This document provides guidance on developing a successful research proposal. It discusses the purpose of proposals, when they should be written, and core components to include. Key elements are an indication of why the problem is important, a description of the research question and methodology, and a review of relevant literature. Additional components may include how findings will be disseminated and addressing reliability, validity, ethics and potential problems. The document provides examples and advice for writing strong titles, defining concepts and limits, conducting a literature review, demonstrating significance, and using appropriate methodology. It concludes with sample criteria for evaluating proposals, such as clearly identifying the problem, using a suitable approach, and ensuring feasibility.
What is and what isn’t a good research question? Discover how to develop an impactful and significant research question by asking the right questions related to your field and area of study. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
What is and what isn’t a good research question? Discover how to develop an impactful and significant research question by asking the right questions related to your field and area of study. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
New improved version of Writing Project Proposals in February 2014.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
Research proposal: How to Write a Research ProposalM. A. Shahzad
Most students and beginning researchers do not fully understand what a research proposal means, nor do they understand its importance. To put it bluntly, one's research is only as a good as one's proposal. An ill-conceived proposal dooms the project even if it somehow gets through the Thesis Supervisory Committee. A high quality proposal, on the other hand, not/only promises success for the project, but also impresses your Thesis Committee about your potential as a researcher.
A research proposal is intended to convince others that you have a worthwhile research project and that you have the competence and the work-plan to complete it. Generally, a research proposal should contain all the key elements involved in the research process and include sufficient information for the readers to evaluate the proposed study.
Regardless of your research area and the methodology you choose, all research proposals must address the following questions: What you plan to accomplish, why you want to do it and how you are going to do it.
The proposal should have sufficient information to convince your readers that you have an important research idea, that you have a good grasp of the relevant literature and the major issues, and that your methodology is sound.
The quality of your research proposal depends not only on the quality of your proposed project, but also on the quality of your proposal writing. A good research project may run the risk of rejection simply because the proposal is poorly written. Therefore, it pays if your writing is coherent, clear and compelling.
This training focuses on proposal writing rather than on the development of research ideas.
This presentation covers the basics of preparing a research proposal in Social Sciences.
A Malayalam video explaining this presentation can be accessed at https://youtu.be/acg9Y3mQs9A
Note: This is not suitable for preparing a proposal for research funding
“Critical appraisal is a systematic process used to identify the strengths and weakness of a research article in order to assess the usefulness and validity of research findings”
Systematic review international conference slidesvijay kumar
This PowerPoint is about systematic review. The talk was delivered at an International Conference. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. Why do I need a research
proposal?
• To convince others of the
value of your research
• To demonstrate competency
• To assist you - as a planning
tool
5. When should the proposal
be written?
• Start thinking now
• A substantial amount of work has to be done
before a proposal can be written
• Seek advice on your draft from me, and
peers
6. Titles
• This can come later
• Descriptive and informative
• Avoid bland titles!
– Bland:
Library Needs Analysis
• Better:
Effects of Household Income on Use and
Perceptions of Library Services
8. Core elements
• An indication of why the problem
is important
• A description of the research
question
• A review of relevant literature
• A description of the proposed
methodology
9. Or in plain English...
• What do you want to do?
• Why do you want to do it?
• Why is it important?
• Who has done similar work?
• How are you going to do it?
• How long will it take?
11. Depending on the research...
• A description of how the research
findings will be disseminated
• Reliability and validity
• Ethical statement
• Possible problems
13. Consent
• Informed consent
– Subjects must know potential risks, benefits,
conditions of participation, and ability to withdraw
without penalty
• If consent is not informed, it can be as bad as (or
worse than) not getting consent at all
• Two types
– Direct or Substitute (3rd party)
– If the person has a legal guardian, need substitute
• When in doubt, ask for permission
• Consent should always be obtained in writing
14. Harm
• Subjects must be protected from harm, or
at the least fully informed about the
potential costs and benefits resulting
from the harm
• Research that is physically or
psychologically dangerous is generally
considered unethical
• Care needs to be taken with subjects who
are, or consider themselves to be,
relatively powerless
– Children, elderly, w/ disabilities
15. Privacy
• Sensitivity of topic &/or data
• Can responses/results affect the
subject’s life if known by others
• How public/private is the setting?
