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Dissertations & projects: Research questions

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“The central question that you ask or hypothesis you frame drives your research: it defines your purpose.” Bryan Greetham, How to Write Your Undergraduate Dissertation

This page gives some help and guidance in developing a realistic research question. It also considers the role of sub-questions and how these can influence your methodological choices. 

Choosing your research topic

You may have been provided with a list of potential topics or even specific questions to choose from. It is more common for you to have to come up with your own ideas and then refine them with the help of your tutor. This is a crucial decision as you will be immersing yourself in it for a long time.

Some students struggle to find a topic that is sufficiently significant and yet researchable within the limitations of an undergraduate project. You may feel overwhelmed by the freedom to choose your own topic but you could get ideas by considering the following:

Choose a topic that you find interesting . This may seem obvious but a lot of students go for what they think will be easy over what they think will be interesting - and regret it when they realise nothing is particularly easy and they are bored by the work. Think back over your lectures or talks from visiting speakers - was there anything you really enjoyed? Was there anything that left you with questions?

Choose something distinct . Whilst at undergraduate level you do not have to find something completely unique, if you find something a bit different you have more opportunity to come to some interesting conclusions. Have you some unique experiences that you can bring: personal biography, placements, study abroad etc?

Don't make your topic too wide . If your topic is too wide, it will be harder to develop research questions that you can actually answer in the context of a small research project.

Don't make your work too narrow . If your topic is too narrow, you will not be able to expand on the ideas sufficiently and make useful conclusions. You may also struggle to find enough literature to support it.

Scope out the field before deciding your topic . This is especially important if you have a few different options and are not sure which to pick. Spend a little time researching each one to get a feel for the amount of literature that exists and any particular avenues that could be worth exploring.

Think about your future . Some topics may fit better than others with your future plans, be they for further study or employment. Becoming more expert in something that you may have to be interviewed about is never a bad thing!

Once you have an idea (or even a few), speak to your tutor. They will advise on whether it is the right sort of topic for a dissertation or independent study. They have a lot of experience and will know if it is too much to take on, has enough material to build on etc.

Developing a research question or hypothesis

Research question vs hypothesis.

First, it may be useful to explain the difference between a research question and a hypothesis. A research question is simply a question that your research will address and hopefully answer (or give an explanation of why you couldn't answer it). A hypothesis is a statement that suggests how you expect something to function or behave (and which you would test to see if it actually happens or not).

Research question examples

• How significant is league table position when students choose their university?
• What impact can a diagnosis of depression have on physical health?

Note that these are open questions - i.e. they cannot be answered with a simple 'yes' or 'no'. This is the best form of question.

Hypotheses examples

• Students primarily choose their university based on league table position.
• A diagnosis of depression can impact physical health.

Note that these are things that you can test to see if they are true or false. This makes them more definite then research questions - but you can still answer them more fully than 'no they don't' or 'yes it does'. For example, in the above examples you would look to see how relevant other factors were when choosing universities and in what ways physical health may be impacted.

For more examples of the same topic formulated as hypotheses, research questions and paper titles see those given at the bottom of this document from Oakland University: Formulation of Research Hypothesis

Which do you need?

Generally, research questions are more common in the humanities, social sciences and business, whereas hypotheses are more common in the sciences. This is not a hard rule though, talk things through with your supervisor to see which they are expecting or which they think fits best with your topic.

What makes a good research question or hypothesis?

Unless you are undertaking a systematic review as your research method, you will develop your research question  as a result of reviewing the literature on your broader topic. After all, it is only by seeing what research has already been done (or not) that you can justify the need for your question or your approach to answering it. At the end of that process, you should be able to come up with a question or hypothesis that is:

• Clear (easily understandable)
• Focused (specific not vague or huge)
• Answerable (the data is available and analysable in the time frame)
• Relevant (to your area of study)
• Significant (it is worth answering)

You can try a few out, using a table like this (yours would all be in the same discipline):

A similar, though different table is available from the University of California: What makes a good research topic?   The completed table has some supervisor comments which may also be helpful.

Ultimately, your final research question will be mutually agreed between yourself and your supervisor - but you should always bring your own ideas to the conversation.

The role of sub-questions

Your main research question will probably still be too big to answer easily. This is where sub-questions come in. They are specific, narrower questions that you can answer directly from your data.

So, looking at the question " How much do online users know and care about how their self-images can be used by Apple, Google, Microsoft and Facebook? " from the table above, the sub-questions could be:

• What rights do the terms and conditions of signing up for Apple, Google, Microsoft and Facebook accounts give those companies regarding the use of self-images?
• What proportion of users read the terms and conditions when creating accounts with these companies?
• How aware are users of the rights they are giving away regarding their self-images when creating accounts with these companies?
• How comfortable are users with giving away these rights?

Together, the answers to your sub-questions should enable you to answer the overarching research question.

How do you answer your sub-questions?

Depending on the type of dissertation/project your are undertaking, some (or all) the questions may be answered with information collected from the literature and some (or none) may be answered by analysing data directly collected as part of your primary empirical research .

In the above example, the first question would be answered by documentary analysis of the relevant terms and conditions, the second by a mixture of reviewing the literature and analysing survey responses from participants and the last two also by analysing survey responses. Different projects will require different approaches.

Some sub-questions could be answered by reviewing the literature and others from empirical study.

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17 Thesis Defense Questions and How to Answer Them

A thesis defense gives you the chance to show off your thesis work and demonstrate your expertise in your field of study. During this one- to two-hour discussion with the members of your thesis committee, you'll have some control over how you present your research, but your committee will ask you some prodding questions to test your knowledge and preparedness. They will all have read your thesis beforehand, so their questions will relate to your study, topic, methods, data sample, and other aspects.

A good defense requires mastery of the thesis itself, so before you consider the questions you might face,

1. What is your topic, and why did you choose it?

Give a quick summary in just a few sentences on what you've researched. You could certainly go on for hours about your work, but make sure you prepare a way to give a very brief overview of your thesis. Then, give a quick background on your process for choosing this topic.

2. How does your topic contribute to the existing literature? How is it important?

Many researchers identify a need in the field and choose a topic to bridge the gaps that previous literature has failed to cover. For example, previous studies might not have included a certain population, region, or circumstance. Talk about how your thesis enhances the general understanding of the topic to extend the reach beyond what others have found, and then give examples of why the world needs that increased understanding. For instance, a thesis on romaine lettuce crops in desert climates might bring much-needed knowledge to a region that might not have been represented in previous work.

3. What are the key findings of your study?

When reporting your main results, make sure you have a handle on how detailed your committee wants you to be. Give yourself several options by preparing 1) a very general, quick summary of your findings that takes a minute or less, 2) a more detailed rundown of what your study revealed that is 3-5 minutes long, and 3) a 10- to 15-minute synopsis that delves into your results in detail. With each of these responses prepared, you can gauge which one is most appropriate in the moment, based on what your committee asks you and what has already been requested.

4. What type of background research did you do for your study?

Here you'll describe what you did while you were deciding what to study. This usually includes a literary review to determine what previous researchers have already introduced to the field. You also likely had to look into whether your study was going to be possible and what you would need in order to collect the needed data. Did you need info from databases that require permissions or fees?

5. What was your hypothesis, and how did you form it?

Describe the expected results you had for your study and whether your hypothesis came from previous research experience, long-held expectations, or cultural myths.

6. What limitations did you face when writing your text?

It's inevitable — researchers will face roadblocks or limiting factors during their work. This could be a limited population you had access to, like if you had a great method of surveying university students, but you didn't have a way to reach out to other people who weren't attending that school.

7. Why did you choose your particular method for your study?

Different research methods are more fitting to specific studies than others (e.g., qualitative vs. quantitative ), and knowing this, you applied a method that would present your findings most effectively. What factors led you to choose your method?

8. Who formed the sample group of your study, and why did you choose this population?

Many factors go into the selection of a participant group. Perhaps you were motivated to survey women over 50 who experience burnout in the workplace. Did you take extra measures to target this population? Or perhaps you found a sample group that responded more readily to your request for participation, and after hitting dead ends for months, convenience is what shaped your study population. Make sure to present your reasoning in an honest but favorable way.

9. What obstacles or limitations did you encounter while working with your sample?

Outline the process of pursuing respondents for your study and the difficulties you faced in collecting enough quality data for your thesis. Perhaps the decisions you made took shape based on the participants you ended up interviewing.

10. Was there something specific you were expecting to find during your analysis?

Expectations are natural when you set out to explore a topic, especially one you've been dancing around throughout your academic career. This question can refer to your hypotheses , but it can also touch on your personal feelings and expectations about this topic. What did you believe you would find when you dove deeper into the subject? Was that what you actually found, or were you surprised by your results?

11. What did you learn from your study?

Your response to this question can include not only the basic findings of your work (if you haven't covered this already) but also some personal surprises you might have found that veered away from your expectations. Sometimes these details are not included in the thesis, so these details can add some spice to your defense.

12. What are the recommendations from your study?

With connection to the reasons you chose the topic, your results can address the problems your work is solving. Give specifics on how policymakers, professionals in the field, etc., can improve their service with the knowledge your thesis provides.

13. If given the chance, what would you do differently?

Your response to this one can include the limitations you encountered or dead ends you hit that wasted time and funding. Try not to dwell too long on the annoyances of your study, and consider an area of curiosity; for example, discuss an area that piqued your interest during your exploration that would have been exciting to pursue but didn't directly benefit your outlined study.

14. How did you relate your study to the existing theories in the literature?

Your paper likely ties your ideas into those of other researchers, so this could be an easy one to answer. Point out how similar your work is to some and how it contrasts other works of research; both contribute greatly to the overall body of research.

15. What is the future scope of this study?

This one is pretty easy, since most theses include recommendations for future research within the text. That means you already have this one covered, and since you read over your thesis before your defense, it's already fresh in your mind.

16. What do you plan to do professionally after you complete your study?

This is a question directed more to you and your future professional plans. This might align with the research you performed, and if so, you can direct your question back to your research, maybe mentioning the personal motivations you have for pursuing study of that subject.

17. Do you have any questions?

Although your thesis defense feels like an interrogation, and you're the one in the spotlight, it provides an ideal opportunity to gather input from your committee, if you want it. Possible questions you could ask are: What were your impressions when reading my thesis? Do you believe I missed any important steps or details when conducting my work? Where do you see this work going in the future?

Bonus tip: What if you get asked a question to which you don't know the answer? You can spend weeks preparing to defend your thesis, but you might still be caught off guard when you don't know exactly what's coming. You can be ready for this situation by preparing a general strategy. It's okay to admit that your thesis doesn't offer the answers to everything – your committee won't reasonably expect it to do so. What you can do to sound (and feel!) confident and knowledgeable is to refer to a work of literature you have encountered in your research and draw on that work to give an answer. For example, you could respond, "My thesis doesn't directly address your question, but my study of Dr. Leifsen's work provided some interesting insights on that subject…." By preparing a way to address curveball questions, you can maintain your cool and create the impression that you truly are an expert in your field.

