aims of a research project

• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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37 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

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Writing Effective Research Aims and Objectives

• By: Margaret-Anne Houston , Marissa McDonagh Edited by: Margaret-Anne Houston
• Product: Sage Research Methods: Business
• Publisher: SAGE Publications Ltd
• Publication year: 2023
• Online pub date: March 21, 2023
• Discipline: Business and Management
• Methods: Research questions , Writing research , Research design
• DOI: https:// doi. org/10.4135/9781529668216
• Keywords: fuel poverty , social media Show all Show less
• Academic Level: Advanced Undergraduate Online ISBN: 9781529668216 More information Less information

The writing of effective research aims and objectives can cause confusion and concern to new and experienced researchers and learners. This step in your research journey is usually the first written method used to convey your research idea to your tutor. Therefore, aims and objectives should clearly convey your topic, academic foundation, and research design. In order to write effective research aims and objectives, researchers should consider all aspects of their proposed work. For example, the sample(s) to be approached for participation in the primary data collection. Identifying research objectives that are SMART is key to ensuring key aspects of the work are considered prior to any data collection. This includes consideration of access to samples and the ethics of researching the topic and research design. Finally, seeing your work as others will read it, can be an effective evaluation tool to ensure your own research objectives adequately capture and reflect your intended study. Therefore, this guide encourages you to consider common issues with identifying and writing research aims and objectives through consideration of examples.

Learning Outcomes

By the end of this guide, readers should be able to:

• Identify the meaning and purpose of a research aim within business research
• Understand the link between an effective research aim and the wider topic and literature/secondary sources, where appropriate
• Understand how to identify and write Specific, Measurable, Achievable, Realistic and Timely (SMART) Research objectives, research questions, and consideration of research hypothesis
• Recognize the link between writing an effective research aim and the research design. Write own research aim and objectives

Introduction

The writing of effective research aims and objectives can cause confusion and concern to new (and experienced!) researchers and learners. Attempting to identify the scope and focus of a project within a few specific statements, can take time and consideration of all aspects of your research design. If you are still unsure of your approach to your topic, or even the boundaries of the topic itself, this uncertainty can make the framing of an effective research aim seem like an uphill task.

However, even if this is your first time trying to convey your research idea within a few concise and precise statements, there are steps to take to ensure your work clearly communicates your meaning to your audience. This how-to-guide draws on examples of business topic research aims and objectives and explores techniques for reviewing their meaning. This active learning approach will enable you to grow confidence in framing and communicating your own research.

The importance of ensuring the research aim and objectives are not only reflective of the topic choice but are also achievable can be a fluid process, which in itself, can result in anxious researchers. Seeing your work as others will read it, can be an effective evaluation tool to ensure your own research objectives adequately capture and reflect your intended study. Therefore, this guide encourages you to consider common issues with identifying and writing research aims and objectives through consideration of examples.

Identify the Meaning and Purpose of a Research Aim with Business Research

Writing an effective research aim is an integral part of the research process. A research aim is a statement of intent. It should communicate your research goal clearly and should provide a focus for your work from the offset. It is important to differentiate between a research aim and the objectives. If a research aim tells the reader what you plan to achieve, then the research objectives should state how you would reach that goal. Often the objectives will provide a road map of the steps you will take in order to meet the research aim. Therefore, a research aim in business-related topics is typically a single sentence or even two, which conveys the overall purpose of the research-the end goal!

The terminology you use when writing your research aim is important. Note the following example aims from Business related topics:

• 1. This research aims to evaluate the lasting effects of lockdown and ‘work from home’ initiatives on productiveness in the financial service industry.
• 2. This research aims to establish a link between innovations in Artificial Intelligence (AI) and recruitment processes for The Royal Bank of Scotland.
• 3. This research aims to investigate to what extent Corporate Social Responsibility (CSR) initiatives can influence consumer behavior. A case study of Aldi UK.
• 4. This research aims to assess the effectiveness of technology companies’ risk management of cyber and information risks measured on the basis of supply chain resilience.
• 5. This research aims to explore the impact of Government funded initiatives to encourage social entrepreneurship in Scotland.

As evidenced above all of the aims stated contain verbs, these highlight how the research will be undertaken. Words such as to assess, to establish, to explore or to evaluate all reflect research analysis. This conveys your intention clearly to the reader and whilst it may not fully demonstrate exactly how the project will be undertaken, the verbs show what the goal is.

The objectives, which follow the aim, can help to show the exact ways the aim will be achieved, highlighting the research methods. It is important to think carefully about whether you plan to or will be to, come to a clear conclusion. Often it is not possible and this can be due to many factors such as the time or scope of the issue. For example, in the aims stated above number 2 is the only one that states it will ‘establish a link.’ This is because the aim is specific and measurable. The objectives should identify the specific processes it will examine and link to effective recruitment practices that are more effective than prior to AI being used.

However, for the other aims it is more appropriate to explore or investigate the topics, as opposed to ‘establishing’ or to ‘evidence an impact.’

Abbreviations are a useful way of shortening words or phrases and they can give writing a more coherent flow. It is worth noting that all abbreviations like AI or CSR should only be used when they are spelled out initially and if they appear frequently throughout your writing.

It is important to always check with your supervisor or course Handbook but typically, you should have a research question, a research aim, and objectives. The research question should capture what the issue is, often it will help to explain your research aim by offering a critical perspective. For example, if your research is to evaluate the effect of something then your question may be to what extent is that something works?

Finally, it is important to remember that the wording of your research aim may change slightly as your research progresses. Often students will modify the words to reflect what they are undertaking as the process develops.

Section Summary

• An effective research aim should clearly set out the goal of a project.
• Carefully consider the terminology you use at this stage, and ensure it reflects the outcome of the study.
• Remember a research aim can be fluid and the exact wording is likely to change as you progress through your research journey.

Understand the Link Between an Effective Research Aim and the Wider Topic and Literature/secondary Sources, Where Appropriate

When developing the research aim it is important to be engaged with the wider topic and associated literature and secondary sources from the offset. These sources will be crucial in helping you to tackle the topic successfully.

Identifying an idea for a research project can sometimes be a relatively simple first step in the research process. It is often narrowing the idea down to a research aim, which can be more difficult. A good way to start is to brainstorm ideas, think about what interests you the most about your studies, and note down keywords which can then be used as search terms. Researchers, at all levels of research and study, should consider information-seeking as a process through which they engage with the primary literature and secondary sources concerning their topic area. This will develop self-confidence in your ability to define the terms of reference of your work and studies. An inquiring mind and openness to a degree of flexibility of approach in these early stages of research, can be key to ensuring initial topic ideas can be molded into achievable research aims and objectives.

Research could be considered to be cyclical, not a one-off process. Therefore, in order to ensure a definable and achievable research topic, many projects use a mixture of sources. This requires a degree of confidence on the part of the researcher; to identify the relevant resources they require, a strategy for how to find them and also, a process for information management.

Many researchers will start with an online search for both academic and non-academic sources. The short-term success of this first step can be dictated by the choice of keywords and phrases. That is, those terms that the researcher believes are most relevant for, and most likely to come up with links to their research topic. However, caution should be employed in this initial task of online searching - this is an important opportunity to consider how we identify these specific keywords. A limited understanding of the area will be enhanced through further reading. It can allow the researcher to access previous studies in the same topic area and identify effective research methods. An informed research aim should be underpinned by reading and evaluating sources in relation to the research idea.

Using the research aims below as examples, note the sources required and some issues to consider for each source. By strategically linking your research aim to the wider area you will ensure your research is robust from the start.

• Reading combined with ongoing critical appraisal of associated sources can help to refine and focus your research aim and objectives.
• Think of your research as an ongoing process. Reading associated sources should be embedded in every stage of your research journey.
• Ensure you are acknowledging the wider research area and associated sources from the offset as this will help to refine and focus your research aim and objectives.

Understanding How to Identify SMART Research Objectives, Research Questions, and Consideration of Research Hypothesis

First-time final year undergraduates are normally expected to identify a research topic and research design that are realistic and achievable. Not only should they be realistic as topics but also achievable within a short time period when most learners have never undertaken such work previously. A common pitfall of many initial research topics is identifying an area that is too wide in scope. A simple step is to consider how to express and convey the work within a series of research objectives. Careful consideration of the content of these statements can help narrow the topic focus, and ensure the research design is relevant to the work to be undertaken. Therefore, writing your objectives should be viewed as a process and not a one-off exercise. Remember, they convey your work to an audience and set out the initial boundaries of the research to be undertaken.

Therefore, research aims and objectives should provide focus and direction for the research topic. Many business research methods texts will introduce the writing of research aims and objectives as a specific skill required to ensure they are Specific, Measurable, Achievable, Realistic and Timely (SMART). By following the SMART guidelines and analyzing examples of common issues within aims and objectives, learners can build confidence and ensure their aims and objectives are strong. Together with these five criteria, the language used can convey the depth of the inquiry. By way of explanation, consider the following topic submitted for consideration as a final-year project:

The research aim is to evaluate consumer perceptions of the impact of social media advertising on their car purchasing decisions. The fieldwork will examine consumer attitudes toward social media advertising and the benefits of this approach. This will be explored through the following research objectives:

• 1. Examine relevant literature concerning advertising, and trends in social media within the car industry;
• 2. Identify the attitudes of key players and stakeholders within the advertising industry toward the use of social media;
• 3. Discuss the effects of new technology on social media and advertising trends;
• 4. Evaluate how consumers relate to new technology with a view to making recommendations for improvement in the use of social media within online advertising.

S pecific – the research objectives reflect the terminology also used within the research aim.

M easureable – this does not necessarily mean that the work will involve quantitative data. Consider that the objectives identify the issues and samples and so the target of the work.

A chievable – does the work appear to be a piece of research that could be undertaken and completed within the confines of the undergraduate program? It could be achievable on the basis that the work does not appear to require a long time period to complete and the samples should be accessible. Achievability is also a consideration of university ethical consideration processes. For example, although a researcher is able to identify a sample of participants who are experiencing fuel poverty, consideration must be given to the possible ethical issues that surround requesting their participation. It may be deemed that the research could in some manner cause harm to the participants, such as stress through talking about their lived experiences. This stress could also be felt by the researcher who may not be trained to deal with such emotional situations. In both of these examples, the university ethics process could decide this work is unachievable.

R ealistic – the issue of social media advertising is realistic within the stated industry. The samples identified also appear linked to the topic. Furthermore, the academic foundation of the work is also identified – advertising. The work also appears to be realistic in terms of the resources required to complete it. The ethical use of data gathered from social media could also be relevant to determining if this topic is realistic. As with Achievability above, issues such as how the data was originally gathered and how it will then be used by the researcher, would be scrutinized by the Ethics process. Again, the principle of ‘do no harm’ would be applied to determine if the work is realistic.

T imely – although the work does not offer a specific timeframe, the use of social media for advertising is evident within the car industry. Therefore, this could be said to be timely.

Furthermore, the terminology is important. If you choose words that are descriptive, they will convey work that is also descriptive. So, try to use words such as ‘describe,’ ‘understand,’ or ‘gain an insight into’ only where they adequately reflect that your research is not an in-depth study. Consider using terms to evidence how you will approach each objective including: evaluate; critique; critically discuss and examine. All infer the research will go beyond a surface inquiry.

Now, at this stage, consider if the research wished to study the possible relationships between variables such as the impact on consumers of exposure to social media advertising on car sales decision-making. As with the approach to the similar topic above, this could be explored using qualitative data by gathering the experiences of consumers and/or people within the car industry. However, research that specifically wishes to explore possible links between issues and/or specific variables, could sometimes be better framed using a research hypothesis. This is a statement that identifies possible c ause and effect ’ relationships between variables. Therefore, the focus of the above topic could be reconsidered to identify the impact of social media advertising within the car industry. The new research question and hypothesis could be thus:

The research question: Do consumers perceive the impact of social media advertising on their car purchasing decisions?

Null Hypothesis: There is no difference in car purchasing decisions between those consumers who are exposed to social media advertising of cars compared to those who are not.

Alternative Hypothesis: There is a relationship between whether or not a consumer has been exposed to social media advertising and their car purchasing decision.

In order to address the hypothesis, some form of statistical testing would be required which is not covered in this guide. However, as a researcher, you should always consider what it is specifically that you wish to research when framing your work. This topic consideration could identify specific issues and/or variables which you wish to explore further to test if there are statistical relationships. In this situation, you could consider including hypothesis testing within your research design. As can be viewed above, related topics may be presented in different ways, with the inclusion or exclusion of a research hypothesis. The existence of possible relationships may be explored through research that seeks perceptions of advertising. However, research which seeks statistical evidence would be best represented with hypothesis testing.

• Research aim and objectives convey to your audience the topic and possible boundaries of your work. Therefore, ensuring they are presented as SMART, allows others to assess your work in the way you intended.
• Research ethics should be considered when writing research aims and objectives, including the potential impact of participation on individuals. Research should do no harm to the individuals involved, including the sample and researchers themselves.
• Research does not always necessitate consideration of the research hypothesis. However, in some circumstances, a well-considered hypothesis could offer statistical weight to your findings.

Recognizing the Link Between Writing an Effective Research Aim and the Research Design

The research aim and objectives should be written in a way that conveys the specific area or problem to be researched. This should allow anyone reading your research aim to understand the main focus of the work. For example, your work may aim to examine the lived experiences of individuals living with fuel poverty within a specific geographic area or demographic. In this example, you can clearly identify the topic – lived experiences of fuel poverty – and the focus – individuals within the chosen geographical area/demographic . To a more experienced researcher, it can also offer insight into the research design which may be reasonably expected. So, studies of ‘lived experiences’ can involve the gathering and/or analysis of qualitative data from individuals/communities as the researcher seek to gather the first-hand experiences of participants (individuals).

Clearly written research aim and objectives should allow the reader to consider the following information:

• 1. Wider academic area(s) within which the topic falls (for example, accountancy; marketing; management);
• 2. The main areas of the literature identified within the aim and/or objectives;
• 3. The data which would be expected to be gathered to in order to meet/address the research objectives;
• 4. The data collection methods which could be deemed relevant to the research aim and,
• 5. Overall, if the research aim and objectives are SMART (see above).

Consider the wording in the example below:

The research aim of this dissertation is to examine the lived experiences of people living with fuel poverty and their attitudes towards support services within a local council area. This research aim will be addressed through the following research objectives:

• 1. Critically review previous literature and evaluate the origins and purpose of different definitions of ‘fuel poverty.’
• 2. Explore the attitudes of individuals currently experiencing fuel poverty towards support agencies and other stakeholders.
• 3. Analyze the opportunities and barriers to support agencies and related stakeholders within a local council area with specific regard to supporting those experiencing fuel poverty.
• 4. Compare and contrast the lived experiences of individuals experiencing fuel poverty with those of the support agencies to identify potential service gaps.

Looking closely at the work above, it could be reasonable to make the following assumptions about the research:

The academic area(s) within which the topic falls (for example, accountancy; marketing; management; social sciences; economics). This can be researched and explored by keyword searching the research aim. In this example, there appear to be multiple academic roots to the work:

• ‘lived experiences of people living with fuel poverty’ – this could be viewed as a social science/economics topic or even an engineering area. Either would depend on the specific view taken to investigate fuel poverty, i.e., real-world examples of lived experiences, specially such as narratives about their daily life. Alternatively, this aim could encapsulate studies within engineering areas that seek to understand the impact of construction and design decisions on the daily life of individuals.
• ‘…and their attitudes towards support services within a local council area’ – by adding a focus for the study as being specific to support services, this work is now narrowed to more reflect the social sciences area.
• If the work was indeed to study any issues such as building construction, this would be expected to appear within the research aim to convey the topic clearly and precisely.

Therefore, it could be expected that if the research draws on wider academic areas, this should be evident from the terminology within the research objectives. A consistent use of terminology ensures the academic foundation of the work is identifiable throughout. It could also be reasonably presumed that the relevant issues of each sample (individuals within fuel poverty, the support services, and stakeholders), would be refined to include specific factors to ensure the work is focused on specific issues.

Next, consider the type of data you would expect to gather to in order to meet/address the research objectives. The following options appear to be linked to the wording of the objectives:

• Secondary Data: The objectives identify the need for literature in the first stages of work in order to address objectives 1, 2, and 3. As the research is based on lived experiences, this could include not only academic work but also charity and government reports. Given that this is a real-world issue, examples could also be identified from reputable news agencies. All of these sources could help identify possible issues that may be identified by research participants during the data gathering. If these issues are not identified by the participants, they could be used to form a critical discussion around opportunities or barriers (objective 3).
• Primary Data: Given the focus on lived experiences related to support services, the research may be presumed to include a qualitative study. A qualitative study would allow participants to use their own voices and language to explain their lived experiences. Whereas a quantitative study, by its nature, could explore the issues already known to the researcher when the instrument was written, e.g., survey. Qualitative data could perhaps encourage more personal issues to be identified by the individual participants, and also offer some context for their position.

Subsequently, consider which data collection methods you would expect to be used to address the research aim.

• Quantitative data gathering tools: Could quantitative data gathering explore the lived experiences of this sample? Many areas could be effectively explored however lived experiences tend to be personal to the individual and so qualitative could offer more depth and richness to the data.
• As both the research aim and objectives identify specific samples, the research could be considered to have a boundary around those to be invited to participate. Therefore, secondary data may identify the definitions of fuel poverty and offer reasons for any differences. It could also allow the identification of the roles and remits of support services and stakeholders. However, it will not offer specific lived experience details that can come from the sample of individuals.

If specific organizational sectors or companies were identified, the use of quantitative data-gathering tools, such as a survey, may allow more specific information to be gathered. Remember, the research aim identifies that the focus is the individuals who experience fuel poverty. Therefore, a survey could address issues such as knowledge and understanding of these service providers. However, it could then miss hearing about the informal networks used by individuals for support, which could come to light during a qualitative study.

Finally, if in doubt, show your research aim and objectives to a colleague and ask them to tell you , what they think your research is about. This simple exercise will enable you to realize what other people understand from your work and so, allow you to tweak where necessary. This should ensure your research is not only accessible to different audiences but ultimately, is a fair reflection of your topic choice.