• Public display of the data
– Personally identifiable information
should be removed or changed
16. Deception
• Often tied to the informed part of consent
• Omission: withhold information
• Commission: provide false information
– i.e., lying
• Establishing false intimacy: subject feels
a high degree of comfort because he/she
does not know is “on the record”
• Using accomplices: someone helping the
researcher that the subject doesn’t know
is helping
19. Success indicators
• Clearly defined research question
• Appropriate literature provides a
background to the problem
• Use of other sources to
identify/support the problem
• Objectives clearly specified
20. Success indicators
• Conceptual framework and
theoretical assumptions clearly
stated
• Appropriate design and
methodology
• Promotes further research
• Preliminary data/pilot study
• Necessary resources available
21. Failure indicators
• Too long
• Poor structure, language use
• Inappropriate use of technical terms
• Research too ambitious
• No literature review
• No integration of theory in literature
review
• Literature review copied
• No theoretical foundation
22. Failure indicators (cont.)
• Weak research design
• Methods not clear
• Methods inappropriate
• No references or bibliography
• Plagiarized work
25. First find a research question!
• Researchers get their questions
from many different places...
• Observation of the world
• Concern with theory
• Previous research
• Practical concerns
• Personal interest
26. Choosing a research question
• A broad research area is not a
research question
• Formulate a number of possible
questions, and weigh up the pros
and cons
• The proposal must reflect that the
issues have been thought through
27. Criteria for choosing include...
• Access to information
• Access to resources
• Theoretical background
• Value of research
• Researcher’s skills
• Is question big/small enough
• Overall probability of successful
completion
• Interest to researcher
28. Setting the limits: definitions
• Provide explicit definitions for key
concepts
• Terms don’t always have single
meanings understood in the same
way by all
• Don’t under- or overestimate your
readers
• Don’t provide mechanistic
dictionary definitions of all terms
29. Sample definitions
• “A dependent variable is a variable that is
influenced by another variable.” - weak
• The term “social and ethical accounting, auditing
and reporting” (SEAAR) has been used to describe
a variety of practices relating to corporate social
responsibility. For purposes of this study, the term
will be used to refer specifically to the formal set of
procedures outlined in AccountAbility 1000, while
“social audit” will be used to describe the broader
set of practices.- better
30. Setting the limits: boundaries
• Specify the limits of the research
in a way which makes in clear
what is and is not to be studied,
through, for example,
– definitions
– time span
– geographical boundaries
– other limits as appropriate to the field
of study
32. What purpose does the literature
review serve?
• Provides a conceptual framework for the
research
• Provides an integrated overview of the field
of study
• Helps establish a need for the research
• May help clarify the research problem
• Helps to demonstrate researcher’s
familiarity with the area under consideration
(theory and / or methods)
33. Skills involved in producing a
literature review
• Surveying a comprehensive range of
existing material and sources in the general
areas of your study
• Selecting those that will be most relevant
and significant for your particular project
• Understanding and analyzing the central
findings and arguments
• Synthesizing the findings and integrating
them into the research proposal
• A good literature review generally contains
an argument
34. How to write a literature review
• Indicate the ways in which the authors you are
reviewing will be relevant to your research
(information, theory, methodology)
• Demonstrate that you understand the similarities
and differences between these works and
paradigms (Where do they stand in relation to each
other? Where does your research stand in relation
to them?)
• If the study is cross-disciplinary or comparative you
need to describe how the different areas of
research can be drawn together in a meaningful
way
35. Questions to help you in compiling a
literature review
• What are the broad bodies of literature that
have relevance for your research topic
(local and international)?
• What theoretical model/s relate to your
research topic?
• What theories, methods & results have
previous researchers in your field
produced? What is the history of your area
of study? (cont.)
36. Questions to help you in compiling a
literature review (cont.)
• What are the most recent findings in
your area of study?
• What gaps or contradictions exist
among these findings?
• What new research questions do these
findings suggest?
• What structure suits my literature
review best?
• What should I leave out?
40. The literature review is not
• A bibliography
• A series of descriptions of pieces of
previous research with no apparent
connection to each other or your
project
42. The research must be of
value, e.g.
• Practical value in solving problems
• Value to policy development
• Contribution to theory
• Contribution to body of knowledge
within discipline
44. What does the methodology section
do? What should it contain?