After you're done answering the questions your committee presents to you, they will either approve your thesis or suggest changes you should make to your paper. Regardless of the outcome, your confidence in addressing the questions presented to you will communicate to your thesis committee members that you know your stuff. Preparation can ease a lot of anxiety surrounding this event, so use these possible questions to make sure you can present your thesis feeling relaxed, prepared, and confident.

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How to Write a Good Research Question (w/ Examples)

What is a Research Question?

A research question is the main question that your study sought or is seeking to answer. A clear research question guides your research paper or thesis and states exactly what you want to find out, giving your work a focus and objective. Learning  how to write a hypothesis or research question is the start to composing any thesis, dissertation, or research paper. It is also one of the most important sections of a research proposal . 

A good research question not only clarifies the writing in your study; it provides your readers with a clear focus and facilitates their understanding of your research topic, as well as outlining your study’s objectives. Before drafting the paper and receiving research paper editing (and usually before performing your study), you should write a concise statement of what this study intends to accomplish or reveal.

Research Question Writing Tips

Listed below are the important characteristics of a good research question:

A good research question should:

• Be clear and provide specific information so readers can easily understand the purpose.
• Be focused in its scope and narrow enough to be addressed in the space allowed by your paper
• Be relevant and concise and express your main ideas in as few words as possible, like a hypothesis.
• Be precise and complex enough that it does not simply answer a closed “yes or no” question, but requires an analysis of arguments and literature prior to its being considered acceptable. 
• Be arguable or testable so that answers to the research question are open to scrutiny and specific questions and counterarguments.

Some of these characteristics might be difficult to understand in the form of a list. Let’s go into more detail about what a research question must do and look at some examples of research questions.

The research question should be specific and focused 

Research questions that are too broad are not suitable to be addressed in a single study. One reason for this can be if there are many factors or variables to consider. In addition, a sample data set that is too large or an experimental timeline that is too long may suggest that the research question is not focused enough.

A specific research question means that the collective data and observations come together to either confirm or deny the chosen hypothesis in a clear manner. If a research question is too vague, then the data might end up creating an alternate research problem or hypothesis that you haven’t addressed in your Introduction section .

The research question should be based on the literature 

An effective research question should be answerable and verifiable based on prior research because an effective scientific study must be placed in the context of a wider academic consensus. This means that conspiracy or fringe theories are not good research paper topics.

Instead, a good research question must extend, examine, and verify the context of your research field. It should fit naturally within the literature and be searchable by other research authors.

References to the literature can be in different citation styles and must be properly formatted according to the guidelines set forth by the publishing journal, university, or academic institution. This includes in-text citations as well as the Reference section . 

The research question should be realistic in time, scope, and budget

There are two main constraints to the research process: timeframe and budget.

A proper research question will include study or experimental procedures that can be executed within a feasible time frame, typically by a graduate doctoral or master’s student or lab technician. Research that requires future technology, expensive resources, or follow-up procedures is problematic.

A researcher’s budget is also a major constraint to performing timely research. Research at many large universities or institutions is publicly funded and is thus accountable to funding restrictions. 

The research question should be in-depth

Research papers, dissertations and theses , and academic journal articles are usually dozens if not hundreds of pages in length.

A good research question or thesis statement must be sufficiently complex to warrant such a length, as it must stand up to the scrutiny of peer review and be reproducible by other scientists and researchers.

Research Question Types

Qualitative and quantitative research are the two major types of research, and it is essential to develop research questions for each type of study. 

Quantitative Research Questions

Quantitative research questions are specific. A typical research question involves the population to be studied, dependent and independent variables, and the research design.

In addition, quantitative research questions connect the research question and the research design. In addition, it is not possible to answer these questions definitively with a “yes” or “no” response. For example, scientific fields such as biology, physics, and chemistry often deal with “states,” in which different quantities, amounts, or velocities drastically alter the relevance of the research.

As a consequence, quantitative research questions do not contain qualitative, categorical, or ordinal qualifiers such as “is,” “are,” “does,” or “does not.”

Categories of quantitative research questions

Qualitative Research Questions

In quantitative research, research questions have the potential to relate to broad research areas as well as more specific areas of study. Qualitative research questions are less directional, more flexible, and adaptable compared with their quantitative counterparts. Thus, studies based on these questions tend to focus on “discovering,” “explaining,” “elucidating,” and “exploring.”

Categories of qualitative research questions

Quantitative and Qualitative Research Question Examples

Good and Bad Research Question Examples

Below are some good (and not-so-good) examples of research questions that researchers can use to guide them in crafting their own research questions.

Research Question Example 1

The first research question is too vague in both its independent and dependent variables. There is no specific information on what “exposure” means. Does this refer to comments, likes, engagement, or just how much time is spent on the social media platform?

Second, there is no useful information on what exactly “affected” means. Does the subject’s behavior change in some measurable way? Or does this term refer to another factor such as the user’s emotions?

Research Question Example 2

In this research question, the first example is too simple and not sufficiently complex, making it difficult to assess whether the study answered the question. The author could really only answer this question with a simple “yes” or “no.” Further, the presence of data would not help answer this question more deeply, which is a sure sign of a poorly constructed research topic.

The second research question is specific, complex, and empirically verifiable. One can measure program effectiveness based on metrics such as attendance or grades. Further, “bullying” is made into an empirical, quantitative measurement in the form of recorded disciplinary actions.

Steps for Writing a Research Question

Good research questions are relevant, focused, and meaningful. It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier.

1. Start with an interesting and relevant topic

Choose a research topic that is interesting but also relevant and aligned with your own country’s culture or your university’s capabilities. Popular academic topics include healthcare and medical-related research. However, if you are attending an engineering school or humanities program, you should obviously choose a research question that pertains to your specific study and major.

Below is an embedded graph of the most popular research fields of study based on publication output according to region. As you can see, healthcare and the basic sciences receive the most funding and earn the highest number of publications. 

2. Do preliminary research  

You can begin doing preliminary research once you have chosen a research topic. Two objectives should be accomplished during this first phase of research. First, you should undertake a preliminary review of related literature to discover issues that scholars and peers are currently discussing. With this method, you show that you are informed about the latest developments in the field.

Secondly, identify knowledge gaps or limitations in your topic by conducting a preliminary literature review . It is possible to later use these gaps to focus your research question after a certain amount of fine-tuning.

3. Narrow your research to determine specific research questions

You can focus on a more specific area of study once you have a good handle on the topic you want to explore. Focusing on recent literature or knowledge gaps is one good option. 

By identifying study limitations in the literature and overlooked areas of study, an author can carve out a good research question. The same is true for choosing research questions that extend or complement existing literature.

4. Evaluate your research question

Make sure you evaluate the research question by asking the following questions:

Is my research question clear?

The resulting data and observations that your study produces should be clear. For quantitative studies, data must be empirical and measurable. For qualitative, the observations should be clearly delineable across categories.

Is my research question focused and specific?

A strong research question should be specific enough that your methodology or testing procedure produces an objective result, not one left to subjective interpretation. Open-ended research questions or those relating to general topics can create ambiguous connections between the results and the aims of the study. 

Is my research question sufficiently complex?

The result of your research should be consequential and substantial (and fall sufficiently within the context of your field) to warrant an academic study. Simply reinforcing or supporting a scientific consensus is superfluous and will likely not be well received by most journal editors.  

Editing Your Research Question

Your research question should be fully formulated well before you begin drafting your research paper. However, you can receive English paper editing and proofreading services at any point in the drafting process. Language editors with expertise in your academic field can assist you with the content and language in your Introduction section or other manuscript sections. And if you need further assistance or information regarding paper compositions, in the meantime, check out our academic resources , which provide dozens of articles and videos on a variety of academic writing and publication topics.

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• Dissertation Example

The journey of writing a dissertation begins with a compelling research question. This fundamental aspect sets the tone for the researcher's entire study, guiding their research methodology and providing a clear direction for investigation. So, choosing the dissertation topic is the first step,  crafting it with expert guidelines is the second one. Also, we will provide the necessary resources to ensure researchers' success. 

Guide for How to Write Research Question

Complete Guide to Write a Unique Dissertation Title 

In this article, we will explore various examples of dissertation questions to inspire and guide aspiring researchers in formulating their own research queries.

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What is dissertation research .

A dissertation question is a fundamental inquiry that serves as the central focus of a research study. It represents the core issue or problem that the researcher aims to investigate and address through their dissertation. This question sets the direction for the entire research process and guides the selection of research methodology , data collection , analysis, and interpretation. A well-crafted dissertation question is typically specific, concise, and relevant to the chosen field of study. It should reflect the researcher's research interests, contribute to the existing body of knowledge, and provide a foundation for meaningful research findings and conclusions.

Dissertation Research Question Examples

Dissertations can be challenging to write, but beginning with a strong research question can make the process easier. Quality research writing always attracts the reader's attention. 

Here are a few examples of good dissertation research questions:

• Descriptive Question It describes a phenomenon or situation. 

For example, "What are the characteristics of gifted children?" or "How has the use of social media changed in the past decade?"

• Explanatory Question

Seek to explain why something happens.

 For example, "What factors contribute to gifted children being successful in school?" or "How has the use of social media affected the way people communicate?"

• Framing Question

 Pose a problem or issue that needs to be addressed.

 For example, "What can be done to improve the education of gifted children?" or "How can we use social media to promote positive social change?"

• Quantitative Research Question

Gaining a thorough grasp of participants' viewpoints, experiences, and beliefs is the goal of collecting rich, descriptive data.

 For example, “How do parents perceive the impact of technology on their children's social interactions?”

• Qualitative Research Question 

Finding patterns, correlations, and statistical significance, entails gathering and analyzing numerical data. 

An example of the research question is, “What is the relationship between academic achievement and parental involvement among high school students?”

• Statistical Research Question

By using statistical testing, data are collected from a group-based experiment and analyzed to evaluate the results. 

Example of the research question;

“Is there a significant difference in customer satisfaction scores between two different service delivery methods?”