• Clearly written research aims and objectives can effectively convey information about your work. This allows a reader to consider the key aspects of your topic and sets expectations about the contents of your report/dissertation/thesis.
• Always ensure that the language used to write a research aim and objectives, adequately convey the meaning and depth of your research. It should be specific to your topic but also accessible to the intended audience(s).
• SMART research objectives can convey your understanding of research design. This should be apparent from the layering of issues and identification of relevant samples.

In conclusion, this guide has offered practical steps through example-based exercises to help you format your idea into an effective research aim and objectives. Having progressed through the exercises, you will have considered issues such as the importance of understanding how a research aim can help you refine your idea. It is also the mechanism to convey your research intention to your audience. Through exploring the importance of linking your research aim to the wider research area this will give you the confidence to develop SMART objectives. Following this, your work will reflect key areas of your research design through the use of relevant research methods terminology.

Therefore, by following the steps in this guide you should now be confident to take your idea and form it into robust research aims and objectives.

Multiple-Choice Quiz Questions

1. The purpose of a research aim is to ______.

Incorrect Answer

Feedback: This is not the correct answer. The correct answer is C.

Correct Answer

Feedback: Well done, correct answer

2. It is important to understand the link between the research aim and the wider topic because ______.

Feedback: This is not the correct answer. The correct answer is B.

3. How many research objectives are necessary to ensure a successful final-year project?

4. Research objectives reflect ______

5. Research design can be reflected in the research aim and objectives by ______.

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Formulating Research Aims and Objectives

Formulating research aim and objectives in an appropriate manner is one of the most important aspects of your thesis. This is because research aim and objectives determine the scope, depth and the overall direction of the research. Research question is the central question of the study that has to be answered on the basis of research findings.

Research aim emphasizes what needs to be achieved within the scope of the research, by the end of the research process. Achievement of research aim provides answer to the research question.

Research objectives divide research aim into several parts and address each part separately. Research aim specifies WHAT needs to be studied and research objectives comprise a number of steps that address HOW research aim will be achieved.

As a rule of dumb, there would be one research aim and several research objectives. Achievement of each research objective will lead to the achievement of the research aim.

Consider the following as an example:

Research title: Effects of organizational culture on business profitability: a case study of Virgin Atlantic

Research aim: To assess the effects of Virgin Atlantic organizational culture on business profitability

Following research objectives would facilitate the achievement of this aim:

• Analyzing the nature of organizational culture at Virgin Atlantic by September 1, 2022
• Identifying factors impacting Virgin Atlantic organizational culture by September 16, 2022
• Analyzing impacts of Virgin Atlantic organizational culture on employee performances by September 30, 2022
• Providing recommendations to Virgin Atlantic strategic level management in terms of increasing the level of effectiveness of organizational culture by October 5, 2022

Figure below illustrates additional examples in formulating research aims and objectives:

Formulation of research question, aim and objectives

Common mistakes in the formulation of research aim relate to the following:

1. Choosing the topic too broadly . This is the most common mistake. For example, a research title of “an analysis of leadership practices” can be classified as too broad because the title fails to answer the following questions:

a) Which aspects of leadership practices? Leadership has many aspects such as employee motivation, ethical behaviour, strategic planning, change management etc. An attempt to cover all of these aspects of organizational leadership within a single research will result in an unfocused and poor work.

b) An analysis of leadership practices in which country? Leadership practices tend to be different in various countries due to cross-cultural differences, legislations and a range of other region-specific factors. Therefore, a study of leadership practices needs to be country-specific.

c) Analysis of leadership practices in which company or industry? Similar to the point above, analysis of leadership practices needs to take into account industry-specific and/or company-specific differences, and there is no way to conduct a leadership research that relates to all industries and organizations in an equal manner.

Accordingly, as an example “a study into the impacts of ethical behaviour of a leader on the level of employee motivation in US healthcare sector” would be a more appropriate title than simply “An analysis of leadership practices”.

2. Setting an unrealistic aim . Formulation of a research aim that involves in-depth interviews with Apple strategic level management by an undergraduate level student can be specified as a bit over-ambitious. This is because securing an interview with Apple CEO Tim Cook or members of Apple Board of Directors might not be easy. This is an extreme example of course, but you got the idea. Instead, you may aim to interview the manager of your local Apple store and adopt a more feasible strategy to get your dissertation completed.

3. Choosing research methods incompatible with the timeframe available . Conducting interviews with 20 sample group members and collecting primary data through 2 focus groups when only three months left until submission of your dissertation can be very difficult, if not impossible. Accordingly, timeframe available need to be taken into account when formulating research aims and objectives and selecting research methods.

Moreover, research objectives need to be formulated according to SMART principle,

 where the abbreviation stands for specific, measurable, achievable, realistic, and time-bound.

Examples of SMART research objectives

At the conclusion part of your research project you will need to reflect on the level of achievement of research aims and objectives. In case your research aims and objectives are not fully achieved by the end of the study, you will need to discuss the reasons. These may include initial inappropriate formulation of research aims and objectives, effects of other variables that were not considered at the beginning of the research or changes in some circumstances during the research process.

John Dudovskiy

Research Aims and Objectives: The dynamic duo for successful research

Picture yourself on a road trip without a destination in mind — driving aimlessly, not knowing where you’re headed or how to get there. Similarly, your research is navigated by well-defined research aims and objectives. Research aims and objectives are the foundation of any research project. They provide a clear direction and purpose for the study, ensuring that you stay focused and on track throughout the process. They are your trusted navigational tools, leading you to success.

Understanding the relationship between research objectives and aims is crucial to any research project’s success, and we’re here to break it down for you in this article. Here, we’ll explore the importance of research aims and objectives, understand their differences, and delve into the impact they have on the quality of research.

Understanding the Difference between Research Aims and Objectives

In research, aims and objectives are two important components but are often used interchangeably. Though they may sound similar, they are distinct and serve different purposes.

Research Aims:

Research aims are broad statements that describe the overall purpose of your study. They provide a general direction for your study and indicate the intended achievements of your research. Aims are usually written in a general and abstract manner describing the ultimate goal of the research.

Research Objectives:

Research objectives are specific, measurable, and achievable goals that you aim to accomplish within a specified timeframe. They break down the research aims into smaller, more manageable components and provide a clear picture of what you want to achieve and how you plan to achieve it.

In the example, the objectives provide specific targets that must be achieved to reach the aim. Essentially, aims provide the overall direction for the research while objectives provide specific targets that must be achieved to accomplish the aims. Aims provide a broad context for the research, while the objectives provide smaller steps that the researcher must take to accomplish the overall research goals. To illustrate, when planning a road trip, your research aim is the destination you want to reach, and your research objectives are the specific routes you need to take to get there.

Aims and objectives are interconnected. Objectives play a key role in defining the research methodology, providing a roadmap for how you’ll collect and analyze data, while aim is the final destination, which represents the ultimate goal of your research. By setting specific goals, you’ll be able to design a research plan that helps you achieve your objectives and, ultimately, your research aim.

Importance of Well-defined Aims and Objectives

The impact of clear research aims and objectives on the quality of research cannot be understated. But it’s not enough to simply have aims and objectives. Well-defined research aims and objectives are important for several reasons:

• Provides direction: Clear aims and well-defined objectives provide a specific direction for your research study, ensuring that the research stays focused on a specific topic or problem. This helps to prevent the research from becoming too broad or unfocused, and ensures that the study remains relevant and meaningful.
• Guides research design: The research aim and objectives help guide the research design and methodology, ensuring that your study is designed in a way that will answer the research questions and achieve the research objectives.
• Helps with resource allocation: Clear research aims and objectives helps you to allocate resources effectively , including time, financial resources, human resources, and other required materials. With a well-defined aim and objectives, you can identify the resources required to conduct the research, and allocate them in a way that maximizes efficiency and productivity.
• Assists in evaluation: Clearly specified research aims and objectives allow for effective evaluation of your research project’s success. You can assess whether the research has achieved its objectives, and whether the aim has been met. This evaluation process can help to identify areas of the research project that may require further attention or modification.
• Enhances communication: Well-defined research aims and objectives help to enhance communication among the research team, stakeholders, funding agencies, and other interested parties. Clear aims and objectives ensure that everyone involved in your research project understands the purpose and goals of the study. This can help to foster collaboration and ensure that everyone is working towards the same end goal.

How to Formulate Research Aims and Objectives

Formulating effective research aims and objectives involves a systematic process to ensure that they are clear, specific, achievable, and relevant. Start by asking yourself what you want to achieve through your research. What impact do you want your research to have? Once you have a clear understanding of your aims, you can then break them down into specific, achievable objectives. Here are some steps you can follow when developing research aims and objectives:

• Identify the research question : Clearly identify the questions you want to answer through your research. This will help you define the scope of your research. Understanding the characteristics of a good research question will help you generate clearer aims and objectives.
• Conduct literature review : When defining your research aim and objectives, it’s important to conduct a literature review to identify key concepts, theories, and methods related to your research problem or question. Conducting a thorough literature review can help you understand what research has been done in the area and what gaps exist in the literature.
• Identify the research aim: Develop a research aim that summarizes the overarching goal of your research. The research aim should be broad and concise.
• Develop research objectives: Based on your research questions and research aim, develop specific research objectives that outline what you intend to achieve through your research. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).
• Use action verbs: Use action verbs such as “investigate,” “examine,” “analyze,” and “compare” to describe your research aims and objectives. This makes them more specific and measurable.
• Ensure alignment with research question: Ensure that the research aim and objectives are aligned with the research question. This helps to ensure that the research remains focused and that the objectives are specific enough to answer your research question.
• Refine and revise: Once the research aim and objectives have been developed, refine and revise them as needed. Seek feedback from your colleagues, mentors, or supervisors to ensure that they are clear, concise, and achievable within the given resources and timeframe.
• Communicate: After finalizing the research aim and objectives, they should be communicated to the research team, stakeholders, and other interested parties. This helps to ensure that everyone is working towards the same end goal and understands the purpose of the study.

Common Pitfalls to Avoid While Formulating Aims and Objectives

There are several common mistakes that researchers can make when writing research aims and objectives. These include:

• Being too broad or vague: Aims and objectives that are too general or unclear can lead to confusion and lack of focus. It is important to ensure that the aims and objectives are concise and clear.
• Being too narrow or specific: On the other hand, aims and objectives that are too narrow or specific may limit the scope of the research and make it difficult to draw meaningful conclusions or implications.
• Being too ambitious: While it is important to aim high, being too ambitious with the aims and objectives can lead to unrealistic expectations and can be difficult to achieve within the constraints of the research project.
• Lack of alignment: The aims and objectives should be directly linked to the research questions being investigated. Otherwise, this will lead to a lack of coherence in the research project.
• Lack of feasibility: The aims and objectives should be achievable within the constraints of the research project, including time, budget, and resources. Failing to consider feasibility may cause compromise of the research quality.
• Failing to consider ethical considerations: The aims and objectives should take into account any ethical considerations, such as ensuring the safety and well-being of study participants.
• Failing to involve all stakeholders: It’s important to involve all relevant stakeholders, such as participants, supervisors, and funding agencies, in the development of the aims and objectives to ensure they are appropriate and relevant.

To avoid these common pitfalls, it is important to be specific, clear, relevant, and realistic when writing research aims and objectives. Seek feedback from colleagues or supervisors to ensure that the aims and objectives are aligned with the research problem , questions, and methodology, and are achievable within the constraints of the research project. It’s important to continually refine your aims and objectives as you go. As you progress in your research, it’s not uncommon for research aims and objectives to evolve slightly, but it’s important that they remain consistent with the study conducted and the research topic.

In summary, research aims and objectives are the backbone of any successful research project. They give you the ability to cut through the noise and hone in on what really matters. By setting clear goals and aligning them with your research questions and methodology, you can ensure that your research is relevant, impactful, and of the highest quality. So, before you hit the road on your research journey, make sure you have a clear destination and steps to get there. Let us know in the comments section below the challenges you faced and the strategies you followed while fomulating research aims and objectives! Also, feel free to reach out to us at any stage of your research or publication by using #AskEnago  and tagging @EnagoAcademy on Twitter , Facebook , and Quora . Happy researching!

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A Guide to Writing Research Objectives and Aims

• Post author: Research Zone
• Post published: September 6, 2021
• Post category: Academic Advice / Writing Thesis
• Post comments: 1 Comment

Introduction

In determining the success of your research project, it is crucial to understand your research objectives and aim. However, it is, unfortunately, an aspect that many students struggle with, resulting in poor performance. As a result of their importance, if you suspect even the slightest possibility that you belong to this group of students, we strongly recommend that you read this article in its entirety.

In this article, we describe what research aim and objectives are, what distinguishes them from each other, and how to write them correctly.

What is Research Aim?

Research aims describe the purpose or main goal of a project. It help your reader to understand the focus of your research and gives them an idea of what you are trying to accomplish. Research aims are found in their own subsection under the introduction section of all research documents, regardless of whether they are dissertations or research papers.

In most situations, a research aim is expressed as a broad statement of the main goal of the study and doesn’t need to be more than one sentence. The exact format of the outline will vary depending on your preference, but it should all explain the purpose (context), your objective (the actual aim), and how you plan to accomplish it (highlights of your objectives).

What are Research Objectives?

Research aim defines what your study is going to answer, but research objectives outline how it’s going to answer it.

Those objectives break down each component of your research project into smaller portions, each representing a key section of it. Thus, almost all dissertations and theses are organized into numbered lists, with each item getting its own chapter.

Understanding the difference between research objectives and aim

The above explanation should make clear the difference between aim and objectives, but to clarify:

• Aim focus on what a project proposes to achieve; objectives focus on how the project will achieve its goal.
• The research objectives are more specific than the research aims.
• Objectives focus on the short-term and immediate outcomes of a project while aim focus on its long-term outcomes.
• It would be best to write an objective as a numbered list; research aim can be written in one sentence or short paragraph.

How to Write the Aim and Objectives of Research?

It is important to note that there is no definitive way to write clear objectives and aim for research. Researchers typically formulate their goals and objectives in so many different ways, and your supervisor may often influence the formulation based on their preferences.

Nevertheless, there are a few basic principles you should observe to ensure good practice; these principles are listed below.

Research Aim

The aim should include three parts, which address the following questions:

• Why is this research necessary?
• What is the purpose of this study?
• How will you accomplish it?

It is easier to accomplish writing your research aim by addressing each question using its own sentence, although you can combine sentences for each or write multiple sentences for each question, the important thing is to address each one individually.

The first question, why, provides context to your research project, the second question, what describes the aim of your research, and the last question, how, acts as an introduction to your objectives which will immediately follow.

Research Objectives

Each of your research objectives should have the following:

• Specific: Is the action you intend to take unclear, or is it focused and well-defined?
• Assessable: What method will you use to measure your progress and determine when you have accomplished your goal?
• Obtainable: Do you have the necessary support, resources, and facilities to execute the project?
• Relevant: Does the action you propose support the achievement of your research aim?
• Timebound: Are you realistically able to complete the action within the given timeframe?

Properly formulating the aims and objectives of your thesis, dissertation, or research paper is an integral part of its success. Your goals and objectives will determine what your research ultimately looks like in terms of scope, depth, and direction. You will gain clarity in your research and in the minds of your readers if you establish clear aims and objectives, with your aim stating what you wish to achieve, and your objectives indicating how you will do that. Moreover, you will have a clearer direction for your research if you take the time to establish your research objective and aim. This will lead to fewer future issues, but also to a more thorough and cohesive research project.

Feel free to reach out to us here if you need assistance in writing your objectives or aim for your thesis or research. You can also click here to learn more about the services provided.

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How to Write the Dissertation Aims and Objectives – Guide & Examples

Published by Grace Graffin at January 27th, 2023 , Revised On October 9, 2023

Aims and objectives are among the essential aspects of a dissertation. If you write aims and objectives effectively, they can act as a foundation to give your research clarity and focus.

This article will provide you with all the necessary information regarding aims and objectives, their differences, writing tips , and the common mistakes you should avoid while writing them.

The aim is often a single sentence or a short paragraph that describes your dissertation’s main goal and intent. It tells what you hope to achieve at the end. You should write the aim so that it becomes identifiable when it is achieved with the completion of your dissertation .

The aim is written in a subsection of the introduction to clarify the overall purpose of the dissertation .

Example: It is often observed that employees in culturally diverse workplaces struggle to work effectively in a team. A probable cause of this issue is bullying at the workplace. This research investigates the impact of bullying on employee job satisfaction at culturally diverse workplaces and the resulting loss of employee productivity. This research will use surveys and case study analysis to analyze the impact of bullying on employees.

The objectives in a dissertation describe the ways through which you intend to achieve the research aim. They are specific statements that break down the aim into several smaller key sections of the overall research. Suitable objectives can help you stay focused and conduct research in the direction of your aim.

The number of objectives should be realistic; usually, between three to six, and each one should be possible to achieve. The following example shows the objectives for the previously-mentioned dissertation aim.

1. identification of the behaviors that are considered as bullying 2. exploring the factors that cause bullying at a culturally diverse workplace 3. analyzing the relationship between bullying and job satisfaction of employees 4. providing suitable recommendations on minimizing the bullying at the workplace

The objectives of a dissertation should be SMART.

• Specific: should be precise, focused, and well-defined
• Measurable: the progress should be measurable, and you should be able to determine when you have achieved an objective.
• Achievable: you should be able to carry out the required action within your available resources
• Relevant: should be related to the dissertation aim
• Time-bound: should be possible within the available time

Differences between aims and objectives

Aims and objectives are often mixed, but there are clear differences between them.

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How to write aims and objectives?

There is no particular way or standard to write the aims and objectives. Different researchers have different writing styles, and often it can be influenced by your research supervisor. However, you should follow certain basic principles while writing aims and objectives in a dissertation.

Writing the aim statement

The aim statement should cover the following essential elements.