• The methodology section shows the reader
how you are going to set about looking for
answers to the research question
(including materials and methods to be
used)
– enough detail to demonstrate that you are
competent and the project is feasible
• The proposed methods must be
appropriate to the type of research
45. What does the methodology section
do? What should it contain?
• The instrument
– Provide a copy of the questionnaire/ interview
protocols in the appendices
• The types of data you are going to collect
– Quantitative data
• Will be tabulated/ graphed etc..
– Qualitative data
• Narrative, descriptive
• Reliability and validity of
instrument
47. Methodology section:
“qualitative” research
• Research design
• Research site
• Participants
• Researcher as the instruments
– “bracket oneself, refrain from…..”
• Data collection procedures
• Data analysis
49. Sample evaluation criteria
Problem Identification:
• Is the problem/line of inquiry clearly identified?
• Has appropriate literature been examined in
order to provide a background to the problem?
• Have other relevant sources been used to
identify the problem?
• Are the aims and/or objectives of the inquiry
clearly specified?
50. Sample evaluation criteria (cont.)
Approach:
• To what extent are the conceptual framework
and theoretical assumptions clearly stated?
• Are the research design, methods of data
collection and analysis appropriate to the aims
of the research?
51. Sample evaluation criteria (cont.)
• Significance:
– To what extent will the research make an
original contribution or be an innovative
application of knowledge to its disciplinary field
and/or across disciplines?
– Is the proposed research likely to promote
further investigation within and/or across
disciplines and fields?
52. Sample evaluation criteria (cont.)
• Feasibility
– Do the preliminary data and the
available resources support the
feasibility of the project?
• Impact
– Does the research project have a
potential social impact, i.e. promote
problem solving, social /educational
policy development or evaluation, etc.?
Notes for presenters:
This PowerPoint presentation has been used for NRF proposal writing workshops of between 1/2 and 1 1/2 days’ duration. The duration and nature of the workshop depends on a variety of factors, such as
time available
whether participants are able to bring their own proposals to work on and/or submit them to the facilitator in advance.
whether sessions can be run a few days or a week apart, with participants required to undertake “homework” before the second session.
Ideally, this PowerPoint presentation forms the basis of the first day of a workshop run over one and a half days, with the second day devoted to participants’ own proposals.
A half- or whole-day version can be run in which participants are introduced to the elements of proposal writing, and given an opportunity to evaluate sample proposals without discussing their own.
SECTION I (slides 2-12)
Begin the workshop with introductions by participants in which they outline their proposed area of research and what stage they have reached.
Depending on the size of the group, participants’ introductions and Section I together usually take half to three quarters of an hour.
The first section of the workshop is a presentation which gives an overview of:
The purpose of research proposals
Who evaluates research proposals
At what stage the proposal should be written
The core components of research proposals
Additional proposal components which may be required by funders
After this overview, the core elements are discussed in greater depth, with an opportunity for small group work.
Too many inexperienced proposal writers (who may or may not be experienced as researchers) submit a proposal which outlines a very general research area, with little or no evidence of preliminary research.
Most funders now require a carefully planned proposal, including a review of the relevant literature. While applicants sometimes complain that “half the research needs to have been done before the proposal can be submitted,” when competing for scare research funding resources it is important for the applicant to establish that the researcher or research team is competent, and the project feasible and worthwhile. Doing so generally requires a substantial amount of groundwork.
The core elements outlined here (research question, significance, literature review, methodology and time frame) are required of most types of research proposal. These components are introduced at this point, and discussed in detail - with some opportunities for small group work - later in the workshop.
Proposal writers should be able to explain in plain English - even if only to themselves - what they are planning to research and how they intend to set about it.
Apart from the core components, the bodies to which the proposals are submitted may require additional information. For example, while a budget is seldom expected of applicants seeking to register for higher degrees, it will certainly be required if the proposal is being submitted to a funding body.
The list given on the next slide is not exhaustive. Budget, dissemination of research findings, team responsibilities, and capacity development are considered in further detail later in the workshop.
The NRF success and failure indicators are drawn from a study commission by the former Division for Social Sciences and Humanities of the National Research Foundation. These are indicators of success and failure, and illustrate characteristics which commonly feature in successful and unsuccessful applications for funding - not absolute predictors of success or failure.