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Tips for Do’s and Don’ts in Dissertation Research Question 

When formulating dissertation questions, there are some important do's and don'ts to consider. Here are some guidelines to follow:

• Be clear and concise: Ensure that your research question is clear, specific, and to the point. Avoid ambiguity or overly broad statements.
• Align with your research objectives: Ensure that your research question directly relates to your research objectives and addresses the purpose of your study.
• Use appropriate language: Frame your research question using language that is appropriate for your field of study and target audience.
• Be feasible and realistic: Ensure that your research question is realistic in terms of time, resources, and data availability.
• Reflect on existing knowledge: Familiarize yourself with the existing literature in your field and consider how your research question contributes to the current knowledge gap or extends previous research.
• Avoid leading or biased questions: Ensure that your research question is neutral and unbiased, allowing for objective investigation and analysis.
• Don't ask yes/any questions: Avoid questions that can be answered with a simple yes or no. Instead, aim for questions that encourage critical thinking and exploration.
• Avoid assumptions: Refrain from making assumptions in your research question. Instead, approach the topic with an open mind and let the research findings guide your conclusions.
• Don't be too broad or too narrow: Strike a balance between a research question that is broad enough to provide meaningful insights and narrow enough to be manageable within the scope of your study.
• Avoid overgeneralizing : Be cautious about making broad generalizations or sweeping claims based on a single research question. Research is an ongoing process, and one question alone may not provide all the answers.

By following these do's and don'ts, you can ensure that your research question is well-constructed, relevant, and aligned with the objectives of your study. It will set the foundation for a successful research journey and contribute to the advancement of knowledge in your field.

Final Thought 

The development of a dissertation question is a crucial stage in carrying out a purposeful and significant final project. The examples given in this article give readers a taste of the wide range of research questions that are available across different fields. Remember that a well-written inquiry should be precise, pertinent, doable, and interpretable. It ought to be a reflection of your areas of interest and add to the corpus of knowledge. You can develop a strong dissertation question that will direct your research and enhance your field of study by carefully considering these examples and adapting them to your own area of study.

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Dissertation Defense

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• Preparing for the Defense

Consider These Example Defense Questions

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• What do you see as the main contributions of your research for your discipline, practitioners, and/or policy makers?
• In what ways, if at all, does your study contribute to the existing literature and/or prior research in the field? In what ways does it extend the literature? Contradict the literature? Fill gaps in the literature? Clarify contradictions in the literature?
• In planning and conducting this study, which major theorists influenced your thinking?
• What are the conflicting issues in your field (every field has conflicts—hence, the research problem), and what contributed most to your understanding of these issues?
• In what ways do you expect that your work will clarify the conflicting issues in your field?
• What motivated you to conduct this study? In other words, what brought you to explore this particular topic?
• What new learning about qualitative research have you come away with as a result of conducting this study?
• What, if any, are the unanticipated outcomes of your study? What surprises have you come away with?
• What new learning about yourself have you come away with having conducted this study? What additional insights has the dissertation experience afforded you?
• What were the high and/or low points for you in the dissertation experience?
• If you were to redo this study, how might you conduct this study differently? How might you change your research methodology? Why?
• How could you build on or extend this research in the future?
• What are the major strengths and/or limitations of your research design/methodology?
• What might further strengthen this study?
• Why did you analyze the data in the way that you did? How might you have analyzed your data differently?
• What suggestions might you offer somebody about to conduct a study of this nature?
• How did you arrive at your conceptual framework?
• What are the theoretical components of your framework?
• What informed your conceptual framework?
• How did you decide upon the components that you include in your conceptual framework?
• How did the components of your conceptual framework assist you in visualizing and explaining what you intended to investigate?
• How did you use your conceptual framework to design your research and analyze your findings?

Bloomberg, L. D and Volpe, M: Completing your qualitative dissertation: A Roadmap from Beginning to End (Sage 2016).

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Qualitative Research Questionnaire – Types & Examples

Published by Alvin Nicolas at August 19th, 2024 , Revised On August 20, 2024

Before you start your research, the first thing you need to identify is the research method . Depending on different factors, you will either choose a quantitative or qualitative study.

Qualitative research is a great tool that helps understand the depth and richness of human opinions and experiences. Unlike quantitative research, which focuses on numerical data , qualitative research allows exploring and interpreting the experiences of the subject. Questionnaires, although mostly associated with quantitative research, can also be a valuable instrument in qualitative studies. Let’s explore what qualitative research questionnaires are and how you can create one.

What Is A Qualitative Research Questionnaire

Qualitative research questionnaires are a structured or semi-structured set of questions designed to gather detailed, open-ended participant responses. It allows you to uncover underlying reasons and opinions and provides insights into a particular phenomenon.

While quantitative questionnaires often have closed-ended questions and numerical responses, a qualitative questionnaire encourages participants to express themselves freely. Before you design your questionnaire, you should know exactly what you need so you can keep your questions specific enough for the participants to understand.

For example:

• Describe your experience using our product.
• How has technology impacted your work-life balance?

Types of Qualitative Research Questions With Examples

Now that you are familiar with what qualitative research questions are, let’s look at the different types of questions you can use in your survey .

Descriptive Questions

These are used to explore and describe a phenomenon in detail. It helps answer the “what” part of the research, and the questions are mostly foundational.

Example: How do students experience online learning?

Comparative Questions

This type allows you to compare and contrast different groups or situations. You can explore the differences and similarities to highlight the impact of specific variables.

Example: How do the study habits of first-year and fourth-year university students differ?

Interpretive Questions

These questions help you understand the meanings people attach to experiences or phenomena by answering the “how” and “why”.

Example: What does “success” mean to entrepreneurs?

Evaluative Questions

You can use these to assess the quality or value of something. These allow you to understand the outcomes of various situations.

Example: How effective is the new customer service training program?

Process-Oriented Questions

To understand how something happens or develops over time, researchers often use process-oriented questions.

Example: How do individuals develop their career goals?

Exploratory Questions

These allow you to discover new perspectives on a topic. However, you have to be careful that there must be no preconceived notions or research biases to it.

Example: What are the emerging trends in the mobile gaming industry?

How To Write Qualitative Research Questions?

For your study to be successful, it is important to consider designing a questionnaire for qualitative research critically, as it will shape your research and data collection. Here is an easy guide to writing your qualitative research questions perfectly.

Tip 1: Understand Your Research Goals

Many students start their research without clear goals, and they have to make substantial changes to their study in the middle of the research. This wastes time and resources.

Before you start crafting your questions, it is important to know your research objectives. You should know what you aim to discover through your research, or what specific knowledge gaps you are going to fill. With the help of a well-defined research focus, you can develop relevant and meaningful information.

Tip 2: Choose The Structure For Research Questions

There are mostly open-ended questionnaires in qualitative research. They begin with words like “how,” “what,” and “why.” However, the structure of your research questions depends on your research design . You have to consider using broad, overarching questions to explore the main research focus, and then add some specific probes to further research the particular aspects of the topic.

Tip 3: Use Clear Language

The more clear and concise your research questions are, the more effective and free from ambiguity they will be. Do not use complex terminology that might confuse participants. Try using simple and direct language that accurately conveys your intended meaning.

Here is a table to explain the wrong and right ways of writing your qualitative research questions.

Tip 4: Check Relevance With Research Goals

Once you have developed some questions, check if they align with your research objectives. You must ensure that each question contributes to your overall research questions. After this, you can eliminate any questions that do not serve a clear purpose in your study.

Tip 5: Concentrate On A Single Theme

While it is tempting to cover multiple aspects of a topic in one question, it is best to focus on a single theme per question. This helps to elicit focused responses from participants. Moreover, you have to avoid combining unrelated concepts into a single question.

If your main research question is complicated, you can create sub-questions with a “ladder structure”. These allow you to understand the attributes, consequences, and core values of your research. For example, let’s say your main broad research question is:

• How do you feel about your overall experience with our company?

The intermediate questions may be:

• What aspects of your experience were positive?
• What aspects of your experience were negative?
• How likely are you to recommend our company to a friend or colleague?

Types Of Survey Questionnaires In Qualitative Research

It is important to consider your research objectives, target population, resources and needed depth of research when selecting a survey method. The main types of qualitative surveys are discussed below.

Face To Face Surveys

Face-to-face surveys involve direct interaction between the researcher and the participant. This method allows observers to capture non-verbal cues, body language, and facial expressions, and helps adapt questions based on participant responses. They also let you clarify any misunderstandings. Moreover, there is a higher response rate because of personal interaction.

Example: A researcher conducting a study on consumer experiences with a new product might visit participants’ homes to conduct a detailed interview.

Telephone Surveys

These type of qualitative research survey questionnaires provide a less intrusive method for collecting qualitative data. The benefits of telephone surveys include, that it allows you to collect data from a wider population. Moreover, it is generally less expensive than face-to-face interviews and interviews can be conducted efficiently.

Example: A market research firm might conduct telephone surveys to understand customer satisfaction with a telecommunication service.

Online Surveys

Online survey questionnaires are a convenient and cost-effective way to gather qualitative data. You can reach a wide audience quickly, and participants may feel more comfortable sharing sensitive information because of anonymity. Additionally, there are no travel or printing expenses.

Example: A university might use online surveys to explore students’ perceptions of online learning experiences.

Strengths & Limitations Of Questionnaires In Qualitative Research

Questionnaires are undoubtedly a great data collection tool. However, it comes with its fair share of advantages and disadvantages. Let’s discuss the benefits of questionnaires in qualitative research and their cons as well.

Qualitative Research Questionnaire Example

Here is a concise qualitative research questionnaire sample for research papers to give you a better idea of its format and how it is presented.

Thank you for participating in our survey. We value your feedback on our new mobile app. Your responses will help us improve the applications and better meet your needs.

Demographic Information

• Occupation:
• How long have you been using smartphones:
• How would you describe your overall experience with the new mobile app?
• What do you like most about the app?
• What do you dislike most about the app?
• Are there any specific features you find particularly useful or helpful? Please explain.
• Are there any features you think are missing or could be improved? Please elaborate.
• How easy is the app to navigate? Please explain any difficulties you encountered.
• How does this app compare to other similar apps you have used?
• What are your expectations for future updates or improvements to the app?
• Is there anything else you would like to share about your experience with the app?

Are questionnaires quantitative or qualitative research?

A survey research questionnaire can have both qualitative and quantitative questions. The qualitative questions are mostly open-ended, and quantitative questions take the form of yes/no, or Likert scale rating. 

Can we use questionnaires in qualitative research?

Yes, survey questionnaires can be used in qualitative research for data collection. However, instead of a Likert scale or rating, you can post open-ended questions to your respondents. The participants can provide detailed responses to the questions asked.

Why are questionnaires good for qualitative research?

In qualitative research, questionnaires allow you to collect qualitative data. The open-ended and unstructured questions help respondents present their ideas freely and provide insights. 

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This article presents the key advantages and disadvantages of secondary research so you can select the most appropriate research approach for your study.

In correlational research, a researcher measures the relationship between two or more variables or sets of scores without having control over the variables.

Disadvantages of primary research – It can be expensive, time-consuming and take a long time to complete if it involves face-to-face contact with customers.

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15 Essential Dissertation Questions Answered

This National Dissertation Day, we asked our dissertation advisers to answer some of the most common questions they get asked by students. These range from what you need to know before you start, tips for when you’re writing, and things to check when you’ve finished.