• Why is the research necessary? (covers the underlying problem on which the study is to be conducted)
• What is the research about? (description of the research title)
• How are you going to conduct it? (a brief statement of intended research methods)

An appropriate aim clearly defines the research purpose without confusing the reader. If you struggle to explain your research and its importance in simpler terms, you should consider refining your research to clarify it further.

Writing objectives

The objectives describe how you would achieve your research aim. You can do this through the following steps,

• The first one to two objectives can be applied to the literature review . (Verbs to be used: investigate, examine, study)
• One objective can be applied to the methodology portion. (Verbs to be used: collect, select, demonstrate, estimate)
• Two to three objectives can cover the critical evaluation or discussion chapters (Verbs to be used: analyze, compare, evaluate)
• The final objective will cover the conclusion or recommendation portion. (Verbs to be used: conclude, recommend)

Instead of writing like a paragraph, the objectives should be written as a numbered list to give them more clarity.

How many aims and objectives should be there?

It depends upon the topic of your research and mainly upon your supervisor’s requirements. Generally, a dissertation has a single broad statement as the research aim. However, it is acceptable to include a main aim along with two to three subsidiary aims.

Similarly, the number of objectives should be realistic and sufficient to measure the progress regarding the achievement of the research aim. Their number can generally vary from three to six depending upon the aim.

Common mistakes to avoid while writing research aims and objectives

• Writing a broad research aim

Writing a broad research aim is a common mistake, and it often becomes difficult to achieve. It may create a problem when you are asked to prove how you have achieved your aims during your  viva defense . It would be best to narrow your study to a specific area in the early stages of the dissertation.

• Formulating overlapping research objectives

The objectives should be written such that they are measurable and distinct from each other. If they overlap, it makes it difficult to structure your dissertation properly in specific chapters.

• Setting unrealistic aims

Students often get over-ambitious while describing the research aim and face problems afterward in achieving those aims. You should avoid this mistake and be realistic about what you can achieve in the available time and resources.

Aims and objectives are the sections that require significant time and attention to avoid future hassles while conducting research and writing your dissertation.

Frequently Asked Questions

How to set dissertation aims and objectives.

To set dissertation aims and objectives, define your research goals clearly. Aims state what you want to achieve, while objectives outline specific, measurable steps to reach those goals. Ensure they align with your research question and contribute to your study’s significance.

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A Complete Guide to Write Research Aims and Objectives

The importance of making a good quality aim and objectives of a research is paramount in the success of the research.

In this post, you will learn:

• What is research aim?
• What are research objectives?
• How to differentiate between research aim and research objective
• Examples of research aims and objectives
• Key points to remember while writing research aim and objectives
• Do’s and Don’ts

What Is Research Aim?

The research aim is the primary focus of the research and determines what the research serves to do. It defines the purpose of the research and tells the audience what the research aims to achieve.

Because research aims are so important for the study, a sun heading in the introductory chapter is usually dedicated to them. They are written in a paragraph form and define the main purpose of conducting the research on a topic.

Example of a good quality research aim

Research about the effects of climate change on the mental health of young adults can be worded as follows:

“The effects of climate change information on the minds of young adults are under researched. This research aims to find the effects that climate change information has on the mental health of young adults. By studying the effects of the intensity and frequency of the consumption of climate change news and forecasts among young adults, this study aims to see how climate change information is influencing their mental health.”

The above research aim is focused and clear and presents the reader with a clear understanding of the purpose of the research.

What Is Research Objective?

Research aims are related to research objectives. The research aim determines the overall purpose of the study, and the objectives determine in what ways that purpose will be achieved. The purpose of the research aim is separated into subsections. However, If any you need to order IT Research Paper help services then you have to take a survey on the net. These subsections are smaller steps that define the objectives of the research.

Research objectives are usually written in the form of a list. These small bits of steps can be checked off as the research progresses. They are written in chronological order, starting with the first objective that needs to be achieved and ending with the final one.

Example of research objectives

Taking the example of the research aim above, we can divide it into smaller sections to create specific aims of the research.

• Understand the concepts of climate change and mental health
• Understand the relationship between climate change and mental health
• Determine the frequency and intensity of climate change news consumption among young adults
• Determine the frequency and intensity of news affects the mental health of young adults
• Develop recommendations for clinical practice in the field

From this example, you can see how the research aim was broken down into smaller, specific objectives that were then listed down.

Differentiate Research Between Aims & Objectives

Although the two concepts are related, they are not the same. The differences between research aim and research objectives are:

• The way they are worded are different: Research aim is worded in a wide scoped way, while research objectives are worded as specific, narrowed down tasks.
• The focus of the two are different: research aim focuses on the overall purpose while research objectives focus on how to achieve that purpose.
• The purpose of the two are different: research aims are concerned with the overall findings of a research, which are long-term, while research objectives serve to define the short term aims of the research.
• The way they are presented are different: research aims are written in a small paragraph form while the objectives are written in the form of a list.

3 Key Points To Remember While Drafting Research Aim

The ways of writing a research aim varies with the researcher, but there are certain points to keep in mind to write a good quality research aim:

1. Answer the “why” question of the research: A research aim needs to provide an answer for why the study is being conducted. It needs to describe, in a small sentence or phares, why the research is important to conduct.

Taking the example of the research aim above, we can see that it answers the why question:

“The effects of climate change information on the minds of young adults are under researched”.

2. Answer the “what” question of the research: this is the main purpose of the research aim, as it signifies the main aim of the research.

From the example above, the “what” question is answered as follows:

“This research aims to find the effects that climate change information has on the mental health of young adults.”

3. Lastly, the research aim needs to answer the “how” question. In a simple sentence or a few phrases, it should outline the main way in which you are planning to achieve the aim.

From the example above, the “how” question is answered as follows:

“By studying the effects of the intensity and frequency of the consumption of climate change news and forecasts among young adults, this study aims to see how climate change information is influencing their mental health.”

Checklist of research aim:

• Tells the purpose of research
• Tells why the research is important
• Tells how the aim will be achieved
• Is clear and concise

5 Key Points To Remember While Drafting Research Objective

An easy way to determine the quality of your research objectives is to apply the SMART method to them:

• You need to make sure that the objectives are worded as specific tasks you need to achieve. They should not be vague.
• You should ensure that the objectives are measurable, meaning that they allow you to see how much of them have been achieved and how much are left to work on.
• The objectives need to be achievable, meaning you should have the resources to work on them.
• They need to be relevant to getting to your research aim.
• They need to be achievable in the time you have available for your research project.

In the example above the objectives follow the above mentioned criteria. While making your own objectives, make sure to evaluate them using the points above to ensure your objectives are good quality.

Checklist of research objectives

Do’s and Don’ts of research aims and objectives

What to do and what to avoid in writing aims and objectives

The Takeaway

• The research aim is the primary focus of the research.
• Research aims are related to research objectives
• The objectives determine in what ways that purpose will be achieved.
• Research aim needs to answer the “what”, “why” and “how” questions of the research.
• Research objectives need to be SMART.

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Frequently asked questions

What’s the difference between research aims and objectives.

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

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

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Please note that the shorter your deadline is, the lower the chance that your previous editor is not available.

If your previous editor isn’t available, then we will inform you immediately and look for another qualified editor. Fear not! Every Scribbr editor follows the  Scribbr Improvement Model  and will deliver high-quality work.

Yes, our editors also work during the weekends and holidays.

Because we have many editors available, we can check your document 24 hours per day and 7 days per week, all year round.

If you choose a 72 hour deadline and upload your document on a Thursday evening, you’ll have your thesis back by Sunday evening!

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Every Scribbr order comes with our award-winning Proofreading & Editing service , which combines two important stages of the revision process.

For a more comprehensive edit, you can add a Structure Check or Clarity Check to your order. With these building blocks, you can customize the kind of feedback you receive.

You might be familiar with a different set of editing terms. To help you understand what you can expect at Scribbr, we created this table:

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When you place an order, you can specify your field of study and we’ll match you with an editor who has familiarity with this area.

However, our editors are language specialists, not academic experts in your field. Your editor’s job is not to comment on the content of your dissertation, but to improve your language and help you express your ideas as clearly and fluently as possible.

This means that your editor will understand your text well enough to give feedback on its clarity, logic and structure, but not on the accuracy or originality of its content.

Good academic writing should be understandable to a non-expert reader, and we believe that academic editing is a discipline in itself. The research, ideas and arguments are all yours – we’re here to make sure they shine!

After your document has been edited, you will receive an email with a link to download the document.

The editor has made changes to your document using ‘Track Changes’ in Word. This means that you only have to accept or ignore the changes that are made in the text one by one.

It is also possible to accept all changes at once. However, we strongly advise you not to do so for the following reasons:

• You can learn a lot by looking at the mistakes you made.
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What are you doing and how are you doing it? Articulating your aims and objectives.

Mar 6, 2019

Have you checked out  the rest of  The PhD Knowledge Base ? It’s home to hundreds more free resources and guides, written especially for PhD students.

How long does it take the person reading your thesis to understand what you’re doing and how you’re doing it? If the answer is anything other than ’in the opening paragraphs of the thesis’ then keep reading.

If you tell them as early as possible what you’re doing and how you’re doing it – and do so in clear and simple terms – whatever you write after will make much more sense. If you leave them guessing for ten pages, everything they read in those ten pages has no coherence. You’ll know where it is all leading, but they won’t.

Unless you tell them.

If you tell the reader what you’re doing as early as possible in clear and simple terms, whatever you write after will make much more sense. 

What are aims & objectives?

If you build a house without foundations, it’s pretty obvious what will happen. It’ll collapse.  Your thesis is the same;  fail to build the foundations and your thesis just won’t work .

Your aims and objectives are those foundations. That’s why we’ve put them right at the top of our PhD Writing Template (if you haven’t already downloaded it, join the thousands who have by clicking   here ).

If you write your aims and objectives clearly then you’ll make your reader’s life easier.

A lot of students fail to clearly articulate their aims and objectives because they aren’t sure themselves what they actually are.

Picture this: if there’s one thing that every PhD student hates it’s being asked by a stranger what their research is on.

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Use our free PhD structure template to quickly visualise every element of your thesis. 

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Research aims

Your research aims are the answer to the question,   ‘What are you doing?’ 

1. You need to clearly describe what your intentions are and what you hope to achieve. These are your aims.

2. Your aims may be to test theory in a new empirical setting, derive new theory entirely, construct a new data-set, replicate an existing study, question existing orthodoxy, and so on. Whatever they are, clearly articulate them and do so early. Definitely include them in your introduction and, if you’re smart, you’ll  write them in your abstract .

3. Be very  explicit . In the opening paragraphs, say, in simple terms, ‘ the aim of this thesis is to …’

4. Think of your aims then as a statement of intent. They are  a promise to the reader  that you are going to do something. You use the next two hundred pages or so to follow through on that promise. If you don’t make the promise, the reader won’t understand your follow-through. Simple as that.

Because they serve as the starting point of the study, there needs to be a flow from your aims through your objectives (more on this below) to your research questions and contribution and then into the study itself. If you have completed your research and found that you answered a different question (not that uncommon), make sure your original aims are still valid. If they aren’t, refine them.

If you struggle to explain in simple terms what your research is about and why it matters, you may need to refine your aims and objectives to make them more concise.

When writing up your aims, there are a number of things to bear in mind.

1. Avoid listing too many. Your PhD isn’t as long as you think it is and you won’t have time or room for more than around two or three.

2. When you write them up, be very specific. Don’t leave things so vague that the reader is left unsure or unclear on what you aim to achieve.

3. Make sure there is a logical flow between each of your aims. They should make sense together and should each be separate components which, when added together, are bigger than the sum of their parts.

Research objectives

Your aims answer the question, ‘What are you doing?’ The   objectives are the answer to the question, ‘How are you doing it?’ 

Research objectives refer to the goals or steps that you will take to achieve your aims.

When you write them,   make sure they are SMART. 

• S pecific: talk in a precise and clear way about what you are going to do.
• M easurable: how will you know when you have achieved your aim?
• A chievable: make sure that you aren’t overly ambitious.
• R ealistic: recognise the time and resource constraints that come with doing a PhD and don’t attempt to do too much.
• T ime constrained: determine when each objective needs to be completed.

You need to be as explicit as possible here.  Leave the reader in no doubt about what you will do to achieve your aims.  Step by step. Leave no ambiguity. At the same time, be careful not to repeat your methods chapter here. Just hint at your methods by presenting the headlines. You’ll have plenty of space in your methods discussion to flesh out the detail. 

Elsewhere in the thesis you will necessarily have to talk in a complex language and juggle complex ideas. Here you don’t. You can write in clear, plain sentences.

What is the difference between research aims and objectives?

The aims of a study describe what you hope to achieve. The objectives detail how you are going to achieve your aims.

Let’s use an example to illustrate.

• To understand the contribution that local governments make to national level energy policy.

Objectives:

• Conduct a survey of local politicians to solicit responses.
• Conduct desk-research of local government websites to create a database of local energy policy.
• Interview national level politicians to understand the impact these local policies have had.
• Data will be coded using a code book derived from dominant theories of governance.

If you’re still struggling, Professor Pat Thompson’s great blog has   a guide   that will help.

Leave the reader in no doubt about what you will do to achieve your aims.  Step by step. Leave no ambiguity.

I can’t articulate them clearly, my research is complicated!

Of course your research is complex. That’s the name of the game. But   the sign of someone being able to   master   complexity is their ability to   summarise   it . Sure, you’re not looking to capture all the richness and detail in a short summary of aims and objectives, but you are looking to tell the reader what you’re doing and how you’re doing it.

If you’re struggling to clearly articulate your aims and objectives, then try the following task. At the top of a Post-it note write the sentence: ‘In this research I will…’. Then keep trying until you can fit an answer onto one single Post-it note. The answer should answer two questions: what are are you doing and how are you doing it?

Remember – whenever you write, make it as clear as possible. Pay attention to the words ‘as possible’ there. That means you should write as clearly as you can given the fact that your subject and research is necessarily complex. Think of it the other way: it’s about not making things more complicated and unclear than they need to be.

In other words, make your reader’s job as easy as you can. They’ll thank you for it.

If you’re still having trouble, get in touch to arrange a one-on-one coaching session and we can work through your aims and objectives together.

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32 comments.

The write up is quite inspiring.

My topic is setting up a healing gardens in hospitals Need a aim and objectives for a dissertation

Dis is really good and more understandable thanks

Crisp, concise, and easy to understnad. Thank you for posint this. I now know how to write up my report.

Great. Glad you found it useful.

Good piece of work! Very useful

Great. Glad you found it useful!

The write up makes sense

Great. Thanks!

I love this article. Amazing, outstanding and incredible facts.

Glad you found it useful!

Well written and easy to follow

Thank you for the comment, I’m really glad you found it valuable.

I’m currently developing a dissertation proposal for my PhD in organizational leadership. I need guidance in writing my proposal

Hey – have you checked out this guide? https://www.thephdproofreaders.com/writing/how-to-write-a-phd-proposal/

Indeed I’m impressed and gained a lot from this and I hope I can write an acceptable thesis with this your guide. Bello, H.K

Great. Thanks for the kind words. Good luck with the thesis.

Thumbs up! God job, well done. The information is quite concise and straight to the point.

Glad you thought so – good luck with the writing.

Dear Max, thank you so much for your work and efforts!

Your explanation about Aims and Objectives really helped me out. However, I got stuck with other parts of the Aims and Objectives Work Sheet: Scope, Main Argument, and Contribution.

Could you please explain these as well, preferably including some examples?

Thanks for your kind words. Your question is a big one! Without knowing lots about your topics/subject I’m not able to provide tailored advice, but broadly speaking your scope is the aims/objectives, your main argument is the thread running through the thesis (i.e. what your thesis is trying to argue) and the contribution (again, broadly speaking) is that gap you are filling.

I love your website and you’ve been so SO helpful..

DUMB QUESTION ALERT: Is there supposed to be a difference between aims and research question?

I mean, using your own example.. if the aim of my research is: “To understand the contribution that local governments make to national level energy policy” then wouldn’t the research question be: “How do local governments contribute to energy policy at national level”?

I am sorry if this comes out as completely obvious but I am at that stage of confusion where I am starting to question everything I know.

Sorry it’s taken me so long to reply! It’s not a dumb question at all. The aim of the study is what the study as a whole is seeking to achieve. So that might be the gap it is filling/the contribution it is making. The research questions are your means to achieving that aim. Your aim might be to fill a gap in knowledge, and you then may have a small number of questions that help you along that path. Does that make sense?

Thank you Max for this post! So helpful!

Thanks Anna!

Thanks so much this piece. I have written both bachelor’s and master’s thesis but haven’t read this made me feel like I didn’t know anything about research at all. I gained more insight into aims and objectives of academic researches.

Interesting explanation. Thank you.

I’m glad you found it useful.

Hi… I really like the way it is put “What are you going?” (Aims) and “How are you doing it?” (Objectives). Simple and straightforward. Thanks for making aims and objectives easy to understand.

Thank you for the write up it is insightful. if you are ask to discuss your doctoral aims. that means: what you are doing how you are doing it.

I was totally lost and still in the woods to the point of thinking I am dull, but looking at how you are coaching it tells me that i am just a student who needs to understand the lesson. I now believe that with your guidance i will pass my PhD. I am writing on an otherwise obvious subject, Value addition to raw materials, why Africa has failed to add value to raw materials? Difficult question as answers seem to abound, but that is where i differ and i seem to be against the general tide. However with your guidance I believe i will make it. Thanks.

Thanks for your lovely, kind words. So kind.

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• Write Your Specific Aims Page

The specific aims page, especially the aims themselves, are the crux of your grant application. Use the following tips to write a strong, clear specific aims page. Use the Specific Aims Page Checklist to assess your writing and to ensure that you have included all of the necessary components.

Create a ‘Funnel Shape’ Conceptually

Create a focused lead paragraph that has a "funnel shape" conceptually. Lead the reader from the general to the specific, so that by the time your specific aims appear, it's clear what gap in the literature you're addressing and how this new knowledge will fit into the field. This introduction should also indicate how this proposal builds upon your previous data.