The DACST indicators were taken from information previously available on the Innovation Fund section of the DACST web site <http://www.dacst.gov.za/>.
The indicators from the two organizations display both points in common and differences - the latter relating largely to the particular requirements of the grant categories and organizations concerned.
It should be made clear to participants that these are features commonly present in successful research proposals, not absolute determinants of success.
It should be made clear to participants that these are features commonly present in successful research proposals, not absolute determinants of success.
Again, these are commonly-found characteristics of unsuccessful proposals, not absolute measures of failure. Even successful proposals may, for example, be too long or be costed unrealistically.
SECTION II (slides 19-63)
Section II aims at giving workshop participants a more detailed understanding of the core elements expected of most research proposals (description of the research problem / question, the literature review, the significance of the research, research methodology and time frame) and an overview of other components which might be required by funders. This section may be given as a straightforward presentation, or combined with small group work.
This section usually takes between an hour and an hour and a half, depending on the extent to which small group tasks are allocated. If participants are new to research (and not just to proposal writing) more time should be allowed.
An effective research proposal must contain a clear research question which is delimited in such a way that the proposed project will be feasible.
We have tended to avoid the use of terms such as “hypothesis,” “aims” and “objectives” in discussion of the research question. Not all research requires a hypothesis, and we have generally found workshop time to be better spent discussing what constitutes a good and viable research question, rather than splitting hairs about the differences between aims and objectives. Depending on the disciplines and types of research concerned, however, these may be essential points to cover.
The problem of finding a research question is touched on briefly for the benefit of those very new to research, who sometimes have yet to identify even a broad research area. While this has seldom been an issue at the workshops we have presented, it has arisen from time to time.
Inexperienced proposal writers often either fail to define key terms, or give unnecessary “dictionary definitions” of common terms; it is useful to emphasize the purpose which definitions serve in research proposals.
These are real examples of definitions used in research proposals, the first weak, the second more useful.
Further examples can be elicited from participants.
The literature review is often one of the weaker areas of research proposals. Among the problems we have encountered are the complete absence of a literature review (often with a statement that the basic review will be undertaken as part of the research project itself); simply presenting a lists of works which have been or are to be read; and failure to integrate the literature review with the rest of the proposal.
Because the requirements of the literature review will vary according to the nature of research, it is not possible to set out the requirements mechanistically. Rather, it is important to emphasize the purpose of the literature review.
Some of our workshop participants have argued that literature reviews are not required in their discipline, or that theirs is a new research area and a literature review is thus not possible.
These arguments will seldom carry weight with evaluators. Some form of review of previous research is possible in all disciplines (although it may carry greater or lesser weight in particular disciplines), and even proposals for “new” areas should draw on existing research to establish where gaps exist.
Some weak proposals look either only at South African research or only at international research in the literature review. While the requirements will of course differ according to the discipline and the nature of the research, a good literature review often requires some consideration of both local and international sources.
There is no standard, universal format for the literature review. If the body to which the proposal is to be submitted stipulates that the literature review must form a separate section, this should be observed. In the absence of such guidelines the literature review should be structured according to the nature of the research, whether as a separate section or largely integrated with the rest of the proposal.
Participants sometimes interpret the requirement that social science and humanities research be “of value” as meaning that it must have an immediate social application.
Given funders may indeed have their own particular requirements in this regard. The point this presentation wishes to make, however is that the research must be some way significant, and that this significance must emerge clearly in the proposal - but that “significance” can be understood in terms of contribution to theory and to disciplinary knowledge as well as in more practical terms.
A description of the research methods to be employed is a key component of most research proposals.
However, because methodology is specific to disciplines and types of research, this section of the workshop does not give an overview of all possible approaches. Rather, it indicates what the methodology section of a research proposal is intended to demonstrate, and provides the example of what the methodology section of a “traditional” empirical social science research proposal might contain.
The criteria set out were used in the past by the former Division for Social Sciences and Humanities of the National Research Foundation. While the NRF’s criteria are being redeveloped, those set out here remain broadly representative of criteria used in South Africa and elsewhere.
It should be emphasized that the weight given to particular criteria may vary according to the nature and level of research. For example, the impact of the proposed research would carry far greater weight in the case of an experienced researcher than it would with a PhD candidate.