1. Before you start writing

Q: What is a dissertation?

A: A research project with a word count of 12,000+ at Master’s level.

Q: What is the difference between a postgraduate and an undergraduate dissertation?

A: The length for Undergraduate is less than 12,000 words and for Postgraduate it is more than 15,000 words. Level 7 requires a higher level of critical debate, better synthesis of the arguments, and more independence in research. It also requires originality and an attempt to touch, challenge, or expand the body of existing knowledge.

Q: How much time should be spent writing a dissertation?

A: An Undergraduate dissertation is worth is 40 credits (from 360 in total) and should take 300-400 hours. A Postgraduate dissertation is worth 60 credits (from 180 in total) and should take 400-600 hours.

Q: What is the best way to pick a topic and where should the focus be when writing?

A: As per your pathways of study and incorporating your areas of interest, based on previous research papers and contemporary or futuristic issues.

Q: What kind of research do students need to complete before starting?

A: Both Undergraduate and Postgraduate students study a module on research methodology and develop a research proposal, based on previous research.

2. Whilst you write your dissertation

Q: Can dissertations include other media i.e. imagery, videos, graphs, external links to examples?

In most programmes this is not possible, however specific programmes such as MA design, media studies, or architecture may allow various media to be included.

Q: How much support is offered by advisers?

A: Students are offered 4 hours of one-to-one supervision spread over 12-14 weeks of a term.

Q: Are students able to submit multiple drafts?

Yes, this is allowed.

Q: What is the policy on dissertation deadline extensions?

A: A student can be granted late authorisation (two extra weeks) or personal extenuating circumstances, but there needs to be evidence to support the requests.

3. What advisers see after the dissertation submission

Q: What are some of the most common mistakes advisers see with dissertations?

A: The following:

• Non-focused research objectives and a lack of SMART research topics
• Not enough depth and critical debate in the literature review
• A lack of justification of research methods and not using a reliable questionnaire
• A failure to use required methods of qualitative or quantitative research
• Not discussing their results

Q: What makes a truly great dissertation?

• A well-structured piece of work with a clear introduction, literature review, research methods, findings, discussions, and conclusions
• A dissertation that follows TAASE (Theory, Applications, Analysis, Synthesis, and Evaluation)
• Work that meets the module’s learning objectives

Q: What does excellent collaboration between a student and an adviser look like?

A: Regular planned meetings, mutual respect, and a partnership where both of the parties are motivated and inspired for the research.

Q: What’s one key piece of advice you can give to prospective Master’s students on dissertation writing?

A: Critically read and benchmark previous peer-reviewed research journals in your area of research. Regularly attend supervision meetings and work continuously and not only towards the end of the term. Be honest and ethical in your data collection.

If you need more information about dissertation writing or pursuing a degree, please contact us using the details below:

• To find out more about our courses: https://london.northumbria.ac.uk/courses/
• For support with study skills please email your Academic Community of Excellence (ACE) Team .

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How to structure quantitative research questions

There is no "one best way" to structure a quantitative research question. However, to create a well-structured quantitative research question, we recommend an approach that is based on four steps : (1) Choosing the type of quantitative research question you are trying to create (i.e., descriptive, comparative or relationship-based); (2) Identifying the different types of variables you are trying to measure, manipulate and/or control, as well as any groups you may be interested in; (3) Selecting the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved; and (4) Writing out the problem or issues you are trying to address in the form of a complete research question. In this article, we discuss each of these four steps , as well as providing examples for the three types of quantitative research question you may want to create: descriptive , comparative and relationship-based research questions .

• STEP ONE: Choose the type of quantitative research question (i.e., descriptive, comparative or relationship) you are trying to create
• STEP TWO: Identify the different types of variable you are trying to measure, manipulate and/or control, as well as any groups you may be interested in
• STEP THREE: Select the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved
• STEP FOUR: Write out the problem or issues you are trying to address in the form of a complete research question

STEP ONE Choose the type of quantitative research question (i.e., descriptive, comparative or relationship) you are trying to create

The type of quantitative research question that you use in your dissertation (i.e., descriptive , comparative and/or relationship-based ) needs to be reflected in the way that you write out the research question; that is, the word choice and phrasing that you use when constructing a research question tells the reader whether it is a descriptive, comparative or relationship-based research question. Therefore, in order to know how to structure your quantitative research question, you need to start by selecting the type of quantitative research question you are trying to create: descriptive, comparative and/or relationship-based.

STEP TWO Identify the different types of variable you are trying to measure, manipulate and/or control, as well as any groups you may be interested in

Whether you are trying to create a descriptive, comparative or relationship-based research question, you will need to identify the different types of variable that you are trying to measure , manipulate and/or control . If you are unfamiliar with the different types of variable that may be part of your study, the article, Types of variable , should get you up to speed. It explains the two main types of variables: categorical variables (i.e., nominal , dichotomous and ordinal variables) and continuous variables (i.e., interval and ratio variables). It also explains the difference between independent and dependent variables , which you need to understand to create quantitative research questions.

To provide a brief explanation; a variable is not only something that you measure , but also something that you can manipulate and control for. In most undergraduate and master's level dissertations, you are only likely to measure and manipulate variables. You are unlikely to carry out research that requires you to control for variables, although some supervisors will expect this additional level of complexity. If you plan to only create descriptive research questions , you may simply have a number of dependent variables that you need to measure. However, where you plan to create comparative and/or relationship-based research questions , you will deal with both dependent and independent variables . An independent variable (sometimes called an experimental or predictor variable ) is a variable that is being manipulated in an experiment in order to observe the effect this has on a dependent variable (sometimes called an outcome variable ). For example, if we were interested in investigating the relationship between gender and attitudes towards music piracy amongst adolescents , the independent variable would be gender and the dependent variable attitudes towards music piracy . This example also highlights the need to identify the group(s) you are interested in. In this example, the group of interest are adolescents .

Once you identifying the different types of variable you are trying to measure, manipulate and/or control, as well as any groups you may be interested in, it is possible to start thinking about the way that the three types of quantitative research question can be structured . This is discussed next.

STEP THREE Select the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved

The structure of the three types of quantitative research question differs, reflecting the goals of the question, the types of variables, and the number of variables and groups involved. By structure , we mean the components of a research question (i.e., the types of variables, groups of interest), the number of these different components (i.e., how many variables and groups are being investigated), and the order that these should be presented (e.g., independent variables before dependent variables). The appropriate structure for each of these quantitative research questions is set out below:

Structure of descriptive research questions

• Structure of comparative research questions
• Structure of relationship-based research questions

There are six steps required to construct a descriptive research question: (1) choose your starting phrase; (2) identify and name the dependent variable; (3) identify the group(s) you are interested in; (4) decide whether dependent variable or group(s) should be included first, last or in two parts; (5) include any words that provide greater context to your question; and (6) write out the descriptive research question. Each of these steps is discussed in turn:

Choose your starting phrase

Identify and name the dependent variable

Identify the group(s) you are interested in

Decide whether the dependent variable or group(s) should be included first, last or in two parts

Include any words that provide greater context to your question

Write out the descriptive research question

FIRST Choose your starting phrase

You can start descriptive research questions with any of the following phrases:

How many? How often? How frequently? How much? What percentage? What proportion? To what extent? What is? What are?

Some of these starting phrases are highlighted in blue text in the examples below:

How many calories do American men and women consume per day?

How often do British university students use Facebook each week?

What are the most important factors that influence the career choices of Australian university students?

What proportion of British male and female university students use the top 5 social networks?

What percentage of American men and women exceed their daily calorific allowance?

SECOND Identify and name the dependent variable

All descriptive research questions have a dependent variable. You need to identify what this is. However, how the dependent variable is written out in a research question and what you call it are often two different things. In the examples below, we have illustrated the name of the dependent variable and highlighted how it would be written out in the blue text .

The first two examples highlight that while the name of the dependent variable is the same, namely daily calorific intake , the way that this dependent variable is written out differs in each case.

THIRD Identify the group(s) you are interested in

All descriptive research questions have at least one group , but can have multiple groups . You need to identify this group(s). In the examples below, we have identified the group(s) in the green text .

What are the most important factors that influence the career choices of Australian university students ?

The examples illustrate the difference between the use of a single group (e.g., British university students ) and multiple groups (e.g., American men and women ).

FOURTH Decide whether the dependent variable or group(s) should be included first, last or in two parts

Sometimes it makes more sense for the dependent variable to appear before the group(s) you are interested in, but sometimes it is the opposite way around. The following examples illustrate this, with the group(s) in green text and the dependent variable in blue text :

Group 1st; dependent variable 2nd:

How often do British university students use Facebook each week ?

Dependent variable 1st; group 2nd:

Sometimes, the dependent variable needs to be broken into two parts around the group(s) you are interested in so that the research question flows. Again, the group(s) are in green text and the dependent variable is in blue text :

How many calories do American men and women consume per day ?

Of course, you could choose to restructure the question above so that you do not have to split the dependent variable into two parts. For example:

How many calories are consumed per day by American men and women ?

When deciding whether the dependent variable or group(s) should be included first or last, and whether the dependent variable should be broken into two parts, the main thing you need to think about is flow : Does the question flow? Is it easy to read?

FIFTH Include any words that provide greater context to your question

Sometimes the name of the dependent variable provides all the explanation we need to know what we are trying to measure. Take the following examples:

In the first example, the dependent variable is daily calorific intake (i.e., calories consumed per day). Clearly, this descriptive research question is asking us to measure the number of calories American men and women consume per day. In the second example, the dependent variable is Facebook usage per week. Again, the name of this dependent variable makes it easy for us to understand that we are trying to measure the often (i.e., how frequently; e.g., 16 times per week) British university students use Facebook.

However, sometimes a descriptive research question is not simply interested in measuring the dependent variable in its entirety, but a particular component of the dependent variable. Take the following examples in red text :

In the first example, the research question is not simply interested in the daily calorific intake of American men and women, but what percentage of these American men and women exceeded their daily calorific allowance. So the dependent variable is still daily calorific intake, but the research question aims to understand a particular component of that dependent variable (i.e., the percentage of American men and women exceeding the recommend daily calorific allowance). In the second example, the research question is not only interested in what the factors influencing career choices are, but which of these factors are the most important.

Therefore, when you think about constructing your descriptive research question, make sure you have included any words that provide greater context to your question.

SIXTH Write out the descriptive research question

Once you have these details ? (1) the starting phrase, (2) the name of the dependent variable, (3) the name of the group(s) you are interested in, and (4) any potential joining words ? you can write out the descriptive research question in full. The example descriptive research questions discussed above are written out in full below:

In the section that follows, the structure of comparative research questions is discussed.

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Completing Your Qualitative Dissertation: A Road Map from Beginning to End

Student resources, 101 qualitative dissertation questions.