Example: "The mechanism by which cirrhosis of the liver occurs in a subset of patients with Cystic Fibrosis is unknown. Our data over the past 3 years has demonstrated that gene X is a candidate modifier gene by crossing Cystic Fibrosis knockout mice with gene X deficient mice. This proposal will build upon these results and test the hypothesis that Gene X is a modifier gene through its fibrogenic activation properties."

Write a Clear, Testable Hypothesis

Strive to create one clear hypothesis first that will be tested through your specific aims . Know the difference between specific aims and long-term goals .

Note: Depending on the grant you are seeking, this rule may not be possible or desirable. For example, if you are applying for an R01 grant in health services/outcomes research, the typical grant in this area has a data collection project at its core that often addresses more than one goal . Therefore, the nature of the project is often briefly described in the last sentence of the introduction, rather than in the specific aims.

Example: "We will conduct a multi-center, prospective, longitudinal study of 1000 patients undergoing bone marrow transplantation for hematologic malignancies in order to..."

Do: "Three cloves of garlic per day cure colon cancer through activation of the caspase death pathway in tumor cells."

Don't: "There are various chemicals within garlic that have different effects on all cells including tumor cells."

Tips on Writing Specific Aims

• Make Aims Concise and Highly Focused
• Ensure Clear Results
• Write Aims that Test Single Hypothesis
• Indicate Why, What and How
• Avoid Sub-Aims

Your specific aims  is the crux of your proposal so make sure they are concise and highly focused. Get them critiqued, and rewrite until the aims are solid and provide a foundation for the rest of your proposal.

Ensure that your specific aims will provide clear results and that they test your hypothesis . Do: Hypothesis: "Three cloves of garlic per day cure colon cancer through activation of the caspase death pathway in tumor cells." Specific Aims: "1. Test in vitro in T84 colon cancer cells and in vivo in a mouse model of colon cancer that garlic activates the caspase death pathway. 2. Activation of this caspase pathway leads to tumor regression."

Don't: Hypothesis: "There are various chemicals within garlic that have different effects on all cells including tumor cells." Specific aims: "1. We will explore whether incubating different cell types in vitro with garlic affects cell survival. 2. Garlic proteins will be extracted and analyzed by mass spectroscopy."

Write specific aims that test a single, overarching hypothesis , and not individual aims connected to their own hypotheses. Note: Depending on the grant you are seeking, this rule may not be possible or desirable. For example, if you are applying for an R01 grant in health services/outcomes research, the typical grant in this area has a data collection project at its core that often addresses more than one goal . Therefore, the nature of the project is often briefly described in the last sentence of the introduction, rather than in the specific aims.

Example: "We will conduct a multi-center prospective, longitudinal study of 1000 patients undergoing bone marrow transplantation for hematologic malignancies in order to..."  

Convey specific aims that indicate why you want to do the work, what you want to do, and how you will do it.

Include no more than three aims and no sub-aims , if possible. Generally, you should not have four or more aims with sub-aims and/or their own hypotheses .

NIH K GRANT SPECIFIC AIMS PAGE RUBRIC

The rubric below provides recommendations for a Specific Aims page of a NIH K grant application . In addition to overall considerations, this rubric is broken up into four parts that correspond to the four sections of a Specific Aims page: the introduction paragraph, the body paragraph(s), the specific aims themselves, and the closing, or impact paragraph.

Use this rubric after you’ve completed a Specific Aims page draft to ensure that you have included all the necessary components. Review the completed rubric and carefully note any unchecked boxes. Review the resources linked throughout this document and use them to improve your Specific Aims page.

Please Note:  While this rubric is meant to be a comprehensive resource, we acknowledge that there is no singular correct way to write a grant application and in some cases, deviation from this rubric may be warranted.

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Introduction to the Specific Aims Page of a Grant Proposal

Andrew a. monte.

1 University of Colorado School of Medicine, Department of Emergency Medicine, Anschutz Medical Campus, Aurora, CO

Anne M. Libby

Grant writing starts with crafting an effective Specific Aims page. This page should be a succinct combination of sales pitch and science. The Specific Aims page demonstrates a problem, a gap in current knowledge, and suggests a solution. It proposes aims that work toward a defended solution and reveal the impact of the proposal on the problem, the field, and future research. The language must be efficient and persuasive; the presentation must drive a reviewer to support the proposal. Here we present a refined recipe for an effective Specific Aims page.

Grant writing starts with the iterative development of a Specific Aims page. The Aims page serves as a concept sheet with project milestones, hypotheses, and the most important elements of the approach.[ 1 ] This page also serves as a master plan for the research proposal and ideally engages the reader as an advocate during review. The readers are review panel members that will advocate for or against your project during review. Grant reviewers often have significantly different research experience and training than the grant writer. Thus, this page must give the educated non-expert a basic understanding of the problem while giving just enough detail to indicate mastery, should the reviewer be an expert on the topic. An effective Aims page makes the case that the research is important, the methods are likely to be successful, and the applicant is the right person and team to do the project. While these goals seem simple, conveying these elements efficiently and coherently is challenging. If the Specific Aims page is confusing, boring, or overly controversial then reviewers may be lost as advocates. In contrast, effective Aims page predisposes the reader to stay engaged and eager for subsequent details. Although a grant cannot be won with the Specific Aims page, a proposal can be lost on there by confusing or alienating reviewers.

Some grant writers chafe at the notion that they need to “sell” their ideas because the proposed science should stand alone as compelling and valuable. We posit that a grant proposal is both sales and science in different parts. We define the goal of grant writing as gaining financial sponsorship for planned work; like sales, a proposal requires marketing, tailoring, and a value proposition. In contrast, science requires content and intent, a hypothesis and approach, thus science is the research that will be conducted with sponsorship. The Aims page is the point of sale for planned science and written with the goal of research sponsorship. The target audience is the review panel, and the goal is to enlist reviewers as partners and advocates of the proposal. Table 1 describes similarities between elements of effective sales and grant proposals.

Similarities: Sales and Grantsmanship

First, the Aims page should be written to an educated non-expert audience, saving the field-specific details for content experts in later sections. Also, the Specific Aims page should make the overall plan as simple as possible, but not simpler, including only “need to know” information. Demonstrating the depth of expertise and fine details of pilot data are best deployed in later sections of the grant; instead, identify the problem to study, educate the reader with background knowledge, and describe why the proposed study will successfully solve the problem. Generally, citations are minimized on the Aims page because they can distract the reader and will be included in the background section of the grant. Obey the “cultural norms” that vary by discipline or review group; for example, whether hypotheses or short descriptive approach statements are listed by aim or as a preamble. Consider adding a figure on the Specific Aims page. Simple figures, such as conceptual models or relationships among key variables, are encouraged to save words and provide visual reinforcement. While format may vary, all Aims pages should educate the non-expert reader on existing literature, identify a knowledge gap, propose a solution grounded in the aims themselves, and demonstrate the impact of the work.

Based upon our collective experience as grant writers, grant reviewers, and mentors to numerous externally-funded investigators, we have characterized effective Specific Aims pages with a “recipe.” Because there exists a recipe for success, and because of this page’s critical importance in review, this manuscript explains the four key components of an effective Specific Aims page ( Table 2 ). This recipe for the Specific Aims page is an essential first step to successful grant writing; we conclude with overviews of formatting and writing style.

Four Components for Effective Specific Aims Page

1. Introductory Paragraph

Paragraph 1 begins with a first sentence that is compelling, catchy, includes all pertinent key words, and conveys importance and impact. The typical broad first sentence that “bad things happen to many people” is insufficient as it does not telegraph appropriate expectations of what comes next; in fact, the rest of the paragraph should be predictable if the first sentence effectively frames the problem. A solid opening sentence tells the reader what condition the researcher will study, why it is important, and engages the reviewer to read on for the proposed solution. For example, in a proposal on thrombolysis in stroke, instead of a first sentence on all neurologic diseases, it could state the health impact of thrombolysis in stroke patients as a critical problem to solve. A too-broad sentence might be “Heart disease is the number one cause of death in the US.” A reader could imagine any number of topics for the proposed study. A better opener could be “After cardiac arrest, therapeutic cooling after return of spontaneous circulation improves neurologic outcomes.”

At the end of the introductory paragraph, the reader has been introduced to the project and its relation to the agency’s mission, educated with a brief summary of important existing knowledge, and notified to the gap or critical need to be filled. One or two high level sentences on current knowledge is sufficient in order to balance goals of providing enough detail to ground the proposal in the literature yet not become esoteric, jargony, or lengthy. The Specific Aims page should briefly acknowledge major controversies that may subvert the importance of the proposal; further explanations must arrive in later sections, but this page must allay concerns even briefly in order to keep the reader moving forward. This should flow directly into the knowledge gap the researcher hopes to fill. Statements that clearly identify the problem should be used such as “these studies were limited by…,” “no one knows why…” or “a gap remains…” Ideally, the aims will directly address the identified gaps. For instance, a proposal for an intervention might have aims on prevalence, effectiveness, and safety; these concepts would have been highlighted as gaps. When addressing alignment with a funding agency, consider using terminology and language from the funding announcement. In summary, the first paragraph introduces the problem to be solved, educates the reviewer on what is known, identifies the knowledge gap that the planned study will fill, and relates the project to the funding agency mission.

2. Rationale Paragraph

Paragraph 2 describes the rationale for the proposed study. It is here that the researcher reveals the proposed solution to bridge the (previously identified) knowledge gap: a high-level proposal to fill the knowledge gap, why it is the right solution, and why this team is the right one to do it. Briefly describe and justify why this is the proposed approach to the problem, and why this team would be the group to achieve the aims. Assuming the reader is compelled by the significant problem and knowledge gap, why would this be the expected or desired study, and what about this researcher’s expertise, experience, or environment ensure success? The rationale for filling this knowledge gap and for the approach chosen to fill it is critical. Linked to this rationale, the researcher makes a case for him or herself as the person/team to achieve the proposed plan. This can be achieved simply with a brief statement outlining pertinent qualifications, an advantageous opportunity such as “…through the development of a novel…, we now have the unique ability to…,” or “based on our compelling pilot data.”

The rationale paragraph is an ideal location for an overall study objective. This may specifically identify the long-term goal of the research agenda and the specific goals of what the proposed project will accomplish. The objective statement, much like in a manuscript, succinctly outlines what the researcher will successfully accomplish with the proposed study. This objective must be realistic and achievable. A researcher should not propose to “cure cancer,” for example, but perhaps “improve the staging and treatment of resectable lung cancer.” The objective is then linked to a critical need or central hypothesis whose testing will achieve the global objective of the application. Take care that the objective is not to test a hypothesis. Be sure to have a thorough plan for negative and null findings that will be explained in later sections. An ideal hypothesis is one in which any result actually advances the field of inquiry and can be explained in such a way (rather than we learned something, or we were wrong). In terms of critical need, it is especially desirable to have a “burning platform” for the proposed study. It may be urgent because it is timely such as when major health policy adoption hinges on a study result, when a gap is on the critical path to allow an entire field of study to progress, or if there is an advantage for safety and efficacy pending the outcome of the proposed study. Closing this section with a global objective or central hypothesis distills the justification made above to set up the subsequent specific aims. In summary, the rationale conveys why the research is proposed at this time and by the researcher specifically, and what will be possible after the study.

3. Specific Aims

Specific aims are treated as a paragraph although they are generally a list with some type of outline numbering. Taken as a whole, specific aims outline the key steps to fulfill objectives that address a critical need. Aims are clear, achievable, and directly related to the content provided in the preceding paragraphs, with no new terms or “first mentions” in the aims. Specific aims are specific with clarity and have a goal to achieve something. Within each aim, avoid redundant phrases, e.g. “in older male patients with prostate cancer.” Depending on the audience and reader expectations, aims may be written as incomplete sentences starting with action words, e.g. investigate, measure, estimate, implement. For instance, use “measure” rather than “determine whether,” and avoid heavily descriptive verbs such as “correlate, describe, explore, or investigate.” For some agencies it is expected that each aim has an accompanying hypothesis and experiment, or perhaps a short description of an approach with data source and analytic methods. Other agencies expect to see anticipated challenges and proposed solutions. These expectations can be garnered from mentors that have been successful with the funding agency or review panel members. It is common to think of each aim as generating a result that can be written as a manuscript.

Depending on the duration of the planned study, two to four aims are acceptable with three generally being “just right.” Two aims can be considered for grants of short duration or small dollars while four aims may be appropriate for large program grants that must fulfill more objectives. The aims directly reflect the scope of work and can help define whether the study is judged as too ambitious; pilot studies may have fewer aims. Some investigators will call out an aim as “exploratory” and expect a lower standard for feasibility, although we avoid these and recommend only proposing work that can be executed successfully and thus defended. As a matter of grantsmanship, a researcher may or may not conduct exploratory work, but it is risky to propose work that may appear weak in comparison to other aims. Sub-aims (e.g. 1a, 1b, 1c) may organize basic science experiments beneath an aim, which may benefit such a proposal. Sub-aims increase the complexity of the aims page, however, increasing possible confusion and decreasing clarity. Sub-aims may provide a reviewer with additional opportunity to criticize the approach, so they should be considered very carefully.

Avoid “aim dependency” whereby one aim cannot be completed if a prior aim fails. Strategies to avoid interdependence include utilization of separate populations or different approaches. For instance, if one aim is to develop a new assay and a subsequent aim uses the assay for a hypothesis test, then if assay development fails the subsequent study is doomed. An alternative proposal may seek to measure the utilization of the currently used assay, test three alternative methods to detect the condition in question, and pilot the test with the highest sensitivity assay for the condition. In this way, the study will generate knowledge regardless of the success with the new assay. Similarly, one might aim to measure a problem across multiple institutions, determine the best environment for an intervention, and pilot test the intervention in the most controllable of these sites. Table 3 highlights additional “do’s and don’ts” for effective specific aims.

Specific Aims Do’s and Don’ts

In summary, specific aims should be correlated with the central project goal and hypothesis. They should be conceptual rather than descriptive, flow in a logical sequence, have a clear purpose with a working hypothesis or statement of need, and each aim’s success should be independent of the success of prior aims.

4. Overall Impact Paragraph

It is a common mistake to overfill the background before the aims, leaving little page space after the aims for anything more than a generic statement of innovation and importance for human health and future studies. This closing Aims page paragraph outlines the expected outcome and highlights the health and scientific impact identified in the first sentence of the page. It is essential to describe in specific ways the proposed project will be of value to the funding agency, to the field of inquiry, and to society. If the proposal includes career development plans then outlining who the researcher will become as a result of the funding is part of the value. This paragraph also closes the loop back to the opening sentence, the impact from filling a gap, and addressing a critical problem. The closing paragraph may only be two or three sentences, but can address innovation and impact. This is also the place to suggest what a specific next study would be that builds on the proposed study. In summary, the last payoff paragraph reorients reviewers to the background and knowledge gap, identifies the innovation, delineates expected project outcomes, summarizes the project’s significance, and allows the reviewer a peek at the importance of a larger research agenda.

5. Formatting and Writing Style

Formatting elements, such as bolding, underling, fonts and margins are generally dictated by the funding agency. It is essential to keep the reader in mind by making it as easy on the eyes and as user-friendly as possible. In formatting terms this means that there should be as much white (non-text) space as possible; we recommend writing a complete Aims Page using 12 point font and one-inch margins before reformatting to narrower margins per agency allowances. Writers should be judicious and consistent in using emphasis with bold, underline, and italics. Experienced grant writers advise saving one style of emphasis, e.g. either italics or underline, for resubmissions in order to differentiate new material and telegraph responsiveness to prior critiques. When adding a figure to the Aims page, consider wrapping the text and placing figures on the left so that the font to has a left-justified straight edge. Because some writers prefer straight edges generally they use full justification, but proportional spacing is harder to read on the eyes so we recommend using left justification as another step to keep the reader in mind. Font choice may be dictated by the granting agency, but it is generally accepted that sans serif fonts like Arial are easier to read electronically or on screens, and serif fonts like Times new Roman are easier to read in print. This is generally a preference as electronic submissions and PDF editing means that many reviewers never print paper copies but rather review proposals in electronic formats. We utilize Arial 11 point font with half inch margins for federal proposals.

Effective writing style and story-telling is the next step in developing a persuasive grant application. Writing style is a large topic beyond the scope of this guide, though we will provide a few recommendations that relate to the Aims page. Clarity and concision are key (e.g. use short words when there is an option such as “and” instead of “as well as” or delete unnecessary phrases such as “indeed”).[ 2 ] Write to reader expectations in terms of sentence structure and paragraph linkage. [ 3 ] Use active verbs when possible, use first person (“I will” or “we will” instead of “this study will”) and passive voice (“data were collected”) judiciously and when appropriate (e.g. when you as the researcher are needed in the action such as making choices to defend). Writers should use a topic sentence and then supporting material in a more journalistic style rather than the logical approach of starting broad and ending with the point. Storytelling approaches are highly effective features of persuasive Specific Aims pages. For clinical research proposals, a composite case can bring the human element of the scientific rationale to light in a highly memorable way; clinical translational proposals can also benefit from a human health implication of the science. The hallmarks of excellent scientific writing deserve their own full manuscript discussion, but these basic elements can help the grant writer develop an effective Specific Aims page.

6. Additional Resources

Successful Aims pages can help early stage investigators model their own proposals.[ 1 ] The more you read and review, the better your own Aims pages will become and you will find an approach that works for you; no matter your style, Aims pages will include the recommended background, knowledge gap, proposed solution, and impact elements. The National Institutes of Health (NIH) has their own grant writing workshop available through the Grant Writers’ Seminar and Workshops site ( http://www.grantcentral.com ).[ 4 ] The NIH provides writing tips,[ 5 ] others have “demystified” the grant NIH grant application process[ 6 , 7 ] and the Center for Scientific Review has outlined the necessary components of NIH grants.[ 8 ] For grant writers interested in the historical elements behind developing a Specific Aims page and more depth from reviewers’ perspective [ 9 ] The Society of Academic Emergency Medicine (SAEM) has built an illustrative website with full grant examples ( http://www.saem.org/research )[ 10 ] and webinars ( http://www.saem.org/saem-foundation/events/educational/webinars )[ 11 ] and many additional related resources, include our webinar discussing this topic in detail, where we recommend researchers evaluate Aims pages with a checklist of effective elements ( Table 4 ). In workshops on this subject, participants would use this list to assess their own Aims pages as well as another participant’s page.

