to create a consistent sense of culture that is digestible for all workers.

Empower frontline workers with the latest tech

From team scheduling and onboarding to automating tasks and managing appointments, companies can ease daily burdens by providing the right tech tools. Microsoft is committed to making these experiences more seamless for frontline workers with custom industry-cloud solutions, as well as innovations in Teams that reduce the friction in approvals, shift scheduling, and virtual appointments. Teams-connected mixed reality headsets and hardhats, and digital walkie-talkies and pager systems make communication more seamless as well.

Empowering frontline workers with the right technology not only makes their jobs easier but it enables secure communication between customers, each other, and corporate. It allows employees to concentrate on what matters most, whether that’s the customer or the essential task at hand.

Prioritize and modernize training

Frontline workers are eager to get the training they need to adopt new technologies that will help them do their best work. But with finite resources and competing demands, they need leaders to prioritize and make space for learning at scale. At Microsoft, we want to help every organization provide equitable and accessible training to every worker. With Microsoft Viva Learning, we aim to empower frontline workers to upskill and learn right in the flow of work.

What Microsoft is doing to help

We hope that in releasing this research, we are helping our customers navigate this era and shedding light on the opportunities we all have to empower these essential workers. We will also continue to develop technology solutions to empower the frontline, including new updates in Microsoft Teams, Viva , and the Microsoft Industry Clouds .

Survey Methodology

This Work Trend Index Special Report survey was conducted by an independent research firm, Edelman Data x Intelligence, among 9,600 full-time or part-time employed frontline workers across eight (8) industries and eight (8) markets, between October 28 and November 19, 2021. A total of 1,200 frontline workers were surveyed within each industry. Frontline workers were defined as those that were required to work in-person or on-site in a physical space, and do not perform any work remotely. The survey was 20 minutes in length and conducted online, in either the English language or translated into a local language across markets. Global results have been aggregated across all responses to provide an average. Each market and industry has been evenly weighted within the global average. Industries surveyed include: automotive/transportation, communications (comprising media/entertainment and telecommunications sub-sectors), energy, retail, financial services, healthcare, hospitality, and manufacturing. Markets surveyed include: Australia, Brazil, Germany, India, Japan, Mexico, the United Kingdom, and the United States.

Frontline managers are defined as those who are mid-level management or higher and have at least some influence on decision making related to hiring and onboarding, business development, employee benefits, budget decisions, business operations, internal communications, use of technology or digital tools, or financial/budget decisions.

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Bridging the AI Skills Gap Requires Proactive Workforce Planning, Says Info-Tech Research Group

PR Newswire

TORONTO, June 6, 2024

In a new research blueprint, Info-Tech Research Group explains the critical need for organizations to align their IT workforce with ongoing AI advancements. The firm also offers practical insights to help IT leaders proactively address skill gaps and seamlessly integrate AI technologies. This strategic approach empowers organizations to stay competitive in the dynamic digital landscape while fostering talent development and strategic alignment in the age of Exponential IT.

TORONTO, June 6, 2024 /PRNewswire/ - The rapid evolution of artificial intelligence (AI) is reshaping the IT landscape, creating an urgent need for organizations to recalibrate their workforce. As AI technology advances, global research and advisory firm, Info-Tech Research Group, advises that IT leaders must bridge the growing skills gap to ensure effective AI integration. The firm has published its latest blueprint (Re)Calibrate Your IT Workforce for AI , a research-backed guide that provides actionable strategies and tools for IT leaders to proactively develop the necessary AI competencies within their teams for organizational success in an increasingly AI-driven world.

"AI integration is not just about adopting cutting-edge technologies; it's about strategically aligning the workforce with technological advancements," says Heather Leier-Murray,  research director at Info-Tech Research Group . "By using AI strategies and use cases to identify the competencies required for a smooth transition to an AI-enhanced workforce, organizations can proactively address any gaps through upskilling or reskilling existing employees or by strategically hiring new talent."

Info-Tech's research findings in (Re)Calibrate Your IT Workforce for AI highlight the significant challenges organizations face in adapting IT skills to support the seamless integration of AI technology. Despite these obstacles, the firm emphasizes the importance of proactive planning to align talent with strategic business objectives and technological advancements. By adopting this proactive approach, organizations can effectively address AI competency gaps through upskilling, reskilling, or strategic hiring, ensuring they remain competitive in today's exponentially evolving digital landscape.

The firm also explains that technical skills aren't the only skills needed to develop an AI skill set. Info-Tech advises that it is also essential for employees to develop soft skills that enable competencies, such as critical thinking and problem-solving.

In its latest blueprint, Info-Tech details a comprehensive methodology to help IT leaders identify the essential skills required for supporting AI implementation effectively and develop a plan to build those capabilities. The recommended approach is outlined below, with more detail found in the resource:

• Define AI competency need : Defining AI competencies is a critical step in understanding workforce needs and aligning with business goals. Competencies encompass the collection of knowledge, skills, and attributes required to perform a job well.
• Assess the AI skill gap: Identifying proficiency gaps reveals whether employees possess the skills necessary for their roles. This involves gathering insights from subject matter experts, business leaders, and other IT leaders across the organization to evaluate current skill levels and prioritize gaps based on their size and organizational importance.
• Address the AI skills gap: Developing a plan to mitigate the AI skills gap is essential. Organizations can explore various options such as internal or external training courses, on-the-job training, reskilling, upskilling, coaching, and mentoring. Additionally, hiring new talent, outsourcing skills, or contracting flexible or temporary skills are also viable strategies.

Info-Tech provides IT leaders with a clear roadmap to navigate the complexities of AI workforce planning. By exploring diverse strategies such as blended learning, reskilling, and strategic hiring, the firm advises that organizations are prepared to build a resilient and capable workforce ready to meet the demands of AI integration. With these actionable insights, IT leaders can ensure their teams are equipped to drive innovation and maintain a competitive advantage.

For exclusive and timely commentary on the topic from Heather Leier-Murray, an expert in people & leadership, and access to the complete (Re)Calibrate Your IT Workforce for AI  blueprint , please contact [email protected] .

Registration is now open for Info-Tech Research Group's annual IT conference, Info-Tech LIVE 2024 , taking place September 17 to 19, 2024, at the iconic Bellagio in Las Vegas. This premier event offers journalists, podcasters, and media influencers access to exclusive content, the latest IT research and trends, and the opportunity to interview industry experts, analysts, and speakers. To apply for media passes to attend the event or gain access to research and expert insights on trending topics, please contact [email protected] .

Info-Tech Research Group  is one of the world's leading research and advisory firms, proudly serving over 30,000 IT and HR professionals. The company produces unbiased, highly relevant research and provides advisory services to help leaders make strategic, timely, and well-informed decisions. For nearly 30 years, Info-Tech has partnered closely with teams to provide them with everything they need, from actionable tools to analyst guidance, ensuring they deliver measurable results for their organizations.

To learn more about Info-Tech's divisions, visit McLean & Company  for HR research and advisory services and  SoftwareReviews for software buying insights.

Media professionals can register for unrestricted access to research across IT, HR, and software and hundreds of industry analysts through the firm's Media Insiders program. To gain access, contact [email protected] .

For information about Info-Tech Research Group or to access the latest research, visit infotech.com  and connect via LinkedIn  and X .

SOURCE Info-Tech Research Group

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