These questions and answers correlate to pages in Completing Your Qualitative Dissertation: A Road Map from Beginning to End, Third Edition , which you have purchased.

As teachers of qualitative research and advisors of doctoral students, we have witnessed and experienced many of the frustrations of students confronted with the academic challenge of writing a dissertation. The questions below have been raised time and again in conversations with students and research colleagues. The intent of including these questions in the companion website for Completing Your Qualitative Dissertation: A Road Map From Beginning to End is that they will hopefully stimulate critical thinking, reflection, and dialogue, thereby motivating doctoral students or prospective doctoral students to seek and consult additional relevant texts and resources in order to delve deeper into the many issues raised. These questions might also be used to prompt discussion between doctoral students and their advisors.

One caveat in compiling this list of questions is to demystify the dissertation process but not to sacrifice intellectual rigor for the sake of simplification. Completing a qualitative dissertation indeed is a rigorous and demanding process, and understanding the process means grasping many complex and interrelated issues.  As a second caveat, one must remember that while most institutions will approach the dissertation in common ways, at the same time there are differences in terms of the organization and presentation, as well as distinct differences in terms of what and how qualitative language and terminology are used. This book presents information as guidelines that are meant to be flexible per institutional expectations and requirements, and subject to modification depending on your institution, department, and program. As such, students should always consult with their advisors and committee members to ascertain specific or particular institutional or departmental requirements.

The questions and answers correspond to the book’s structure and are divided into eight parts:

Parts 1–2 cover conceptual information; that is, the thinking and planning aspects of the dissertation. Parts 3–6 cover the practical aspects involved in preparing to actually write the dissertation. Part 7 includes the detailed requirements related to each of the chapters that compose the dissertation. Part 8 provides the information that one needs regarding the various activities that occur after writing the dissertation. 

• Part 1: Planning and Gearing Up
• Part 2: Choosing an Appropriate Qualitative Approach
• Part 3: Preparing and Writing the Proposal

Part 4: Conducting the Research: Data Collection

Part 5: conducting the research: data analysis, part 6: conducting the research: interpretation and synthesis.

• Part 7: Writing Up and Presenting the Research

Part 8: Planning for the Dissertation Defense and Beyond

Part 9: preparing for the defense, part 1: planning and gearing up.

1. How does qualitative research and quantitative research differ, and what are the defining features of qualitative research? 

Rather than determine cause and effect, or predict or describe the distribution of an attribute among a population, qualitative researchers are interested in understanding how people interpret their experiences and how they construct their worlds. The two paradigms or orientations that inform qualitative research, namely Interpretivism and Critical Theory, place emphasis on seeking understanding of the meanings of human actions and experiences, and on generating accounts of meaning from the viewpoints of those involved. Both paradigms assume that reality is socially constructed and that there is no single observable reality, but rather multiple realities or interpretations. For more information regarding the key defining features of qualitative research, see pages 37–44; 53–55 .

2. What is implied by “rigor” in qualitative research, and what does it mean to conduct a “rigorous” qualitative study?

Sound research requires a systematic and rigorous approach to the design and implementation of the study, the collection and analysis of data, and the interpretation and reporting of findings. Central to the rigor of qualitative research is whether participants’ perspectives have been authentically represented in the research process, and whether the findings are coherent in the sense that they “fit” the data and social context from which they were derived. Because rigor is about being very transparent, evaluating the quality of qualitative research includes criteria that are concerned with good practice in the conduct of the research (methodological rigor), as well as criteria related to the trustworthiness of interpretations made (interpretive rigor). For more information regarding rigor vis-à-vis qualitative research, refer to pages 162–164; 240–242 .

3. Writing a qualitative dissertation is a long and iterative process. What exactly is this “process,” and what should a student expect?

Writing a dissertation is a process but not one that is neat and linear. This work is intellectually rigorous—requiring intensive thinking, preparation, and planning—and is very much a matter of having tenacity, perseverance, and patience. For most people, conducting research and writing a document such as this is a first-time endeavor, an undertaking for which there is little experience. For a broad overview of the qualitative dissertation process, see page 3 .

4. How does one manage data in the most efficient and practical manner throughout the dissertation process?

As you proceed with your research, you will begin to gather and accumulate a diverse array of material that has potential relevance. You certainly do not want to lose any of your material, nor do you want to drown in it. Organizing and managing dissertation-related “stuff” right from the beginning is essential to getting on track and staying focused. For more information regarding data management strategies, see pages 19–20; 65–66 .

5. How can I start thinking about planning my time and resources?

The ability to focus, problem-solve, and make informed decisions at every step of the way will bring your study to completion. Because the time commitment required is substantial, you will need to pace yourself from the beginning. For some practical strategies, suggestions, and tips, see pages 20–23.

6. What would be a realistic timeline in which to complete my dissertation, and how can I remain practical about this?

If you work on your dissertation only when you feel like it, the project will most likely never be completed. Scheduling your time allows you to develop a plan for writing, and also helps reduce the pressure associated with deadlines, as well as the tendency to procrastinate. Moreover, setting a schedule also helps integrate your writing into the rest of your life. There are some basic principles for developing an effective writing schedule, and these can be found on pages 35–36.

7. Journaling is said to be an integral aspect of the qualitative dissertation process. Why is this necessary?   Aside from keeping track of information, you also need to keep track of your thinking. One way to ensure that you preserve your reasoning and thinking and are able to spell out the development of your ideas, is to keep a research journal. The rationale for recording your thinking is explained on page 23.  

8. What is the actual starting point of any qualitative dissertation?

The starting point for any research project, and indeed the first major challenge in conducting research, involves identifying and developing a sound topic. How to go about selecting a worthy and researchable topic and considering potential options is described on page 24.

 9. Does my selected topic need to be original or unique?

A dissertation should be an original piece of research and should make a significant contribution to the field. However, it is important to remember that making an original contribution does not imply that there need be an enormous “breakthrough.” In social science research, the discovery of new facts is rarely an important or even challenging criterion. Rather, research is a process of searching or re-searching for new insights; it is about advancing knowledge or understanding of a practice or phenomenon. More information on going about selecting a topic is provided on page 27.

10.  Once I have decided on an area of interest, how do I go about developing and refining a researchable topic? 

Once you have identified a general area of interest, you will need to begin narrowing your topic. The process of developing a researchable topic is a process of idea generation—the movement from a general interest “out there” toward a more clearly refined idea around a researchable problem. More about this “narrowing” process is discussed on pages 28–30.

Part 2: Choosing an Appropriate Qualitative Approach 

11. What are the most common traditions or genres of qualitative research, and what are the key differences between them? 

There are numerous qualitative traditions or genres, each of which has ways of defining a research topic, critically engaging the literature on that topic, identifying significant research problems, designing the study, and collecting, analyzing, and presenting the data so that it will be most relevant and meaningful. Understanding the logic behind a research approach allows your study to be appropriately positioned within an inquiry tradition and also lays the foundation for supporting your study’s findings. Pages 44–45 offer a descriptive and critical overview of some of the most current qualitative traditions.  

12. What are the key characteristics of Case Study methodology, and how do I conduct a case study?

As a form of qualitative research methodology, case study is an intensive description and analysis of a bounded social phenomenon (or multiple bounded phenomena)—be this a social unit or a system such as a program, institution, process, event, or concept. Case study is at the same time both a methodology (a type of design in qualitative inquiry) and an object of study. Case study is an exploratory form of inquiry that affords significant interaction with research participants, providing an in-depth picture of the unit of study. More information can be found on pages 46–47.

13. What is Ethnography and how is an ethnographic study conducted?

Ethnography, as both a method and a product, has multiple intellectual traditions located in diverse disciplines. The researcher studies a cultural or social group in its natural setting, closely examining customs and ways of life, with the aim of describing and interpreting cultural patterns of behavior, values, and practices. Rooted in cultural anthropology, ethnography involves extended observations of the group, most often through the researcher as a participant observer becoming immersed in the day-to-day lives of the participants. More information can be found on pages 47–48.

14. What is Phenomenology, and what are the characteristics of a phenomenological study?

Phenomenology is both a philosophy and a method, the purpose of which is to investigate the meaning of the lived experience of people to identify the core essence of human experience or phenomena as described by research participants. Phenomenology does not endeavor to develop a theory to explain the world; rather, the aim is to facilitate deeper insight to help us maintain greater contact within the world. Phenomenologists focus on describing what all participants have in common, the basic purpose of research being to reduce individual experiences with a phenomenon to a description of the universal essence. More information can be found on pages 48–49.

15. What is Grounded Theory, and what does a grounded theory study look like?

The purpose of grounded theory is to inductively generate theory that is grounded in, or emerges from, the data. A core component of grounded theory is to move beyond description and to have the researcher generate or discover a theory that is “grounded” in data from the field—especially in actions, interactions, and social processes. Research involves multiple recurrent stages of data collection and the refinement of abstract categories of information. More information can be found on pages 49–50.

16. What is Narrative Inquiry, and how does one go about conducting this type of research?

Narrative research has many forms, incorporates a variety of practices and applications, and is rooted in different social disciplines. As a method, narrative research begins with the experiences as expressed in lived and told stories of individuals or cultures. In this form of research, the researcher studies the lives of one or more individuals through the telling of stories, including poetry, play, or performance. Paramount to all narrative work is the centrality of relationship in the research process and recognition of the sacredness of the stories that participants share and trust within the research environment. Uncertainty and tension guide the work, and rather than produce conclusive findings, the process is intended to offer understanding and meaning. More information can be found on pages 50–51.

17. What is Action Research, and what is an action research study?

Action research is a systematic orientation toward inquiry that seeks effective solutions to complex problems that people confront in their communities and organizations. Especially valuable to those involved in professional, organizational, and community research, action research focuses on specific situations that people encounter by engaging them in collaborative relationships and working on developing localized solutions. Action research, being about collaborative and democratic practices, makes it essentially political because it aims to influence processes of change. Action research is an intervention because it promotes actual change. More information can be found on pages 51–52.

18. What are Postmodernism, Poststructuralism, and Critical Theory Research?

In the past two decades, a critical turn has taken place in the social sciences, humanities, and applied fields, with scholars challenging the historical assumptions of neutrality in inquiry, asserting that all research is fundamentally political. It is increasingly argued that research involves issues of power and that traditionally conducted social science research has silenced, marginalized, and oppressed groups in society by making them the passive objects of inquiry. Postmodernism views the world as complex and reality as transitional. In recognition of the socially constructed nature of the world, meaning rather than knowledge is sought because knowledge is seen as constrained by the discourses that were developed to protect powerful interests. Poststructuralism, with its emphasis on language, forms a subset of postmodernism. More information on these genres can be found on pages 52–53.

19. With all the different options available, how do I go about choosing an appropriate qualitative research approach for my study?