Formative Assessment of an Effective Specific Aims Page

The Advanced Research Methodology Evaluation and Design (ARMED, http://www.saem.org/education/live-learning/advanced-research-methodology-evaluation-and-design-(armed) [ 12 ] is a year-long program that leverages in-person workshops and webinars to train junior investigators to in research topics. The SAEM Grant Writing Workshop ( http://www.saem.org/annual-meeting/education/workshops/grant-writing-workshop )[ 13 ] occurs at the Annual Meeting; it is a working session that allows investigators to further develop individual Aims pages. Both of these programs have nominal costs and most department Chairs are eager to support junior researchers with these opportunities.

This manuscript provides a recipe for writing an effective Specific Aims page using a simple four paragraph structure, and gave formatting and style recommendations. It is ideal to optimize Aims pages with readers who are educated non-experts who are not unfamiliar with your study as they most closely resemble review panelists.

Dr. Anne Libby, PhD, is Professor Emergency Medicine and Vice Chair for Academic Affairs at the University of Colorado School of Medicine, Department of Emergency Medicine. Dr. Libby’s research expertise is patient-oriented outcomes research, specifically, the financing and organization of health care systems with a focus on behavioral health. She served 4 years on study section for the Agency for Healthcare Research and Quality. Her research and mentored training programs have been funded by federal sources (NIH, AHRQ) and national foundations (Robert Wood Johnson Foundation, Doris Duke Charitable Foundation). She co-founded the Education, Training, and Career Development Core of the Colorado Clinical Translational Sciences Institute, and founded mentoring and mentored research development programs in clinical and outcomes research.

Conflict of Interest: AAM and AML have no conflicts of interest relating to this work.

Funding Disclosure: The contents of this work are the sole responsibility of the authors and do not necessarily represents the views of the National Institutes of Health (NIH). Dr. Monte received support from NIH 1 K23 GM110516. Dr. Monte and Dr. Libby are supported by NIH/NCATS Colorado CTSA Grant Number ULI TR001082. Contents are the authors’ sole responsibility and do not necessarily represent official NIH views.

5.1 Goals of the Research Project

Learning objectives.

• Understand and describe the differences among exploratory, descriptive, and explanatory research.
• Define and provide an example of idiographic research.
• Define and provide an example of nomothetic research.
• Identify circumstances under which research would be defined as applied and compare those to circumstances under which research would be defined as basic.

A recent news story about college students’ addictions to electronic gadgets (Lisk, 2011) Lisk, J. (2011). Addiction to our electronic gadgets. Retrieved from http://www.cnn.com/video/#/video/health/2011/03/01/hm.election.addiction.cnn?iref=allsearch describes findings from some current research by Professor Susan Moeller and colleagues from the University of Maryland ( http://withoutmedia.wordpress.com ). The story raises a number of interesting questions. Just what sorts of gadgets are students addicted to? How do these addictions work? Why do they exist, and who is most likely to experience them?

Sociological research is great for answering just these sorts of questions. But in order to answer our questions well, we must take care in designing our research projects. In this chapter, we’ll consider what aspects of a research project should be considered at the beginning, including specifying the goals of the research, the components that are common across most research projects, and a few other considerations.

One of the first things to think about when designing a research project is what you hope to accomplish, in very general terms, by conducting the research. What do you hope to be able to say about your topic? Do you hope to gain a deep understanding of whatever phenomenon it is that you’re studying, or would you rather have a broad, but perhaps less deep, understanding? Do you want your research to be used by policymakers or others to shape social life, or is this project more about exploring your curiosities? Your answers to each of these questions will shape your research design.

Exploration, Description, Explanation

You’ll need to decide in the beginning phases whether your research will be exploratory, descriptive, or explanatory. Each has a different purpose, so how you design your research project will be determined in part by this decision.

Researchers conducting exploratory research Research that aims to satisfy a researcher’s curiosity about a topic or test the feasibility of a more extensive study. are typically at the early stages of examining their topics. These sorts of projects are usually conducted when a researcher wants to test the feasibility of conducting a more extensive study; he or she wants to figure out the lay of the land, with respect to the particular topic. Perhaps very little prior research has been conducted on this subject. If this is the case, a researcher may wish to do some exploratory work to learn what method to use in collecting data, how best to approach research subjects, or even what sorts of questions are reasonable to ask. A researcher wanting to simply satisfy his or her own curiosity about a topic could also conduct exploratory research. In the case of the study of college students’ addictions to their electronic gadgets, a researcher conducting exploratory research on this topic may simply wish to learn more about students’ use of these gadgets. Because these addictions seem to be a relatively new phenomenon, an exploratory study of the topic might make sense as an initial first step toward understanding it.

In my research on child-free adults, I was unsure what the results might be when first embarking on the study. There was very little empirical research on the topic, so the initial goal of the research was simply to get a better grasp of what child-free people’s lives are like and how their decision to be child free shapes their relationships and everyday experiences. Conducting exploratory research on the topic was a necessary first step, both to satisfy my curiosity about the subject and to better understand the phenomenon and the research participants in order to design a larger, subsequent study.

Sometimes the goal of research is to describe or define a particular phenomenon. In this case, descriptive research Research that aims to describe or define. would be an appropriate strategy. A descriptive study of college students’ addictions to their electronic gadgets, for example, might aim to describe patterns in how use of gadgets varies by gender or college major or which sorts of gadgets students tend to use most regularly.

Researchers at the Princeton Review conduct descriptive research each year when they set out to provide students and their parents with information about colleges and universities around the United States ( http://www.princetonreview.com ). They describe the social life at a school, the cost of admission, and student-to-faculty ratios (to name just a few of the categories reported). Although students and parents may be able to obtain much of this information on their own, having access to the data gathered by a team of researchers is much more convenient and less time consuming.

Market researchers also rely on descriptive research to tell them what consumers think of their products. In fact, descriptive research has many useful applications, and you probably rely on findings from descriptive research without even being aware that that is what you are doing.

Finally, sociological researchers often aim to explain why particular phenomena work in the way that they do. Research that answers “why” questions is referred to as explanatory research Research that aims to identify causes and effects. . In this case, the researcher is trying to identify the causes and effects of whatever phenomenon he or she is studying. An explanatory study of college students’ addictions to their electronic gadgets might aim to understand why students become addicted. Does it have anything to do with their family histories? With their other extracurricular hobbies and activities? With whom they spend their time? An explanatory study could answer these kinds of questions.

There are numerous examples of explanatory social scientific investigations. For example, in a recent study, Dominique Simons and Sandy Wurtele (2010) Simons, D. A., & Wurtele, S. K. (2010). Relationships between parents’ use of corporal punishment and their children’s endorsement of spanking and hitting other children. Child Abuse & Neglect, 34 , 639–646. sought to discover whether receiving corporal punishment from parents led children to turn to violence in solving their interpersonal conflicts with other children. In their study of 102 families with children between the ages of 3 and 7, the researchers found that experiencing frequent spanking did, in fact, result in children being more likely to accept aggressive problem-solving techniques. Another example of explanatory research can be seen in Robert Faris and Diane Felmlee’s research (2011; American Sociological Association, 2011) Faris, R., & Felmlee, D. (2011). Status struggles: Network centrality and gender segregation in same- and cross-gender aggression. American Sociological Review, 76 , 48–73; the American Sociological Association wrote a press release summarizing findings from the study. You can read it at http://asanet.org/press/Press_Release_Popular_Kids_More_Likely_to_Torment_Peers.cfm . The study has also been covered by several media outlets: Pappas, S. (2011). Popularity increases aggression in kids, study finds. Retrieved from http://www.livescience.com/11737-popularity-increases-aggression-kids-study-finds.html on the connections between popularity and bullying. They found, from their study of 8th, 9th, and 10th graders in 19 North Carolina schools, that as adolescents’ popularity increases, so, too, does their aggression. This pattern was found until adolescents reached the top 2% in the popularity ranks. After that, aggression declines.

Idiographic or Nomothetic?

Once you decide whether you will conduct exploratory, descriptive, or explanatory research, you will need to determine whether you want your research to be idiographic or nomothetic. A decision to conduct idiographic research Exhaustive, detailed descriptions or explanations of a singular or very small number of individuals, phenomena, or groups. means that you will attempt to explain or describe your phenomenon exhaustively. While you might have to sacrifice some breadth of understanding if you opt for an idiographic explanation, you will gain a much deeper, richer understanding of whatever phenomenon or group you are studying than you would if you were to pursue nomothetic research. A decision to conduct nomothetic research General, broad descriptions or explanations of many individuals, phenomena, or groups. , on the other hand, means that you will aim to provide a more general, sweeping explanation or description of your topic. In this case, you sacrifice depth of understanding in favor of breadth of understanding.

Let’s look at some specific examples. As a graduate student, I conducted an in-depth study of breast cancer activism (Blackstone, 2003). Blackstone, A. (2003). Racing for the cure and taking back the night: Constructing gender, politics, and public participation in women’s activist/volunteer work . PhD dissertation, Department of Sociology, University of Minnesota, Minneapolis, MN. To do so, I joined an organization of local activists and participated in just about every aspect of the organization over a period of about 18 months. Perhaps it goes without saying, but over the course of a year and a half of participant observation, I learned quite a bit about this organization and its members. In other words, the study revealed the particular idiosyncrasies of the group, but it did not reveal much about the inner workings of other breast cancer activist organizations. Armed with an in-depth understanding about this single group, the study made a contribution to knowledge about how activists operate. For one thing, the organization I observed happened to be one of the largest and most well known of its type at the time, and many other organizations in the movement looked to this organization for ideas about how to operate. Understanding how this model organization worked was important for future activist efforts in a variety of organizations. Further, the study revealed far more intimate details of the inner workings of an activist organization than had it, say, instead been a survey of the top 50 breast cancer organizations in the United States (though that would have been an interesting study as well).

My collaborative research on workplace sexual harassment (Uggen & Blackstone, 2004), Uggen, C., & Blackstone, A. (2004). Sexual harassment as a gendered expression of power. American Sociological Review, 69 , 64–92. on the other hand, aims to provide more sweeping descriptions and explanations. For this nomothetic research project, we mailed surveys to a large sample of young workers who look very much like their peers in terms of their jobs, social class background, gender, and other categories. Because of these similarities, we have been able to speak generally about what young workers’ experiences with sexual harassment are like. In an idiographic study of the same topic, the research team might follow a few workers around every day for a long period of time or conduct a series of very detailed, and lengthy, interviews with 10 or 15 workers.

Applied or Basic?

Finally, you will need to decide what sort of contribution you hope to make with your research. Do you want others to be able to use your research to shape social life? If so, you may wish to conduct a study that policymakers could use to change or create a specific policy. Perhaps, on the other hand, you wish to conduct a study that will contribute to sociological theories or knowledge without having a specific applied use in mind. In the example of the news story on students’ addictions to technological gadgets, an applied study of this topic might aim to understand how to treat such addictions. A basic study of the same topic, on the other hand, might examine existing theories of addiction and consider how this new type of addiction does or does not apply; perhaps your study could suggest ways that such theories may be tweaked to encompass technological addictions.

In Chapter 1 "Introduction" , we learned about both applied and basic research. When designing your research project, think about where you envision your work fitting in on the applied–basic continuum. Recognize, however, that even basic research may ultimately be used for some applied purpose. Similarly, your applied research might not turn out to be applicable to the particular real-world social problem you were trying to solve, but it might better our theoretical understanding of some phenomenon. In other words, deciding now whether your research will be basic or applied doesn’t mean that will be its sole purpose forever. Basic research may ultimately be applied, and applied research can certainly contribute to general knowledge. Nevertheless, it is important to think in advance about what contribution(s) you hope to make with your research.

Key Takeaways

• Exploratory research is usually conducted when a researcher has just begun an investigation and wishes to understand her or his topic generally.
• Descriptive research is research that aims to describe or define the topic at hand.
• Explanatory research is research that aims to explain why particular phenomena work in the way that they do.
• Idiographic investigations are exhaustive; nomothetic investigations are more general.
• While researchers may start out having some idea about whether they aim to conduct applied or basic research, it is also important to keep in mind that applied research may contribute to basic understandings and that basic research may turn out to have some useful application.
• Describe a scenario in which exploratory research might be the best approach. Similarly, describe a scenario in which descriptive and then explanatory research would be the preferred approach.
• Which are you more drawn to personally, applied or basic research? Why?

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5.1: Goals of the Research Project

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Learning Objectives

• Understand and describe the differences among exploratory, descriptive, and explanatory research.
• Define and provide an example of idiographic research.
• Define and provide an example of nomothetic research.
• Identify circumstances under which research would be defined as applied and compare those to circumstances under which research would be defined as basic.

A recent news story about college students’ addictions to electronic gadgets (Lisk, 2011)Lisk, J. (2011). Addiction to our electronic gadgets. Retrieved from http://www.cnn.com/video/#/video/hea...tion.cnn?iref= allsearch describes findings from some current research by Professor Susan Moeller and colleagues from the University of Maryland ( http://withoutmedia.wordpress.com ). The story raises a number of interesting questions. Just what sorts of gadgets are students addicted to? How do these addictions work? Why do they exist, and who is most likely to experience them?

Sociological research is great for answering just these sorts of questions. But in order to answer our questions well, we must take care in designing our research projects. In this chapter, we’ll consider what aspects of a research project should be considered at the beginning, including specifying the goals of the research, the components that are common across most research projects, and a few other considerations.

One of the first things to think about when designing a research project is what you hope to accomplish, in very general terms, by conducting the research. What do you hope to be able to say about your topic? Do you hope to gain a deep understanding of whatever phenomenon it is that you’re studying, or would you rather have a broad, but perhaps less deep, understanding? Do you want your research to be used by policymakers or others to shape social life, or is this project more about exploring your curiosities? Your answers to each of these questions will shape your research design.

Exploration, Description, Explanation

You’ll need to decide in the beginning phases whether your research will be exploratory, descriptive, or explanatory. Each has a different purpose, so how you design your research project will be determined in part by this decision.

Researchers conducting exploratory research are typically at the early stages of examining their topics. These sorts of projects are usually conducted when a researcher wants to test the feasibility of conducting a more extensive study; he or she wants to figure out the lay of the land, with respect to the particular topic. Perhaps very little prior research has been conducted on this subject. If this is the case, a researcher may wish to do some exploratory work to learn what method to use in collecting data, how best to approach research subjects, or even what sorts of questions are reasonable to ask. A researcher wanting to simply satisfy his or her own curiosity about a topic could also conduct exploratory research. In the case of the study of college students’ addictions to their electronic gadgets, a researcher conducting exploratory research on this topic may simply wish to learn more about students’ use of these gadgets. Because these addictions seem to be a relatively new phenomenon, an exploratory study of the topic might make sense as an initial first step toward understanding it.

In my research on child-free adults, I was unsure what the results might be when first embarking on the study. There was very little empirical research on the topic, so the initial goal of the research was simply to get a better grasp of what child-free people’s lives are like and how their decision to be child free shapes their relationships and everyday experiences. Conducting exploratory research on the topic was a necessary first step, both to satisfy my curiosity about the subject and to better understand the phenomenon and the research participants in order to design a larger, subsequent study.

Sometimes the goal of research is to describe or define a particular phenomenon. In this case, descriptive research would be an appropriate strategy. A descriptive study of college students’ addictions to their electronic gadgets, for example, might aim to describe patterns in how use of gadgets varies by gender or college major or which sorts of gadgets students tend to use most regularly.

Researchers at the Princeton Review conduct descriptive research each year when they set out to provide students and their parents with information about colleges and universities around the United States ( http://www.princetonreview.com ). They describe the social life at a school, the cost of admission, and student-to-faculty ratios (to name just a few of the categories reported). Although students and parents may be able to obtain much of this information on their own, having access to the data gathered by a team of researchers is much more convenient and less time consuming.

Market researchers also rely on descriptive research to tell them what consumers think of their products. In fact, descriptive research has many useful applications, and you probably rely on findings from descriptive research without even being aware that that is what you are doing.

Finally, sociological researchers often aim to explain why particular phenomena work in the way that they do. Research that answers “why” questions is referred to as explanatory research . In this case, the researcher is trying to identify the causes and effects of whatever phenomenon he or she is studying. An explanatory study of college students’ addictions to their electronic gadgets might aim to understand why students become addicted. Does it have anything to do with their family histories? With their other extracurricular hobbies and activities? With whom they spend their time? An explanatory study could answer these kinds of questions.

There are numerous examples of explanatory social scientific investigations. For example, in a recent study, Dominique Simons and Sandy Wurtele (2010)Simons, D. A., & Wurtele, S. K. (2010). Relationships between parents’ use of corporal punishment and their children’s endorsement of spanking and hitting other children. Child Abuse & Neglect, 34 , 639–646. sought to discover whether receiving corporal punishment from parents led children to turn to violence in solving their interpersonal conflicts with other children. In their study of 102 families with children between the ages of 3 and 7, the researchers found that experiencing frequent spanking did, in fact, result in children being more likely to accept aggressive problem-solving techniques. Another example of explanatory research can be seen in Robert Faris and Diane Felmlee’s research (2011; American Sociological Association, 2011)Faris, R., & Felmlee, D. (2011). Status struggles: Network centrality and gender segregation in same- and cross-gender aggression. American Sociological Review, 76 , 48–73; the American Sociological Association wrote a press release summarizing findings from the study. You can read it at asanet.org/press/Press_Releas...ment_Peers.cfm . The study has also been covered by several media outlets: Pappas, S. (2011). Popularity increases aggression in kids, study finds. Retrieved from http://www.livescience.com/11737-pop...udy-finds.html on the connections between popularity and bullying. They found, from their study of 8th, 9th, and 10th graders in 19 North Carolina schools, that as adolescents’ popularity increases, so, too, does their aggression.This pattern was found until adolescents reached the top 2% in the popularity ranks. After that, aggression declines.

Idiographic or Nomothetic?

Once you decide whether you will conduct exploratory, descriptive, or explanatory research, you will need to determine whether you want your research to be idiographic or nomothetic. A decision to conduct idiographic research means that you will attempt to explain or describe your phenomenon exhaustively. While you might have to sacrifice some breadth of understanding if you opt for an idiographic explanation, you will gain a much deeper, richer understanding of whatever phenomenon or group you are studying than you would if you were to pursue nomothetic research. A decision to conduct nomothetic research , on the other hand, means that you will aim to provide a more general, sweeping explanation or description of your topic. In this case, you sacrifice depth of understanding in favor of breadth of understanding.

Let’s look at some specific examples. As a graduate student, I conducted an in-depth study of breast cancer activism (Blackstone, 2003).Blackstone, A. (2003). Racing for the cure and taking back the night: Constructing gender, politics, and public participation in women’s activist/volunteer work . PhD dissertation, Department of Sociology, University of Minnesota, Minneapolis, MN. To do so, I joined an organization of local activists and participated in just about every aspect of the organization over a period of about 18 months. Perhaps it goes without saying, but over the course of a year and a half of participant observation, I learned quite a bit about this organization and its members. In other words, the study revealed the particular idiosyncrasies of the group, but it did not reveal much about the inner workings of other breast cancer activist organizations. Armed with an in-depth understanding about this single group, the study made a contribution to knowledge about how activists operate. For one thing, the organization I observed happened to be one of the largest and most well known of its type at the time, and many other organizations in the movement looked to this organization for ideas about how to operate. Understanding how this model organization worked was important for future activist efforts in a variety of organizations. Further, the study revealed far more intimate details of the inner workings of an activist organization than had it, say, instead been a survey of the top 50 breast cancer organizations in the United States (though that would have been an interesting study as well).

My collaborative research on workplace sexual harassment (Uggen & Blackstone, 2004),Uggen, C., & Blackstone, A. (2004). Sexual harassment as a gendered expression of power. American Sociological Review, 69 , 64–92. on the other hand, aims to provide more sweeping descriptions and explanations. For this nomothetic research project, we mailed surveys to a large sample of young workers who look very much like their peers in terms of their jobs, social class background, gender, and other categories. Because of these similarities, we have been able to speak generally about what young workers’ experiences with sexual harassment are like. In an idiographic study of the same topic, the research team might follow a few workers around every day for a long period of time or conduct a series of very detailed, and lengthy, interviews with 10 or 15 workers.

Applied or Basic?

Finally, you will need to decide what sort of contribution you hope to make with your research. Do you want others to be able to use your research to shape social life? If so, you may wish to conduct a study that policymakers could use to change or create a specific policy. Perhaps, on the other hand, you wish to conduct a study that will contribute to sociological theories or knowledge without having a specific applied use in mind. In the example of the news story on students’ addictions to technological gadgets, an applied study of this topic might aim to understand how to treat such addictions. A basic study of the same topic, on the other hand, might examine existing theories of addiction and consider how this new type of addiction does or does not apply; perhaps your study could suggest ways that such theories may be tweaked to encompass technological addictions.

In Chapter 1, we learned about both applied and basic research. When designing your research project, think about where you envision your work fitting in on the applied–basic continuum. Recognize, however, that even basic research may ultimately be used for some applied purpose. Similarly, your applied research might not turn out to be applicable to the particular real-world social problem you were trying to solve, but it might better our theoretical understanding of some phenomenon. In other words, deciding now whether your research will be basic or applied doesn’t mean that will be its sole purpose forever. Basic research may ultimately be applied, and applied research can certainly contribute to general knowledge. Nevertheless, it is important to think in advance about what contribution(s) you hope to make with your research.

KEY TAKEAWAYS

• Exploratory research is usually conducted when a researcher has just begun an investigation and wishes to understand her or his topic generally.
• Descriptive research is research that aims to describe or define the topic at hand.
• Explanatory research is research that aims to explain why particular phenomena work in the way that they do.
• Idiographic investigations are exhaustive; nomothetic investigations are more general.
• While researchers may start out having some idea about whether they aim to conduct applied or basic research, it is also important to keep in mind that applied research may contribute to basic understandings and that basic research may turn out to have some useful application.
• Describe a scenario in which exploratory research might be the best approach. Similarly, describe a scenario in which descriptive and then explanatory research would be the preferred approach.
• Which are you more drawn to personally, applied or basic research? Why?

21 Research Objectives Examples (Copy and Paste)

Research objectives refer to the definitive statements made by researchers at the beginning of a research project detailing exactly what a research project aims to achieve.

These objectives are explicit goals clearly and concisely projected by the researcher to present a clear intention or course of action for his or her qualitative or quantitative study. 

Research objectives are typically nested under one overarching research aim. The objectives are the steps you’ll need to take in order to achieve the aim (see the examples below, for example, which demonstrate an aim followed by 3 objectives, which is what I recommend to my research students).

Research Objectives vs Research Aims

Research aim and research objectives are fundamental constituents of any study, fitting together like two pieces of the same puzzle.

The ‘research aim’ describes the overarching goal or purpose of the study (Kumar, 2019). This is usually a broad, high-level purpose statement, summing up the central question that the research intends to answer.

Example of an Overarching Research Aim:

“The aim of this study is to explore the impact of climate change on crop productivity.” 

Comparatively, ‘research objectives’ are concrete goals that underpin the research aim, providing stepwise actions to achieve the aim.

Objectives break the primary aim into manageable, focused pieces, and are usually characterized as being more specific, measurable, achievable, relevant, and time-bound (SMART).

Examples of Specific Research Objectives:

1. “To examine the effects of rising temperatures on the yield of rice crops during the upcoming growth season.” 2. “To assess changes in rainfall patterns in major agricultural regions over the first decade of the twenty-first century (2000-2010).” 3. “To analyze the impact of changing weather patterns on crop diseases within the same timeframe.”

The distinction between these two terms, though subtle, is significant for successfully conducting a study. The research aim provides the study with direction, while the research objectives set the path to achieving this aim, thereby ensuring the study’s efficiency and effectiveness.

How to Write Research Objectives

I usually recommend to my students that they use the SMART framework to create their research objectives.

SMART is an acronym standing for Specific, Measurable, Achievable, Relevant, and Time-bound. It provides a clear method of defining solid research objectives and helps students know where to start in writing their objectives (Locke & Latham, 2013).

Each element of this acronym adds a distinct dimension to the framework, aiding in the creation of comprehensive, well-delineated objectives.

Here is each step:

• Specific : We need to avoid ambiguity in our objectives. They need to be clear and precise (Doran, 1981). For instance, rather than stating the objective as “to study the effects of social media,” a more focused detail would be “to examine the effects of social media use (Facebook, Instagram, and Twitter) on the academic performance of college students.”
• Measurable: The measurable attribute provides a clear criterion to determine if the objective has been met (Locke & Latham, 2013). A quantifiable element, such as a percentage or a number, adds a measurable quality. For example, “to increase response rate to the annual customer survey by 10%,” makes it easier to ascertain achievement.
• Achievable: The achievable aspect encourages researchers to craft realistic objectives, resembling a self-check mechanism to ensure the objectives align with the scope and resources at disposal (Doran, 1981). For example, “to interview 25 participants selected randomly from a population of 100” is an attainable objective as long as the researcher has access to these participants.
• Relevance : Relevance, the fourth element, compels the researcher to tailor the objectives in alignment with overarching goals of the study (Locke & Latham, 2013). This is extremely important – each objective must help you meet your overall one-sentence ‘aim’ in your study.
• Time-Bound: Lastly, the time-bound element fosters a sense of urgency and prioritization, preventing procrastination and enhancing productivity (Doran, 1981). “To analyze the effect of laptop use in lectures on student engagement over the course of two semesters this year” expresses a clear deadline, thus serving as a motivator for timely completion.

You’re not expected to fit every single element of the SMART framework in one objective, but across your objectives, try to touch on each of the five components.

Research Objectives Examples

1. Field: Psychology

Aim: To explore the impact of sleep deprivation on cognitive performance in college students.

• Objective 1: To compare cognitive test scores of students with less than six hours of sleep and those with 8 or more hours of sleep.
• Objective 2: To investigate the relationship between class grades and reported sleep duration.
• Objective 3: To survey student perceptions and experiences on how sleep deprivation affects their cognitive capabilities.

2. Field: Environmental Science

Aim: To understand the effects of urban green spaces on human well-being in a metropolitan city.

• Objective 1: To assess the physical and mental health benefits of regular exposure to urban green spaces.
• Objective 2: To evaluate the social impacts of urban green spaces on community interactions.
• Objective 3: To examine patterns of use for different types of urban green spaces. 

3. Field: Technology

Aim: To investigate the influence of using social media on productivity in the workplace.

• Objective 1: To measure the amount of time spent on social media during work hours.
• Objective 2: To evaluate the perceived impact of social media use on task completion and work efficiency.
• Objective 3: To explore whether company policies on social media usage correlate with different patterns of productivity.

4. Field: Education

Aim: To examine the effectiveness of online vs traditional face-to-face learning on student engagement and achievement.

• Objective 1: To compare student grades between the groups exposed to online and traditional face-to-face learning.
• Objective 2: To assess student engagement levels in both learning environments.
• Objective 3: To collate student perceptions and preferences regarding both learning methods.

5. Field: Health

Aim: To determine the impact of a Mediterranean diet on cardiac health among adults over 50.

• Objective 1: To assess changes in cardiovascular health metrics after following a Mediterranean diet for six months.
• Objective 2: To compare these health metrics with a similar group who follow their regular diet.
• Objective 3: To document participants’ experiences and adherence to the Mediterranean diet.

6. Field: Environmental Science

Aim: To analyze the impact of urban farming on community sustainability.

• Objective 1: To document the types and quantity of food produced through urban farming initiatives.
• Objective 2: To assess the effect of urban farming on local communities’ access to fresh produce.
• Objective 3: To examine the social dynamics and cooperative relationships in the creating and maintaining of urban farms.

7. Field: Sociology

Aim: To investigate the influence of home offices on work-life balance during remote work.

• Objective 1: To survey remote workers on their perceptions of work-life balance since setting up home offices.
• Objective 2: To conduct an observational study of daily work routines and family interactions in a home office setting.
• Objective 3: To assess the correlation, if any, between physical boundaries of workspaces and mental boundaries for work in the home setting.

8. Field: Economics

Aim: To evaluate the effects of minimum wage increases on small businesses.

• Objective 1: To analyze cost structures, pricing changes, and profitability of small businesses before and after minimum wage increases.
• Objective 2: To survey small business owners on the strategies they employ to navigate minimum wage increases.
• Objective 3: To examine employment trends in small businesses in response to wage increase legislation.

9. Field: Education

Aim: To explore the role of extracurricular activities in promoting soft skills among high school students.

• Objective 1: To assess the variety of soft skills developed through different types of extracurricular activities.
• Objective 2: To compare self-reported soft skills between students who participate in extracurricular activities and those who do not.
• Objective 3: To investigate the teachers’ perspectives on the contribution of extracurricular activities to students’ skill development.

10. Field: Technology

Aim: To assess the impact of virtual reality (VR) technology on the tourism industry.

• Objective 1: To document the types and popularity of VR experiences available in the tourism market.
• Objective 2: To survey tourists on their interest levels and satisfaction rates with VR tourism experiences.
• Objective 3: To determine whether VR tourism experiences correlate with increased interest in real-life travel to the simulated destinations.

11. Field: Biochemistry

Aim: To examine the role of antioxidants in preventing cellular damage.

• Objective 1: To identify the types and quantities of antioxidants in common fruits and vegetables.
• Objective 2: To determine the effects of various antioxidants on free radical neutralization in controlled lab tests.
• Objective 3: To investigate potential beneficial impacts of antioxidant-rich diets on long-term cellular health.

12. Field: Linguistics

Aim: To determine the influence of early exposure to multiple languages on cognitive development in children.

• Objective 1: To assess cognitive development milestones in monolingual and multilingual children.
• Objective 2: To document the number and intensity of language exposures for each group in the study.
• Objective 3: To investigate the specific cognitive advantages, if any, enjoyed by multilingual children.

13. Field: Art History

Aim: To explore the impact of the Renaissance period on modern-day art trends.

• Objective 1: To identify key characteristics and styles of Renaissance art.
• Objective 2: To analyze modern art pieces for the influence of the Renaissance style.
• Objective 3: To survey modern-day artists for their inspirations and the influence of historical art movements on their work.

14. Field: Cybersecurity

Aim: To assess the effectiveness of two-factor authentication (2FA) in preventing unauthorized system access.

• Objective 1: To measure the frequency of unauthorized access attempts before and after the introduction of 2FA.
• Objective 2: To survey users about their experiences and challenges with 2FA implementation.
• Objective 3: To evaluate the efficacy of different types of 2FA (SMS-based, authenticator apps, biometrics, etc.).

15. Field: Cultural Studies

Aim: To analyze the role of music in cultural identity formation among ethnic minorities.

• Objective 1: To document the types and frequency of traditional music practices within selected ethnic minority communities.
• Objective 2: To survey community members on the role of music in their personal and communal identity.
• Objective 3: To explore the resilience and transmission of traditional music practices in contemporary society.

16. Field: Astronomy

Aim: To explore the impact of solar activity on satellite communication.

• Objective 1: To categorize different types of solar activities and their frequencies of occurrence.
• Objective 2: To ascertain how variations in solar activity may influence satellite communication.
• Objective 3: To investigate preventative and damage-control measures currently in place during periods of high solar activity.

17. Field: Literature

Aim: To examine narrative techniques in contemporary graphic novels.

• Objective 1: To identify a range of narrative techniques employed in this genre.
• Objective 2: To analyze the ways in which these narrative techniques engage readers and affect story interpretation.
• Objective 3: To compare narrative techniques in graphic novels to those found in traditional printed novels.

18. Field: Renewable Energy

Aim: To investigate the feasibility of solar energy as a primary renewable resource within urban areas.

• Objective 1: To quantify the average sunlight hours across urban areas in different climatic zones. 
• Objective 2: To calculate the potential solar energy that could be harnessed within these areas.
• Objective 3: To identify barriers or challenges to widespread solar energy implementation in urban settings and potential solutions.

19. Field: Sports Science

Aim: To evaluate the role of pre-game rituals in athlete performance.

• Objective 1: To identify the variety and frequency of pre-game rituals among professional athletes in several sports.
• Objective 2: To measure the impact of pre-game rituals on individual athletes’ performance metrics.
• Objective 3: To examine the psychological mechanisms that might explain the effects (if any) of pre-game ritual on performance.

20. Field: Ecology

Aim: To investigate the effects of urban noise pollution on bird populations.

• Objective 1: To record and quantify urban noise levels in various bird habitats.
• Objective 2: To measure bird population densities in relation to noise levels.
• Objective 3: To determine any changes in bird behavior or vocalization linked to noise levels.

21. Field: Food Science

Aim: To examine the influence of cooking methods on the nutritional value of vegetables.

• Objective 1: To identify the nutrient content of various vegetables both raw and after different cooking processes.
• Objective 2: To compare the effect of various cooking methods on the nutrient retention of these vegetables.
• Objective 3: To propose cooking strategies that optimize nutrient retention.

The Importance of Research Objectives

The importance of research objectives cannot be overstated. In essence, these guideposts articulate what the researcher aims to discover, understand, or examine (Kothari, 2014).

When drafting research objectives, it’s essential to make them simple and comprehensible, specific to the point of being quantifiable where possible, achievable in a practical sense, relevant to the chosen research question, and time-constrained to ensure efficient progress (Kumar, 2019). 

Remember that a good research objective is integral to the success of your project, offering a clear path forward for setting out a research design , and serving as the bedrock of your study plan. Each objective must distinctly address a different dimension of your research question or problem (Kothari, 2014). Always bear in mind that the ultimate purpose of your research objectives is to succinctly encapsulate your aims in the clearest way possible, facilitating a coherent, comprehensive and rational approach to your planned study, and furnishing a scientific roadmap for your journey into the depths of knowledge and research (Kumar, 2019). 

Kothari, C.R (2014). Research Methodology: Methods and Techniques . New Delhi: New Age International.

Kumar, R. (2019). Research Methodology: A Step-by-Step Guide for Beginners .New York: SAGE Publications.

Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management review, 70 (11), 35-36.

Locke, E. A., & Latham, G. P. (2013). New Developments in Goal Setting and Task Performance . New York: Routledge.

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Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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A guide to Project 2025, the extreme right-wing agenda for the next Republican administration

Project 2025 aims to roll back civil rights and destroy the federal government, among other proposals

Written by Sophie Lawton , Jacina Hollins-Borges , Jack Wheatley & John Knefel

Published 03/20/24 11:40 AM EDT

Project 2025, a comprehensive transition plan organized by right-wing think tank The Heritage Foundation to guide the next GOP presidential administration, is the conservative movement’s most robust policy and staffing proposal for a potential second Trump White House — and its extreme agenda represents a threat to democracy, civil rights, the climate, and more. 

Project 2025 focuses on packing the next GOP administration with extreme loyalists to former President Donald Trump. 

The plan aims to reinstate Schedule F , a Trump-era executive order that makes federal employees fireable at-will, stripping tens of thousands of employees of civil service protections. Both Trump and others in the conservative movement have said they will clear out the federal government if he is reelected. The project has even set up online trainings and loyalty tests to narrow down potential hires to those who will commit to follow Trump without question. As Project 2025 senior adviser John McEntee has said , “The number one thing you're looking for is people that are aligned with the agenda.”

The Heritage Foundation’s nearly 900-page policy book, titled Mandate for Leadership: A Conservative Promise , describes Project 2025’s priorities and how they would be implemented, broken down by departments in the federal bureaucracy and organized around “four pillars that will, collectively, pave the way for an effective conservative administration: a policy agenda, personnel, training, and a 180-day playbook.” Written primarily by former Trump officials and conservative commentators connected to The Heritage Foundation, these proposals would severely inhibit the federal government’s protections around reproductive rights, LGBTQ and civil rights, climate change efforts, and immigration.