The choice of research approach is directly tied to one’s research problem and purpose. A research problem should not be modified to fit a particular research approach; nor can you assume a particular qualitative approach regardless of your research problem. Having decided on a qualitative research approach, you will proceed to appropriately design your study within the framework of one of the traditions or genres of qualitative inquiry. Thus, the components of the design process (e.g., the theoretical framework, research purpose, and methods of data collection and data analysis) reflect the principles and features that characterize that tradition. More information can be found on pages 55–56.

Part 3: Preparing and Writing the Proposal 

20. What exactly is the dissertation proposal, and what is its function and purpose?

The proposal is an integral and very distinct segment of the dissertation process. It is a well-thought-out written action plan that identifies a narrowly defined problem; a purpose that describes how the problem will be addressed; research questions that are tied to the purpose and, when answered, will shed light on the problem; a review of the literature and relevant research to determine what is already known about the topic; and data collection and data analysis methods. More information regarding the content and process of the dissertation proposal can be found on pages 61–62.

21. How do I go about developing my proposal, and what are the key components of a qualitative dissertation proposal?

As mentioned at the outset of this book, and as you will be reminded throughout, while most institutions approach the proposal and dissertation in common ways, at the same time there are differences in terms of the organization and presentation, and distinct differences in terms of what and how qualitative language and terminology are used. This book presents information as guidelines that are meant to be flexible per institutional expectations and requirements, and subject to modification depending on your institution, department, and program. You will no doubt have to attend carefully to the variations that reflect the expectations and requirements of your particular institution. More information pertaining to the core elements of a qualitative proposal (introduction, literature review, and methodology) can be found on pages 63–65.

22. What are some additional elements that I should be aware of when preparing my proposal?

In addition to the three key parts of the proposal (introduction, literature review, methodology), there are some other elements that you will need to address, and information regarding these elements can be found on pages 65–66.

23. What is an elevator speech?

You may have heard the term "elevator speech." This refers to your ability to clearly and concisely answer the question "what is your study about?" A few points about an elevator speech and its relationship vis-a-vis your proposal are presented on page 66.

24. The idea of a “literature review” really scares me! There seems to be so much that is required! How do I even begin to think about it? 

Literature review is a distinct form of academic writing, a skill that doctoral candidates must master to demonstrate knowledge of the literature landscape that surrounds any given dissertation research problem. Right from the beginning, the literature review is an essential, integral, and ongoing part of the research process. Producing good reviews is a test of your ability to manage the relevant texts and materials, analytically interpret ideas, and integrate and synthesize ideas and data with existing knowledge. Guidelines and suggestions regarding undertaking, managing, and operationalizing literature reviews are provided on pages 105–108.

25. What are some of the most important guidelines regarding academic writing?

A dissertation demonstrates your ability to write a coherent volume of intellectually demanding work. It involves the combination of performing research and writing about your research to describe and explain it. As a researcher/writer, knowing how to best express your ideas in written form to convey them to the reader becomes an essential skill. The dissertation requires a high level of scholarly writing, and as such you will have to get into the mode of writing for a particular audience, that is, the academic community. Further information regarding academic writing requirements is presented on pages 66–68.

26. What are the general format and style requirements for a qualitative dissertation?

A research report must consistently follow a selected system for format and style. Format refers to the general pattern of organization and arrangement of the report. Style refers to appropriate writing conventions and includes rules of grammar, spelling, capitalization, and punctuation to be followed in preparing the report. Most colleges and universities require the use of a specific style—either their own or that in a published style manual. You will need to make inquiries regarding your particular department’s recommended style preference. Regardless of which style manual you use, you are expected to adhere to its rules meticulously. Further information regarding format and style is presented on pages 68–70.

27. What are some of the most important aspects of academic integrity, and what constitutes plagiarism?

The strength of your writing rests on your ability to refer to and incorporate the work of others. It is imperative, however, that you attribute recognition to all and any sources of information that you use. Integrity matters! There are few intellectual offenses more serious than plagiarism in academic and professional contexts. A charge of plagiarism can have severe consequences, including expulsion from a university or loss of a job, not to mention a writer’s loss of credibility and professional standing. Further information regarding academic integrity and strategies for avoiding plagiarism is presented on pages 71–73.

28. What is Institutional Review Board (IRB) approval, and why is it necessary?

Any research designed to research human subjects, interact with human subjects, provide interventions for human subjects, obtain identifiable information about living subjects, or observe and record private behavior of human subjects, must come under the jurisdiction of the governing board of Institutional Research. Institutional Review Boards (IRBs) have emerged in accredited academic institutions of higher education as bureaucratic entities responsible for the regulation, governance, and enforcement of significant research ethics. While there are some variations across disciplines and national boundaries, IRB approval is a stamp of credibility backed by a legitimate academic institution. This credibility is valuable both for the researcher and for the research participants. Further information regarding application for IRB approval is discussed on pages 74–75.

29. What are the differences between “methodology” and “research methods”?

Methodology determines how the researcher thinks about a study, how decisions about the study are made, and how researchers position themselves to engage firstly with participants and then with the data that are generated. The term methods commonly denote specific techniques, procedures, or tools used by the researcher to generate and analyze data. The methods that a qualitative researcher chooses are informed by both the research design and the research methodology so that there is a conceptual fit across all levels. More about methodology and methods, and the interrelationship between them, can be found on page 157 .

30. What is meant by “methodological congruence”?

As the researcher, you actively create the link among problem, purpose, and approach through a process of reflecting on problem and purpose, focusing on researchable questions and considering how to best address these questions. Thinking along these lines affords a research study “methodological congruence.” In essence, the position of the researcher is the bridge between philosophy, methodology, and the application of methods. Thus, the alignment between the research question, chosen methodology and personal philosophy, and the ability of the researcher to be reflexive in relation to the research is critical to ensure congruence in the study that will be manifested in the products of the research. More information regarding the notion of methodological congruence can be found on pages 153–154.

31. What are the most commonly used methods of data collection in qualitative research?

Based on the research questions, specific data collection methods are chosen to gather the required information in the most appropriate and meaningful way. A solid rationale for the choice of methods used is crucial, as this indicates methodological congruence, and illustrates that the choice of methods is grounded in the study’s overall research design. Details pertaining to some of the most commonly used methods of data collection (e.g., interviews, focus groups, observation, critical incidents, surveys, and document review) can be found on pages 154–157.

32. What is meant by “triangulation” of methods, and how important is this?

Triangulation enhances the quality of data from multiple sources (e.g., people, events) in multiple ways (e.g., interviews, observations, document review) with the idea that this will illuminate different facets of situations and experiences, and help portray them in their entirety and complexity. More about triangulation strategies and the significance thereof in qualitative research can be found on page 154.

33. What are some of the most important considerations when writing up the methods section?

To show that you have done a critical reading of the literature, and to acknowledge that data collection methods are not without some advantages, your discussion should be sufficiently detailed. More information pertaining to these necessary details is presented on page 158.

34. The idea of “researcher as instrument” is often portrayed as problematic. How do I best understand this phenomenon, and how can I go about defending this perspective to those who see qualitative research as limited and subjective?

“Researcher as instrument” raises important ethical, accountability, and social justice issues, including inter-subjectivity, power, positioning, and voice. Importantly, the reflexive researcher understands that all research is value-bound and that a reflective stance is therefore imperative; that is, reflexivity implies the explicit self-consciousness on the part of the researcher, including social, political, and value positions. Reflexivity is defined as the researcher’s conscious awareness of her or his cognitive and emotional filters comprising their experiences, world-views, and biases that may influence their interpretation of participants’ perceptions. More information on this key qualitative research issue can be found on pages 54–55; 242–243.

35. What is qualitative data analysis really all about?  

Qualitative data analysis is the process of bringing order, structure, and meaning to the masses of data you have collected. Although there are stages dedicated to formal analysis, analysis is an inherent and ongoing part of the research and writing process. Many students become overwhelmed at this point of the dissertation process, having completed or still being immersed in data collection and faced with mounds and mounds of “stuff” and unsure about what needs to be done first. Indeed, there can be a really vast amount of data that need to be transcribed, organized, and reduced. More on qualitative data analysis can be found on pages 187–189.

36. What advice is there for student researchers to best prepare themselves for the huge task of data analysis?

The data generated by qualitative methods are voluminous, and the sheer quantity of raw data can indeed be quite daunting. The best piece of advice I can offer is that if data are to be thoroughly analyzed, they must be well organized . Attention to detail in managing data is important at every stage of the research process. This notion becomes all too clear when it is time to write up the research. Strategies regarding data management in preparation for data analysis are presented on pages 189–190.

37. What does it mean to develop an “analytic mindset”?

Qualitative research does not purport to be objective nor is this a goal of qualitative research. However, to be rigorous, qualitative research does strive to be transparent, and to openly and clearly document and communicate all decisions taken throughout the research process. This must become an integral part of your thinking and mindset. More about ways of maintaining transparency, and hence ensuring the rigor of your study, is discussed on pages 158–159; 188–189.

38. There are many different ways to go about doing qualitative data analysis. How do I decide on the best approach for my specific study?

Different qualitative research traditions or genres promote specific strategies for data analysis. Whatever approach you choose to use should be suited to the research tradition that you have adopted. In addition, the preference of your advisor and your department will of course need to be taken into consideration. Different analytic strategies are discussed on pages 190–193.

39. What are “codes,” and what are their role and function in the qualitative data analysis process?

Much is made about coding as a fundamental skill for qualitative analysis. Although there is really nothing that mysterious about it, the literature on data analysis and coding in particular is voluminous, and the vast amount of information can certainly be overwhelming. Details pertaining to codes and the overall coding process are provided on pages 197–199.

40. What is the procedure for coding data?

The reason you have spent so much time and energy talking to participants is to find out what their experience is and to endeavor to understand it from their perspective. You, as the researcher, will be exercising judgment as to what you think is significant in each interview transcript. Some passages may stand out because they are striking to you in some way. Others may stand out because they are contradictory and seem inconsistent with your conceptual framework. In this regard, you must be vigilant in not only seeking material that supports your own opinions but also remaining open to the unexpected. All of the aspects of coding your material are presented on pages 201–202.

41. What do you do once you have coded your data?

Once you have coded your material, you are ready to categorize your units of information. What is imperative is that your coding scheme and conceptual framework continue to remain flexible. All aspects of the process of assigning your codes to categories are presented on pages 202–204.

42. What is content analysis, and how does it differ from coding?

In traditional content analysis studies, counting the number of times a particular set of codes occurs is an important measure in assessing the frequency of items or phenomena. However, in the qualitative analysis process, frequency of occurrence is not necessarily an indicator of significance. The analytic approaches for most coding methods do not ask you to count; they ask you to ponder, speculate, assess, integrate, and synthesize. Qualitative analysis therefore goes way beyond simply counting . See pages 199–200 for further discussion on this distinction.