The initiative is backed by a coalition of over 100 organizations and individuals, at least two-thirds of which receive funding from the Koch network or conservative philanthropist Leonard Leo. The project is also heavily promoted by MAGA-connected media figures such as Steve Bannon, who has called it the “blueprint” for Trump's second term on his War Room podcast. 

The Trump campaign has attempted  to distance itself from efforts to promote or speculate about “future presidential staffing or policy announcements.” However, Project 2025 is significantly more developed than the Trump campaign’s analog initiative , called Agenda47 . And given that the Heritage plan has the backing of virtually the entire conservative movement and links to numerous former Trump officials and advisers, it appears all but inevitable that Trump and his allies will rely on the policies and personnel assembled by Project 2025 if he is reelected in November. 

This resource outlines the specific policy and personnel priorities of Project 2025 for the next Republican administration.

Select an Issue

Personnel and staffing, christian nationalism, reproductive rights, department of justice and federal law enforcement, lgbtq rights, climate change, immigration.

Project 2025’s goals for staffing the next GOP presidency reflect Trump’s idea to gut civil service staff and replace them with potentially tens of thousands of MAGA loyalists. The New York Times describes this plot for a second Trump administration as an “expansion of presidential power over the machinery of government” that would reshape “the structure of the executive branch to concentrate far greater authority directly in his hands.”

• One of the key elements of Project 2025’s administrative goals is to reinstate the executive order known as Schedule F. This would reclassify thousands of federal employees as “at-will” workers and give the administration the ability to fire employees who don’t agree with or follow the extremist policies suggested by Project 2025. [PBS, 8/29/23 ]
• Project 2025 has created a training “academy” for potential employees of the next administration, which “provides aspiring appointees with the insight, background knowledge, and expertise in governance to immediately begin rolling back destructive policy and advancing conservative ideas in the federal government.” The goal of the training, which currently consists of four online courses on subjects such as “Conservative Governance 101” and “The Administrative State & The Regulatory Process,” is “to prepare and equip future political appointees now to be ready on Day One of the next conservative Administration.” [Project 2025 Presidential Administration Academy, accessed 3/18/24 ]
• Project 2025 makes it clear the Department of Justice is not independent from the executive branch and implies the agency will be used to take legal retribution against whoever Trump decides to investigate. [The Nation, 2/8/24 ]
• Project 2025 Director Paul Dans recently appeared on Steve Bannon’s War Room and encouraged viewers of the far-right broadcast to send in their resumes and participate in Project 2025’s trainings in an effort to recruit extreme loyalists to the next GOP administration. [Real America’s Voice, War Room , 2/29/24 ]

Project 2025 aims to put Christianity at the center of American government and society by turning a biblical worldview into federal law, often employing Christian nationalist talking points and narratives to support its right-wing policy proposals. In his foreword to the book, for instance, Heritage Foundation President Kevin Roberts claims  that “the Left is threatening the tax-exempt status of churches and charities that reject woke progressivism,” adding that “they will soon turn to Christian schools and clubs with the same totalitarian intent.” Project 2025 is partnered with the Center for Renewing America, the primary Christian nationalist political organization in the U.S., led by former Trump official and Heritage alumnus Russ Vought. 

• Vought’s Center for Renewing America, headed by one of Project 2025’s top advisers, reportedly listed “Christian nationalism” as one of the major priorities of a second Trump term. The CRA is listed among Project 2025’s advisory board member organizations. [Politico, 2/20/24 ; Project 2025 Advisory Board, accessed 3/18/24 ]
• In discussing plans for the “well-being of the American family,” Project 2025 claims that centralized government “subverts” families by working to “replace people’s natural loves and loyalties with unnatural ones,” utilizing the biblical language of natural versus the unnatural. Roberts’ foreword for Project 2025 attacking the “noxious tenets” of “gender ideology” similarly argues, “These theories poison our children, who are being taught … to deny the very creatureliness that inheres in being human and consists in accepting the givenness of our nature as men or women.” [Salon, 3/1/24 ; Project 2025, Mandate for Leadership , 2023 ] 
• In the chapter on the Department of Health and Human Services, former Trump HHS official Roger Severino advocates for a future conservative executive to “maintain a biblically based, social science-reinforced definition of marriage and family,” while arguing that “families comprised of a married mother, father, and their children are the foundation of a well-ordered nation and healthy society.” Severino specifically objects to “nonreligious definitions of marriage and family as put forward by the recently enacted Respect for Marriage Act,” claiming that “all other family forms” apart from “heterosexual, intact marriage … involve higher levels of instability.” [Project 2025, Mandate for Leadership , 2023 ; MSNBC, 9/8/23 ]
• Former Trump official Jonathan Berry’s chapter on the Department of Labor states that “the Judeo-Christian tradition, stretching back to Genesis, has always recognized fruitful work as integral to human dignity, as service to God, neighbor, and family” and claims that Biden’s administration is “hostile to people of faith.” [MSNBC, 9/8/23 ]

Project 2025 aims for the next conservative administration to attack reproductive rights from several angles, including by removing the term “abortion” from all federal laws and regulations, reversing abortion pill approval, punishing providers by withdrawing federal health funding, and restricting clinics that provide contraception and STD testing. Project 2025 has collaborated with extremist anti-abortion groups such as Susan B. Anthony Pro-Life America, Students for Life of America , and the American Association of Pro-Life Obstetricians and Gynecologists.

• Project 2025 suggests the next conservative administration strike any mention of abortion from government laws, policies, and regulations. In the foreword of the Project 2025 policy book, Heritage President Kevin Roberts writes that a pro-life administration starts by removing the terms “abortion, reproductive health, [and] reproductive rights,” among others, “out of every federal rule, agency regulation, contract, grant, regulation, and piece of legislation that exists.” [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 suggests the next conservative administration reinstate the Comstock Act to ban and track and limit “mail-order abortions.” The New Republic report explains that right-wing groups see the Comstock Act “as a way to ban abortion nationally because it outlaws the use of the mail for the purposes of sending or receiving any object that could be used for an abortion.” [The New Republic, 2/8/24 ; Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 would have the next GOP administration restructure Medicaid to avoid providing reproductive health care and penalize providers who do. The policy book instructs the Department of Health and Human Services to “issue guidance reemphasizing that states are free to defund Planned Parenthood in their state Medicaid plans” and “propose rulemaking to interpret the Medicaid statute to disqualify providers of elective abortion.” It also recommends withdrawing Medicaid funding from “states that require abortion insurance or that discriminate in violation of the Weldon Amendment,” which “declares that no HHS funding may go to a state or local government that discriminates against pro-life health entities or insurers.” [Project 2025, Mandate for Leadership , 2023 ]

Project 2025 also suggests restoring Trump-era “religious and moral exemptions to the contraceptive mandate” through the Affordable Care Act that would allow employers to deny coverage. The policy book also proposes requiring education on “fertility awareness-based” methods of contraception and family planning and suggests eliminating condoms from Health Resources & Service Administration guidelines because they are not a “women’s” preventative service. [Project 2025, Mandate for Leadership , 2023 ; Centers for Disease Control and Prevention, accessed 3/19/24 ]

• The policy book directs the Centers for Disease Control and Prevention to eliminate any programs or projects that are deemed pro-abortion. In a report detailing Project 2025’s proposed crackdown on reproductive and LGBTQ rights, The New Republic writes that Heritage recommends the next conservative administration direct the CDC to “eliminate programs and projects that do not respect human life and conscience rights and that undermine family formation.” This includes ensuring the CDC “is not promoting abortion as health care” and instead pivots to “a research agenda that supports pro-life policies and explores the harms, both mental and physical, that abortion has wrought on women and girls.” [The New Republic, 2/8/24 ]
• Heritage directs the administration to roll back Biden-era policies that allowed abortion access “in some circumstances at VA hospitals.” In its chapter on the Department of Defense, the book recommends reversing policies that allow “the use of public monies … to facilitate abortion for servicemembers.” [Politico, 1/29/24 ; Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 intends to undo Title X protections for reproductive health care, which currently provide low-cost contraception, STD screenings, and prenatal care to low-income people . Though Title X funding has “never been used for abortion services,” restrictions sought by Project 2025 would prohibit “comprehensive counseling” on all of a pregnant person’s options. The policy book also calls on Congress to pass “the Title X Abortion Provider Prohibition Act, which would prohibit family planning grants from going to entities that perform abortions or provide funding to other entities that perform abortions. This would help to protect the integrity of the Title X program even under an abortion-friendly Administration.” [Politico, 1/29/24 ; Project 2025, Mandate for Leadership , 2023 ]  
• The policy book subtly promotes anti-surrogacy positions, writing that “all children have a right to be raised by the men and women who conceived them.” [Project 2025, Mandate for Leadership , 2023 ] 
• Project 2025 aims to reinstate an expanded, Trump-era version of a longtime Republican presidential policy barring nongovernmental organizations receiving U.S. aid from providing abortion services or advocating for legal abortion. The Mexico City policy was rescinded by the Biden administration in 2021. [Project 2025, Mandate for Leadership , 2023 ; KFF, 1/28/21 ] 
• The policy book would reverse a Biden administration policy that requires hospitals to offer abortions in medical emergencies regardless of state bans. [Politico, 1/29/24 ] 
• Project 2025 aims to end all fetal cell research and “ensure that abortion and embryo-destructive related research … become both fully obsolete and ethically unthinkable.” [The Hill, 2/26/24 ; Project 2025, Mandate for Leadership , 2023 ]

In the eyes of pro-Trump Republicans and their right-wing media allies , the Department of Justice and the FBI have long been corrupted by left-wing ideology and the bureaucratic “deep state.” Now, Project 2025 seeks to radically reshape federal law enforcement for the benefit of a conservative strongman; its chapter by former Trump DOJ official Gene Hamilton states that “anything other than a top-to-bottom overhaul will only further erode the trust of significant portions of the American people and harm the very fabric that holds together our constitutional republic.” These views reflect the various conservative legal organizations that have partnered with Project 2025, such as former Trump adviser Stephen Miller’s America First Legal (where Hamilton currently works as vice president and general counsel), Carrie Severino’s Judicial Crisis Network , and the American Center for Law and Justice . 

• Project 2025 claims that “the DOJ has become a bloated bureaucracy with a critical core of personnel who are infatuated with the perpetuation of a radical liberal agenda and the defeat of perceived political enemies.” Instead, the policy book states that “litigation decisions must be made consistent with the President’s agenda.” [Project 2025, Mandate for Leadership , 2023 ]
• Citing the FBI’s handling of “the Russia hoax of 2016, Big Tech collusion, and suppression of Hunter Biden’s laptop in 2020,” Project 2025 calls for a future GOP administration to immediately review all major FBI investigations “and terminate any that are unlawful or contrary to the national interest.” It also calls for prohibiting “the FBI from engaging, in general, in activities related to combating the spread of so-called misinformation and disinformation by Americans who are not tied to any plausible criminal activity,” referencing federal law enforcement’s response to January 6 insurrectionists and far-right domestic actors. [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 also suggests eliminating the FBI director’s 10-year term limit established by Congress, claiming the position “must remain politically accountable to the President in the same manner as the head of any other federal department or agency.” [Project 2025, Mandate for Leadership , 2023 ]
• Complaining that federal law enforcement agencies spend too much time going after parents, Project 2025 calls for a renewal in the department’s focus on violent crime. Hamilton’s chapter claims: “The FBI harasses protesting parents (branded ‘domestic terrorists’ by some partisans) while working diligently to shut down politically disfavored speech on the pretext of its being ‘misinformation’ or ‘disinformation.’” The false talking point about the DOJ targeting parents was spearheaded by the conservative movement after the National School Boards Association issued a memo detailing “acts of malice, violence, and threats against public school officials” in response to false information about critical race theory and mask requirements. [Project 2025, Mandate for Leadership , 2023 ; Media Matters, 9/27/22 ]
• Project 2025 calls for initiating legal action against progressive prosecutors, citing local government officials who supposedly “deny American citizens the ‘equal protection of the laws’ by refusing to prosecute criminal offenses in their jurisdictions.” It adds, “This holds true particularly for jurisdictions that refuse to enforce the law against criminals based on the Left’s favored defining characteristics of the would-be offender (race, so-called gender identity, sexual orientation, etc.) or other political considerations (e.g., immigration status).” Heritage and its president, Kevin Roberts, have previously called for “crushing the rogue prosecutor movement.” [Project 2025, Mandate for Leadership , 2023 ; The Heritage Foundation, The Kevin Roberts Show , 7/26/23 ]
• Project 2025 proposes the next conservative president should “enforce the death penalty where appropriate and applicable.” The policy book also euphemistically calls for “the next conservative Administration” to “do everything possible to obtain finality for the 44 prisoners currently on federal death row.” During the final months of his administration, Trump rushed 13 federal executions in 2020 — “an unprecedented clip” compared to the combined total of three federal executions in the preceding 60 years. [Project 2025, Mandate for Leadership , 2023 ; Rolling Stone, 1/27/23 ] 
• Project 2025 claims that the Biden administration “has enshrined affirmative discrimination in all aspects of its operations under the guise of ‘equity’” and vows to “reverse this trend” by attacking “so-called diversity, equity, and inclusion (DEI) offices that have become the vehicles for this unlawful discrimination.” The Heritage policy book suggests that the DOJ’s “Civil Rights Division should spend its first year under the next Administration using the full force of federal prosecutorial resources to investigate and prosecute all state and local governments, institutions of higher education, corporations, and any other private employers who are engaged in discrimination in violation of constitutional and legal requirements.” [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 calls to reassign election-related offenses to the Criminal Division of the DOJ rather than the Civil Rights Division, claiming, “Otherwise, voter registration fraud and unlawful ballot correction will remain federal election offenses that are never appropriately investigated and prosecuted.” This change would allow a second Trump administration to provide more resources for investigations into bogus claims of voter fraud and bolster efforts to overturn future election results. [Project 2025, Mandate for Leadership , 2023 ; Mother Jones, 9/14/24 ; Media Matters, 3/5/24 ]

Project 2025 takes extreme positions against LGBTQ rights, seeking to eliminate federal protections for queer people and pursue research into conversion therapies in order to encourage gender and sexuality conformity. The policy book also lays out plans to criminalize being transgender and prohibit federal programs from supporting queer people through various policies. The project partnered with anti-LGBTQ groups the Family Policy Alliance , the Center for Family and Human Rights , and the Family Research Council .

• Project 2025 calls for the next secretary of Health and Human Services to “immediately put an end to the department’s foray into woke transgender activism,” which includes removing terms related to gender and sexual identity from “every federal rule, agency regulation, contract, grant, regulation, and piece of legislation that exists.” The Trump administration proposed a similar idea in 2018 that would have resulted in trans people losing protections under anti-discrimination laws. [Project 2025, Mandate for Leadership , 2023 ; The New Republic, 2/8/24 ]
• Similarly, the policy book calls for HHS to stop all research related to gender identity unless the purpose is conformity to one's sex assigned at birth. The New Republic explains: “That is, research on gender-nonconforming children and teenagers should be funded by the government, but only for the purpose of studying what will make them conform, such as denying them gender-affirming care and instead trying to change their identities through ‘counseling,’ which is a form of conversion therapy.” [The New Republic, 2/8/24 ]
• The policy book’s foreword by Kevin Roberts describes “the omnipresent propagation of transgender ideology and sexualization of children” as “pornography” that “should be outlawed,” adding, “The people who produce and distribute it should be imprisoned.” Roberts also says that “educators and public librarians who purvey it should be classed as registered sex offenders. And telecommunications and technology firms that facilitate its spread should be shuttered.” [Project 2025, Mandate for Leadership , 2023 ]
• Roberts’ foreword states that “allowing parents or physicians to ‘reassign’ the sex of a minor is child abuse and must end.” Echoing ongoing right-wing attacks on trans athletes, Roberts also claims, “Bureaucrats at the Department of Justice force school districts to undermine girls’ sports and parents’ rights to satisfy transgender extremists.” [Project 2025, Mandate for Leadership , 2023 ; TIME magazine, 5/16/22 ]
• Dame Magazine reports that Project 2025 plans to use the Department of Justice to crack down on states that “do not charge LGBTQ people and their allies with crimes under the pretense that they are breaking federal and state laws against exposing minors to pornography.” [Dame Magazine, 8/14/23 ]
• Project 2025 also calls for the Centers for Medicare & Medicaid Services to repeat “its 2016 decision that CMS could not issue a National Coverage Determination (NCD) regarding ‘gender reassignment surgery’ for Medicare beneficiaries.” The policy book’s HHS chapter continues: “In doing so, CMS should acknowledge the growing body of evidence that such interventions are dangerous and acknowledge that there is insufficient scientific evidence to support such coverage in state plans.” [Project 2025, Mandate for Leadership , 2023 ]
• Going further, Project 2025 also demands that the next GOP administration “reverse policies that allow transgender individuals to serve in the military.” The policy book’s chapter on the Defense Department claims: “Gender dysphoria is incompatible with the demands of military service, and the use of public monies for transgender surgeries … for servicemembers should be ended.” [Project 2025, Mandate for Leadership , 2023 ]

Project 2025 would eliminate environmental protections and further delay climate action. In the foreword , Heritage President Kevin Roberts calls environmentalism a “pseudo-religion,” claiming “environmental extremism is decidedly anti-human” because it promotes “population control and economic regression” by “regarding human activity itself as fundamentally a threat to be sacrificed to the god of nature.” Project 2025 is supported by climate change-denying organizations The Heartland Institute and the Institute for Energy Research .