43. There is a lot of talk around computer software analysis programs? What types are available, and are these preferable than conducting a manual “old fashioned” analysis of my data?

If you choose to make use of computer aided software, then searching for the most appropriate program is important so that it directly supports and is usable in terms of your study’s research design and methodology. Information regarding the most common software currently in use, including benefits and limitations, is provided on pages 205–207.

44. How does “data analysis” differ from “interpretation of findings”?

By way of data analysis , you are forming a record of frequently occurring phenomena or patterns of behavior. Once you have established patterns, these patterns need to be explained.  This is where interpretation of findings comes into play. Whereas the chapter of data analysis presents the findings of your research by organizing data from various sources into categories to produce a readable narrative, the purpose of the chapter dealing with interpretation of findings is to provide interpretative insights into your study’s findings. You now have an opportunity to communicate to others what you think your findings mean and integrate your findings with literature, research, and practice. More about this is discussed on pages 233–236.

45. What essentially is “interpretation” in qualitative research? How do I go about interpreting what I have found?

Qualitative research begins with questions, and its ultimate purpose is learning. To inform the questions, the researcher collects data . Data are like building blocks that, when grouped into patterns, become information , which in turn, when applied or used, becomes knowledge . The challenge of qualitative analysis lies in making sense of large amounts of data—reducing raw data, identifying what is significant, and constructing a framework for communicating the meaning of your findings. This is discussed on pages 240–243.

46.  How and in what ways does analysis of findings differ among the various qualitative research traditions?

Analytical approaches are linked to particular forms of data collection and are underpinned by specific conceptual and philosophical traditions. These differences are discussed on page 238.

47. How and in what ways does interpretation of findings differ among the various qualitative research traditions?

Just as there are clear analytic distinctions among traditions or genres demanding that the researcher will have to think about data analysis in a particular way, so are interpretation and representation strategies specific to each tradition. These differences are discussed on page 241.

48. How do I prepare myself for analysis and interpretation?

You might ask yourself what the chapter on interpretation of findings is really all about and what it should constitute. Since findings are not to be taken at face value, how does one go about seeking the deeper meanings behind the findings? What is really involved? And how does one get started? How to begin thinking about your analysis and interpretation is presented on page 236.

 49. How do I begin to go about analyzing and interpreting my findings? 

You are most likely asking yourself what the chapter on analysis of findings is really all about and what it should constitute. How does one get started, and what is really involved? You may want to structure your thinking according to three interrelated activities: (a) Seeking significant patterns and themes among the findings, (b) making use of description and interpretation, and (c) providing some sort of synthesis or integration. More about these activities and how to go about “peeling back” the many layers in order to explain the meaning behind your findings is provided on pages 236–244.

50. What are the limitations of my credibility in the analytic and interpretive process? After all, I bring my own perspectives and experiences, and hence assumptions, subjectivity and biases!

Whereas in quantitative research the role of the researcher is detached with the aim of being as objective as possible, in qualitative research, the researcher is personally involved, believing that research is always value-bound. Factors that enhance the credibility of a qualitative study are discussed on page 244.

51. A lot is made about the notion of “synthesis.” What are the implications of synthesizing findings in qualitative research?

Qualitative research involves moving from a holistic perspective to individual parts (analysis) and then back to a holistic look at the data (synthesis). Whereas the findings chapter splits apart and separates out pieces and chunks of data to tell the “story of the research,” the analysis chapter is an attempt to reconstruct a holistic understanding of your study. Analysis is intended to ultimately depict an integrated picture. More details are presented on pages 243–244.

Part 7: Writing Up and Presenting the Research 

You will notice that the questions in Part 7 below are organized around particular standard dissertation chapters. Please be aware that different institutions have different expectations and requirements with regard to the structure and flow of dissertation chapters. Students will need to consult with their advisors in this regard. 

7.1 Introduction to the Study 

52. What is the overall purpose of Chapter One (the study’s Introduction), and what are the key components of this chapter?

The first chapter of your dissertation is the most critical, and everything that follows hinges on how well this chapter is constructed. The introductory chapter therefore sets the stage for the study; it also makes a case for the significance of the problem, contextualizes the study, and provides an introduction to its basic components—most specifically, directing the reader to the research problem, research purpose, and research questions. This first chapter of the dissertation also forms part of the proposal. The various elements that comprise this chapter are discussed on pages 9–10; 85.

53. How do I move from identifying a research topic to developing and articulating a viable research problem?

The sooner you can begin to narrow your research interests (topic) and identify and develop a topical focus (research problem), the better.  Beginning researchers often confuse a topic with a research problem. A topic refers to a general area of interest. A research problem is more specific; it seeks to understand some aspect of the general topic. More on how to begin narrowing down a research topic and developing a clear research problem is discussed on pages 86–88.

54. What is the research problem, and how does this inform the development of research purpose and research questions?

At the heart of a dissertation is the articulation of the research problem. This is the place where most committee members go first to understand and assess the merits of a proposal or a dissertation. More on the research problem and how it informs the research questions is discussed on pages 88–91.

55. How do I go about developing and honing my research problem statement?

The problem statement serves a foundational role in that it communicates what is the formal reason for engaging in the dissertation in the first place. The problem statement is the discrepancy between what we already know and what we want to know. The problem statement also illustrates why we care; that is, why your study should be conducted. More details about what constitute a viable problem statement, and how to go about assessing viability, is discussed on pages 87–89.

56. What is the purpose statement, and how do I articulate this?

Once you have identified your own narrowly defined topic and concise problem statement, you are ready to formulate your purpose statement. The purpose statement is the major objective or intent of the study ; it enables the reader to understand the central thrust of the research.  More about the purpose statement and how to go about developing this is discussed on pages 88–90.

57. How do I develop and articulate effective and relevant research questions?

The research questions are directly tied to the research purpose. Answering the questions must accomplish the study’s purpose and contribute to shedding light on and addressing the problem. One must be able to trace all the ideas in the research questions back through the purpose statement to the problem statement; this underscores that you must ask relevant and effective questions. Details regarding how to craft research questions are included in pages 90–92.

58. What are some other additional elements that need to be included in the introductory chapter?

The first chapter of your dissertation (and of your proposal) introduces and describes the critical components that set in place a research study: problem, purpose, and research questions. In addition, there are some other associated elements or subsections. It should be noted that there may be some variations in required subheadings depending on individual programs and/or universities, and you should be sure to check for this. An outline of typical subheadings that compose Chapter One is presented on pages 92–94.

7.2 The Literature Review Chapter

59. What is the function and purpose of the literature review chapter in the qualitative dissertation?

The literature review is a sophisticated form of research in its own right that requires a great deal of research skill and insight. You are expected to identify appropriate topics or issues, justify why these are the appropriate choice for addressing the research problem, search for and retrieve the appropriate literature, analyze and critique the literature, create new understandings of the topic through synthesis, and develop a conceptual framework that will provide the underlying structure for your study. More on the function and purpose of the literature review chapter is presented on pages 104–105.

60. What is the scope of the literature review chapter in the dissertation? In other words, how extensive is the review meant to be?

The major purpose of reviewing the literature is to determine what has already been done that relates to your topic. This knowledge not only prevents you from unintentionally duplicating research that has already been conducted, but it also affords you the understanding and insight needed to situate your topic within an existing framework. Therefore, a thorough search and reading of related literature is, in a very real sense, part of your own academic development—part of becoming an “expert” in your chosen field of inquiry. Given all of this, you might be asking, “What is the scope of a literature review, and how extensive will this review need to be?” These questions are responded to on pages 105–108.

61. How do I start preparing for the literature review?  

Thinking about the entire literature review may be overwhelming and intimidating. Instead of viewing it as one big whole, try to think of it as a series of steps—and steps within those steps—and prepare to tackle each topic one by one, setting small achievable goals within each topic area. The different stages of the literature review process, and all the key elements involved in digesting scholarly sources, are discussed on pages 108–118.

62. What is the idea of “synthesis” vis-à-vis the literature review? And how is synthesis different from summary?

Synthesis and summary are strategies that are used in reading, review, and research. Both are important skills or techniques in making sense of what one is reading, and each one plays an important role in the qualitative research process. However, they are very different activities. Each has a different purpose, process, and outcome. This is discussed on pages 121–122.

63. What should I know about and be aware of with regard web/online resources?

Although not always scholarly, the Internet will more than likely be your initial starting point for topic ideas and information. However, anyone anywhere can put information on the web, so any information from the Internet should be cited with caution. Remember that using the Internet to find academic information takes a lot of hard work to carefully evaluate and determine if a web resource is a reliable, authoritative, or even a scholarly information resource. Criteria for evaluating the credibility, accuracy, currency, and legitimacy of web resources are discussed on pages 113–114.

64. How do I present my literature review in the dissertation?

Qualitative researchers use existing literature to guide their studies in various ways depending on the type of study being conducted. There are also differences regarding the purpose and process for presenting the review of the literature with respect to each of the research traditions. Guidelines for presenting a literature review are discussed on pages 122–124.

65. So much is made of the conceptual framework. What is it, and how can I start thinking about this?

Graduate students often lack a clear understanding of the nature of the conceptual framework; what it is, its purpose, where it is derived from, how it is developed, how it is used, and what effect it has on research. Thus, they find themselves at a loss in the process of developing a conceptual framework. Moreover, oftentimes experienced researchers and advisors encounter challenges in guiding candidates as to what constitutes a rigorous and meaningful conceptual framework. As such, the structure and function of a conceptual framework continues to mystify and frustrate. More information on this is presented on pages 124–127.

66. What are the role, function, and application of the conceptual framework in the dissertation?

The conceptual framework plays a central role throughout the entire research process, and, most important, in the final analysis. A well-conceived conceptual framework is influenced by and at the same time influences the research process at all levels and at all stages. There are a set of distinct roles and functions of the conceptual framework in a qualitative dissertation, and these are discussed on pages 127–128.

67. What is the essential value of the dissertation’s conceptual framework? And are there any limitations associated with a conceptual framework?

The conceptual or theoretical framework strengthens your study in many ways, and there are also some caveats to be aware of. The value and limitations are explained on pages 128–130.

68. How do I go about developing and presenting my study’s conceptual framework? Does this have to be an elaborate diagram?

In acknowledging the conceptual framework as an integral element of the research process, as a qualitative researcher, you need to know how to develop and create a conceptual or theoretical framework and where to introduce this in the dissertation. The term is somewhat an abstract notion, conjuring up a “model” or “diagram” of some sort. Moreover, there is no uniform and consistent definition, and discussions in the literature around conceptual frameworks are not clear or precise. Strategies for developing the conceptual framework and ideas for presenting it in the dissertation are discussed on pages 130–132. 