• The Department of Energy chapter in the policy book, written by former Federal Energy Regulatory Commission head Bernard McNamee, calls for “eliminating three agency offices that are crucial for the energy transition” and reducing funding to different agencies related to renewable energy. McNamee also calls for cutting the Office of Energy Efficiency and Renewable Energy, the Office of Clean Energy Demonstrations, and the Loan Programs Office. [The Guardian, 7/27/23 ; Politico, 7/28/23 ]
• An entire chapter dedicated to the Environmental Protection Agency, written by former Trump EPA chief of staff Mandy Gunasekara, calls for shrinking the agency by firing new hires and eliminating the environmental justice department. The policy book supports reviving Trump-era EPA provisions and investigating grants to ensure money is going to organizations that support the administration’s policy agenda. [The Guardian, 7/27/23 ; E&E News, 2/26/24 ] 
• In a chapter on the U.S. Agency for International Development, Heritage research fellow and Trump’s former chief operating officer of USAID Max Primorac suggests the next administration “rescind all climate policies from its foreign aid programs” and shut down any offices or departments connected to the Paris Climate Agreement. Project 2025 also suggests eliminating or curtailing funding to dozens of federal programs or offices related to climate change. [Heatmap News, 2/15/24 ] 
• The policy book recommends reopening the Arctic for oil drilling, expanding other drilling projects, and leasing land in western states for coal mining. [Heatmap News, 2/15/24 ]

Project 2025 proposes to severely roll back both legal and unauthorized immigration through a number of untested, novel approaches that extend far beyond the policies of Trump’s first term. The plan would potentially make hundreds of thousands of people vulnerable to deportation through the loss of temporary protected status, and could ensnare their families, those they live with, and other members of their communities. Extreme anti-immigration organization the Center for Immigration Studies has partnered with Project 2025 in supporting these radical immigration policy ideas. 

• Project 2025 aims to severely restrict legal immigration to the United States by dismantling the DREAM Act and restricting the DACA program, limiting temporary work visas from countries not on the current eligibility list, and increasing processing and application fees for migrants. [Niskanen Center, 2/20/24 ] 
• The policy book also suggests restricting T visas, which are temporary visas for certain victims of human trafficking, and U visas, which are given to victims of crimes that occur in the U.S. [Niskanen Center, 2/20/24 ] 
• Project 2025 suggests adding a citizenship question to the national census, something that the Trump administration attempted in 2019 but which was blocked by the Supreme Court. As NPR noted, “The plan also calls for aligning the mission of the government agency in charge of the next tally of the country's residents with ‘conservative principles.’” [NPR, 10/28/23 ]
• Project 2025 calls on the DOJ to “pursue appropriate steps to assist the Department of Homeland Security in obtaining information about criminal aliens in jurisdictions across the United States, particularly those inside ‘sanctuary’ jurisdictions.” [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 calls for a massive increase in the authority of Immigration and Customs Enforcement, including ICE’s Enforcement and Removal Operations. ICE deportation officers should prioritize “the civil arrest, detention, and removal of immigration violators anywhere in the United States, without warrant where appropriate, subject only to the civil warrant requirements of the INA [Immigration and Nationality Act] where appropriate.” [Project 2025, Mandate for Leadership , 2023 ]
• Even people who are simply adjacent to unauthorized immigrants could be punished. Project 2025 would “bar U.S. citizens from qualifying for federal housing subsidies if they live with anyone who is not a U.S. citizen or legal permanent resident.” [Niskanen Center, 2/20/24 ]
• Under Project 2025, “The next Republican administration … would also strip hundreds of thousands of individuals, many of whom have been in the U.S. for decades, of their legal protections by repealing all Temporary Protected Status (TPS) designations.” The Niskanen Center writes, “Nearly 700,000 individuals would lose legal protections and work authorization by repealing all active TPS designations.” [Niskanen Center, 2/20/24 ]

Project 2025’s proposal for America’s education system would be one of the most extreme plans yet, calling for eliminating the Department of Education, getting rid of all teachers unions, and tearing down regulations on education spending. Far-right “parental rights” organization Moms for Liberty and the anti-union Institute for Education Reform have partnered with Project 2025 to create these proposals.

• The first sentence of Project 2025’s chapter on the Department of Education simply states: “Federal education policy should be limited and, ultimately, the federal Department of Education should be eliminated.” [Project 2025, Mandate for Leadership , 2023 ] 
• Citing “the path outlined by Milton Friedman in 1955,” Heritage’s Lindsey Burke advocates for American education through school vouchers, claiming, “Ultimately, every parent should have the option to direct his or her child’s share of education funding through an education savings account (ESA), funded overwhelmingly by state and local taxpayers, which would empower parents to choose a set of education options that meet their child's unique needs.” [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025 seeks to eliminate the National Education Association’s congressional charter, which allows for the existence of teachers unions, calling it “a demonstrably radical special interest group that overwhelmingly supports left-of-center policies and policymakers.” [Project 2025, Mandate for Leadership , 2023 ]
• The plan also wants to remove federal oversight for funds under Title 1, “which provides support for low-income districts,” instead handling them as “no-strings-attached” state grants “with no regulation or oversight.” Federal education funding for students with special needs would “also be converted to unregulated block grants.” [Bucks County Beacon, 11/20/23 ]
• The proposal also aims at eliminating any policies implemented under the Obama administration that support diversity, equity, and inclusion initiatives or so-called “critical race theory,” arguing that CRT specifically disrupts “the values that hold communities together such as equality under the law and colorblindness.” [Bucks County Beacon, 11/20/23 ; Project 2025, Mandate for Leadership , 2023 ]

'Curious Conversations' podcast: Audrey Ruple talks about the Dog Aging Project

• Travis Williams

25 Mar 2024

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Audrey Ruple joined Virginia Tech’s “Curious Conversations” to talk about the Dog Aging Project, the largest-known study of dog health that aims to understand the keys to healthy aging in dogs and the risks to their health. She explained what information they are collecting, what it means for dogs, and how it might also be used to better understand human health.

About Ruple

Ruple is associate professor of quantitative epidemiology and the Metcalf Professor of Veterinary Medical Informatics in the Virginia-Maryland College of Veterinary Medicine. She is also the program director of the biomedical and veterinary sciences graduate program and serves on the executive leadership team of the Dog Aging Project.

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Three takeaways

The Dog Aging Project analyzes data that includes lifestyle, health events, diet, exercise, and environmental factors to gain insights into the aging process and its impact on dogs' health.

Dogs are good sentinels for human health hazards, and studying their lifespans provides valuable information about exposure science and latency periods.

The project has already made significant discoveries such as characterizing the normal aging process in dogs and developing frailty indices.

Audrey Ruple collaborates with Dog Aging Project, largest-known study of dog health

Veterinary college’s Audrey Ruple inducted into two scientific honor societies

About the podcast

"Curious Conversations" is a series of free-flowing conversations with Virginia Tech researchers that take place at the intersection of world-class research and everyday life. Produced and hosted by Virginia Tech writer and editor Travis Williams, university researchers share their expertise and motivations as well as the practical applications of their work in a format that more closely resembles chats at a cookout than classroom lectures. New episodes are shared each Tuesday.

Lindsey Haugh

• Good Health and Well-Being
• Graduate Research
• Public Health
• Virginia-Maryland College of Veterinary Medicine

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Gov't invest €160.5 mil. into 7 top research projects at Dutch universities

The Dutch government is investing 160.5 million euros into seven research projects at Dutch universities, Education Minister Robbert Dijkgraaf announced on Monday. The seven projects are among the best in the scientific world or are on their way there, and the government’s investment aims to keep the Netherlands among the scientific world leaders.

The money is going to research projects on mechanical stresses in plants, a better understanding of proteins in the human body, cybersecurity, therapy against blindness, the chemical basis of mental illness, crisis response, and chemical storage of electricity. The research projects will receive half of the money immediately and the second half after an evaluation in five years. “This makes research possible for them for ten years.”

Long-term funding of research projects also acts as “a magnet for top scientific talent,” the Ministry said, tying dozens of scientists to the Dutch projects.

“With investments like these, we ensure that we remain among the scientific world leaders in the Netherlands,” Dijkgraaf said. “It not only provides important new insights but also strengthens our economy. And it brings innovations that benefit us all.”

The investments form part of the government’s Gravitation Programme, a long-term investment program intended for Dutch research “that is among the world’s best or has the potential to achieve it.” An independent committee of the Dutch Research Council (NWO) assesses research projects for their suitability.

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Mitchell Leads Multi-Institutional Effort with NASEM Grant Researching Safer Offshore Energy Systems

March 25, 2024

Drs. Mitchell and Son serve as co-principal investigators on research aimed at strengthening Louisiana's offshore safety culture

BATON ROUGE, LA - The LSU School of Leadership & Human Resource Development (SHLRD) proudly announced Tyree Mitchell, PhD, was a member of one of five research teams awarded a prestigious grant from the Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine (NASEM). The grant aims to support projects focused on enhancing safety culture and safety management systems (SMS) in the offshore energy industry.

Tyree Mitchell, PhD, Associate Professor at SHLRD, and Changwon Son, PhD, CSP, Assistant Professor of Industrial, Manufacturing & Systems Engineering at Texas Tech University, will serve as co-principal investigators on a grant totaling $855,760 to conduct groundbreaking research titled "Empowering and Enhancing Offshore Workers’ SWA, UWA, Reporting Unsafe Conditions, and Employee Participation." The project seeks to address challenges faced by offshore workers in implementing critical safety protocols by investigating the effects of leadership and organizational factors that contribute to offshore energy workers’ perceptions that they are empowered to and safe to stop work when they notice conditions are unsafe.

The primary objective of Mitchell and Son's project is to improve the implementation of Stop work authority, Ultimate work authority, Reporting unsafe conditions, and Employee participation (SURE) programs within the Bureau of Safety and Environmental Enforcement’s Safety and Environmental Management System. These programs, introduced in 2013, have encountered obstacles due to poor safety culture and insufficient hazard awareness skills among offshore workers.

To overcome these challenges, Mitchell and Son will develop and implement the "SURE Toolbox," a collection of worker-centered safety tools designed to enhance safety culture and hazard awareness skills among offshore workers. The toolbox will include educational materials, operating procedures, observation and reporting cards, end-user manuals, team safety meeting guidelines, and data analytics of SURE activities.

"I am thrilled to collaborate with Dr. Son on a project that not only advances our understanding of offshore safety but also directly impacts the communities and environment of Louisiana," said Mitchell. "This grant represents an exciting opportunity to contribute to the Scholarship First agenda and elevate LSU's role as a leader in addressing pressing societal challenges."

Insights learned from this grant may be useful in disaster prevention (e.g., BP oil spill or Deepwater Horizon oil spill), as climate change and other factors make Deepwater drilling more complex for offshore energy workers. The research findings and products generated by this endeavor will be made widely accessible through various channels, including a publicly accessible digital repository, a mobile app, webinars, workshops, online videos, and presentations at professional and academic conferences.

About SHLRD

About SLHRD The LSU School of Leadership & Human Resource Development (SLHRD) offers programs dedicated to producing world-class practitioners, leaders, and instructors in human resource and leadership development. The BS, MS, and PhD are designed to develop the leadership, planning, analytical, problem solving, and change management capabilities that today's globalized organizations need to be successful. Additionally, SLHRD also offers 100% online programs: BS in Leadership and HR Development, BS in Learning Experience and Instructional Design, MS in Leadership and HR Development and MS in LHRD with a concentration in Workforce Development. The School is housed within the College of Human Sciences & Education. Visit the School of Leadership & Human Resource Development website.

The College of Human Sciences & Education (CHSE) is a nationally accredited division of Louisiana State University. The college is comprised of the School of Education, the School of Information Studies, the School of Kinesiology the School of Leadership & Human Resource Development, the School of Social Work, and the University Laboratory School. These combined schools offer 8 undergraduate degree programs, 18 graduate programs, and 7 online graduate degree and/or certificate programs, enrolling more than 1,900 undergraduate and 1,120 graduate students. The College is committed to achieving the highest standards in teaching, research, and service and is committed to improving quality of life across the lifespan. Visit the College of Human Sciences & Education website.

Abbi Rocha Laymoun

LSU Media Relations

Shane Portier

School of Leadership & Human Resource Development

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Nebraska project helps better prepare teachers for modern classrooms.

3 days ago · 3 min read

Nebraska project helps better prepare teachers for modern classrooms

Becoming a teacher is not easy. Along with the required formal education, the process requires plenty of patience, preparation, curiosity and enthusiasm.

One less-apparent ingredient of learning to be a teacher is the ability to navigate the ever-changing landscape of diversity in schools, including socio-economic, racial, linguistic, cultural and other demographic characteristics.

To become effective, it is crucial for pre-service educators not only have ample classroom experience before entering the field, but also that those classrooms represent the diversity of U.S. public schools.

Likewise, students in those classrooms benefit from opportunities to read novels that feature diverse voices from minoritized populations or groups.

Research shows hands-on training experiences are instrumental in preparing pre-service educators for the classroom. Preparedness is also linked to retention.

Jillian Harpster , assistant professor of practice in the Department of Teaching, Learning and Teacher Education ( https://cehs.unl.edu/tlte/ ), is leading a project to help pre-service middle school educators broaden their practical experiences, and give middle school students opportunities to interact with students from the University of Nebraska–Lincoln.

Funded through a Research Faculty Seed Grant from the Office and Research and Economic Development , Harpster aims to increase her students’ exposure to economically, racially and linguistically diverse youth.

“The shortage of teachers, and teacher retention, are issues we need to be aware of,” she said. “Often, the preparation experiences students have are not representative of schools they will eventually get jobs in. My hope is that giving these pre-service teachers experience in more demographically representative schools will better prepare them for their classroom work in the field.”

Harpster’s study is designed to observe and document the effects of one cohort of pre-service secondary English Education majors in their second semester of a four-semester program as they work with seventh and eighth graders from Lincoln’s Park Middle School.

As a Title 1 school — a designation aimed at closing opportunity gaps between low-income students and other students — Park Middle School receives funding for additional staff and curriculum resources, school improvement planning, staff training opportunities, smaller class sizes, and enhanced parent and family engagement.

Beginning this month, pre-service teaching students from Harpster’s “Literature of Adolescents” course will lead book clubs, during which seventh and eighth graders will read a young adult novel that centralizes a protagonist from a minoritized or underrepresented group.

Harpster will explore the experiences reported by Park classroom teachers and the pre-service educators. Through visits and surveys, data will be collected about pre-service educators’ comfort in the classroom and engagement with students, as well as middle-level readers’ comfort with the pre-service educators and perspectives on having UNL as a community partner.

Additionally, Park teachers will complete weekly assessments of pre-service educators’ confidence, preparedness and success in engaging students in conversation or in writing.

In April, the middle schoolers will visit UNL’s city campus for a tour, meetings with college students and lunch at a student dining hall, providing a glimpse of higher education some may not have considered.

“My students will have very real-world experience in the classroom, and their students will get to see campus,” said Harpster, a CYFS research affiliate .

Eventually, Harpster hopes to see such programs annually, at multiple sites — middle and high school — throughout the district.

“We don’t want to just prepare pre-service teachers to get them into the classroom; we want to prepare them to stay in the classroom long-term,” she said. “My goal is to get teachers into the field who are excited about what they’re doing, who are well-prepared, who are professionals and who want to stay.”

• Jillian Harpster
• Education and Human Sciences
• undergraduate education
• Teaching Learning and Teacher Education

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• Knowledge Base
• Starting the research process

A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a  problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Table of contents

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal, other interesting articles.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

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So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

>>Read more about creating a research design

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Finally, after completing these steps, you are ready to complete a research proposal . The proposal outlines the context, relevance, purpose, and plan of your research.

As well as outlining the background, problem statement, and research questions, the proposal should also include a literature review that shows how your project will fit into existing work on the topic. The research design section describes your approach and explains exactly what you will do.

You might have to get the proposal approved by your supervisor before you get started, and it will guide the process of writing your thesis or dissertation.

>>Read more about writing a research proposal

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

Methodology

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

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

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

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• Writing Strong Research Questions | Criteria & Examples

What Is a Research Design | Types, Guide & Examples

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• 10 Research Question Examples to Guide Your Research Project
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• How to Write a Problem Statement | Guide & Examples
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• Research Objectives | Definition & Examples
• What Is a Fishbone Diagram? | Templates & Examples
• What Is Root Cause Analysis? | Definition & Examples

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New €16.5m project aims to fast-track quantum computers

by Leigh Mc Gowran

2 hours ago

Image: © DP/Stock.adobe.com

The ‘Cat Factory’ aims to make quantum computers 10 times cheaper to build and ready for market three years earlier.

French quantum computer company Alice & Bob and academic partners have received €16.5m in government funding to speed up the road to quantum computers.

The funding is in the form of an innovation grant, by a France 2030 initiative operated by France’s public investment bank, Bpifrance. The deal will see Alice & Bob lead a 36-month project that aims to fast-track quantum computing by making its components more efficient.

Alice & Bob said it will use the funding to optimise quantum computation – including design, manufacturing and infrastructure – with the ambitious goal of making quantum computers 10 times cheaper to build and ready for market three years earlier.

Quantum computers hold endless potential for humanity, but certain hurdles remain in the technology’s development, such as the risk of errors in their calculations. Alice & Bob said it is working to create fault-resistant quantum computers to address this issue, with its own self-correcting quantum bit called the cat qubit.

“We are honoured to be entrusted with the task of making quantum computing useful earlier,” said Theau Peronnin, CEO of Alice & Bob. “Our plan, centred around cat qubits, addresses the real challenges of quantum computing headfirst, enabling massive savings in energy and end-user costs.”

The project is also being supported by academic partners ENS de Lyon and Mines Paris – PSL, who will support the French company with the ‘Cat Factory’ project.

“Quantum computing algorithms require hundreds of logical qubits, which translates to thousands to millions of physical qubits,” said Dr Florent Di Meglio, PSL project lead “Cat Factory aims to reach 100 logical qubits with only three cryostats, a dramatic reduction in the hardware needs for running a useful quantum computer.”

Last year, digital infrastructure company Equinix partnered with Alice & Bob to give Irish customers access to quantum computing technology.

Find out how emerging tech trends are transforming tomorrow with our new podcast, Future Human: The Series. Listen now on  Spotify , on  Apple or wherever you get your podcasts.

Related: research , funding and investment , quantum computing , France

Leigh Mc Gowran is a journalist with Silicon Republic

[email protected]

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