7.3 The Methodology Chapter

69. What is the purpose of the Methodology chapter?

The Methodology chapter of the dissertation presents the research design and the specific procedures used in conducting your study. In this chapter, you will show the reader that you understand the methodological implications of the choices you have made and, in particular, that you have thought carefully about the linkages between your study’s purpose and research questions, and the research approach and research methods that you have selected. More details regarding the purpose of this chapter are presented on pages 143–145.

70. What are the key components of the Methodology chapter?

The dissertation’s methodology chapter covers a lot of ground. In this chapter, you will document each step that you have taken in designing and conducting the study. This chapter situates the study within a particular methodological tradition and provides a detailed description of all aspects of the design and procedures of the study. While your headings and subheadings in this chapter are contingent on your particular university’s requirements, make sure your sections are in a logical sequence and what you write is comprehensive, clear, precise, and sufficiently detailed. An overview of the elements that would constitute a comprehensive and sound methodology chapter is presented on pages 11–12; 146–147.

71. What is the research sample, and how is this different from the research population?

The research sample is a subset of the population. Identifying your research sample, and the method you used to select that sample, provides the reader with some sense of the scope of your study. In addition, your study’s credibility relies on the quality of procedures you have used to select the research participants. Further information regarding qualitative research samples is provided on page 147.

72. How do I go about selecting my research sample, and how large does it need to be?

In qualitative research, selection of the research sample is purposeful . The logic of purposeful sampling lies in selecting information-rich cases, with the objective of yielding insight and understanding of the phenomenon under investigation. This method is in contrast to the random sampling procedures that characterize quantitative research, which is based on statistical probability theory. Further information regarding purposeful sampling and sample size is discussed on pages 148–149.

73. What kinds of information am I going to need from the research site and research sample?

Four areas of information are typically needed for most qualitative studies: contextual, perceptual, demographic, and theoretical. Additional details regarding the types of information needed, and how to go about collecting that information, are discussed on pages 149–151.

74. What is “research design,” and what are the implications of the choice of research design for my study?

Engaging in research involves choosing a study design that corresponds with your study’s problem, purpose, research questions, choice of site, and research sample. This calls to the fore the concept of methodological congruence, whereby all the study’s components are interconnected and interrelated so that the study itself is a cohesive whole rather than the sum of fragmented or isolated parts. You will also need to consider whether the design is a comfortable match with your worldview and your skills. How to go about developing the research design of your study and the criteria to take into consideration in doing so are presented on pages 151–152.

75. What are the key ethical considerations in conducting qualitative research?

In any research study, ethical issues relating to the protection of the participants are of vital concern. As researchers, we are morally bound to conduct our research in a manner that minimizes potential harm to those involved in the study. For the most part, issues of ethics focus on establishing safeguards that will protect the rights of participants and include informed consent, on protecting participants from harm, and on ensuring confidentiality. As a qualitative researcher, you need to remain attentive throughout your study to the researcher–participant relationship, which is determined by roles, status, and cultural norms. Central issues with regard to ethics in qualitative research are discussed on pages 161–162.

76.  How do I best understand issues of “trustworthiness” or “legitimation” regarding qualitative research?

Qualitative research is based to a large degree on reflection and interpretation. The researcher as instrument brings her or his experience and perspective to the table. Qualitative research does not purport to be objective, nor is this a goal of qualitative research. However, to be rigorous, qualitative research does strive to be transparent and to openly, legitimately, and clearly document and communicate all decisions taken throughout the research process. Issues of trustworthiness in qualitative research (credibility, dependability, and confirmability) and how these compare with quantitative research criteria are discussed on pages 162–163.

77. How can I better understand conflicting reports about the generalizability of qualitative research?

Although generalizability is not the intended goal of qualitative research, what must be addressed is the issue of transferability ; that is, the ways in which your reader determines whether and to what extent some of the elements of your study can be used as a way to understand similar elements of another context. Exactly what transferability implies and how to account for transferability in your qualitative study are discussed on page 164.

78. What is meant by “limitations” and “delimitations” in a qualitative research study, and what is the difference between these two concepts?

Limitations of the study are the characteristics of design or methodology that expose the conditions that may weaken the study. Delimitations refer to the initial choices made about the broader, overall design of your study and are those characteristics that define and clarify the conceptual boundaries of your research . More about limitations and delimitations and how to account for these in your study is discussed on pages 164–166.

7.4. Analyzing Data and Reporting Findings 

79. What constitutes the dissertation’s findings analysis chapter?

In this chapter, you present the analysis of your raw data, which are your findings. You have now moved beyond data to information . The challenge of qualitative analysis lies in making sense of large amounts of data, identifying what is significant, and constructing a framework for communicating the essence of what the data reveal. This chapter lays the foundation for the analysis, conclusions, and recommendations that will appear in subsequent chapters. Factors to take into consideration when preparing and writing this chapter, as well as a suggested outline, are provided on pages 13; 187–189.

80. What is the procedure involved in qualitative data analysis, and what is the role of the conceptual framework?

Data analysis demands a heightened awareness of the data and an open mind to recurring and common threads, some of which may be subtle. The process can be repetitious, tedious, and time consuming. While there is a somewhat systematic and stepwise procedure to prepare and analyze the data, the interrelationship among these steps is not necessarily linear. The phases involved in data analysis and the integral function of your conceptual framework are presented on pages 193–197.

81. How are research findings to be presented in a qualitative dissertation?

As the researcher, your goal is to tell a story that should be vivid and interesting, while also accurate and credible. In your report, the events, the people, and their words and actions are made explicit so that readers can experience the situation in a similar way to the researcher, as well as experience the world of the research participants.

Qualitative analysis is a creative and ongoing process that requires thoughtful judgments about what is significant and meaningful in the data. General guidelines for presenting this chapter are presented on pages 207–208.

82. What does this mean to present findings by way of quotation categories, and how do I go about doing this?

In qualitative research, interviewing is usually the major source of the data needed for understanding the phenomenon under study. The findings of qualitative research are typically reported in a narrative manner. Reports of qualitative studies usually include extensive samples of quotations from participants, and these provide the detail and substantiate the story that you are telling. An overwhelming question facing any researcher embarking on the write-up of the research report is, “Where do I begin to tell my story?” The various steps involved in this process are discussed on pages 208–212.

83. What is meant by thematic presentation of findings?

While the standard form of presenting quotes in qualitative research is to weave the quotes into your narrative, this is not the only form. Quotes can also be presented within charts, tables, or figures, with the overall goal to convey the story-line of your research according to the most predominant themes. More about this way of presenting findings can be found on pages 212–213.

7.5 Analysis and Interpretation of Findings 

84. What is the role and function of the analysis and synthesis chapter?

The previous chapter of the dissertation involved the analysis of data to produce the study’s findings. Organizing, preparing, and presenting the findings of your research is a somewhat objective exercise; the researcher is, in this instance, a reporter of information. This chapter involves the analysis, interpretation, and synthesis of those findings . Both chapters involve analytic decisions, and these two chapters together should convince a reader that you, the researcher, are sufficiently knowledgeable about the interlocking analytic processes that constitute qualitative research. Further details pertaining to this chapter’s place in the dissertation are provided in pages 13–14; 233–236.

85. What does it mean to seek patterns and themes?

Qualitative analysis is essentially about searching for patterns and themes; that is, the trends that you see emerging from among your findings. Now again, when you are analyzing your findings, you look for themes once again—this time not in raw data but in the findings that have emerged. Bear in mind that analytical approaches are linked to particular forms of data collection and are underpinned by specific conceptual and philosophical traditions. Each tradition provides a perspective on reality that is specific to that tradition. More on this is discussed on pages 238–240.

86. Once I have established patterns and themes, how do I go on to describe and interpret my study’s findings?

A qualitative dissertation should not only provide sufficient description to allow the reader to understand the basis for an interpretation but also provide meaningful interpretation to allow the reader to appreciate the description. An interpretive reading of your data involves constructing a version of what you think the findings mean or represent or what you think you can infer from the findings . Interpretation, in effect, moves the whole analytic process to a higher level. Guidelines for interpreting your material are presented on pages 240–243.

7.6 Conclusions and Recommendations Chapter

87. Formulating the study’s conclusions and recommendations constitute the final chapter of the dissertation. What should I be aware of regarding this chapter?

The final chapter of the dissertation presents a set of concluding statements and recommendations. By way of the conclusions, the story of your research is wrapped up , bringing it to its logical finale. Recommendations are the application of those conclusions. Writing conclusions and providing recommendations will draw on your ability to be a critical and, at the same time, creative thinker. Characteristics of worthy conclusions and recommendations are presented on pages 15; 269–270.

 88. How do I begin thinking about developing trustworthy conclusions?

When you were developing the study’s key findings, you engaged in critical thinking and reflection about all the potential deeper meanings behind these findings. As such, you were able to brainstorm a number of possible interpretations that explained your findings. In generating conclusions, you now need to go back to your findings and interpretations. A process to stimulate thinking about developing conclusions and making sure that your findings, interpretations, and conclusions are all aligned is presented on pages 270–271.

89. How do I write up my study’s conclusions?

As a general rule of thumb, you should provide at least one conclusion for each finding. However, the process is not altogether linear, and so it is possible that one conclusion can (but does not always) cut across more than one finding. It is important to bear in mind when thinking about and formulating each of your conclusions that they must be logically tied to one another . More about writing conclusions, as well as a tool for generating conclusions, is presented on pages 271–272.

90. How can I go about I developing actionable recommendations?

Recommendations follow your findings and conclusions. They are the application of those conclusions. A tool for generating the study’s recommendations is presented on pages 272–273.

91. How do I write up my recommendations?

You make recommendations based on your own experiences in conducting the research, as well as in any other professional capacity. Recommendations can have implications for policy and practice, as well as for further research. Further details pertaining to providing recommendations are presented on page 273.

92.     Will I have an opportunity to reflect on my research and findings?

Most certainly! As you near the end of your study, you may want to pause and reflect on the long qualitative journey you have undertaken. You may include this reflection in the last chapter, following your conclusions and recommendations. Suggestions about this piece of the dissertation are provided on pages 273–274.

93. Why is alignment such an important component to consider, and why should this be revisited as I near completion of the dissertation?  

You will have known throughout your research about the importance of alignment among the first three core critical elements: problem, purpose, and research questions. As you reach the final stages of writing your dissertation, it is crucial that you once again make certain that all the necessary elements that constitute your dissertation are aligned with one another. This will ensure that your study is tight and that you have taken an important step in ensuring methodological integrity ; this is extremely important for the defense when, among other things, the methodological integrity of your research is finely scrutinized. More about alignment is presented on pages 283–284.

 94. How do I craft my study’s title?

The title of your dissertation should catch the readers’ attention while at the same time properly informing them of the main focus of your study. Crafting an effective title is an iterative and ongoing exercise. A title has many uses. Most important, it should accurately reflect your work. More details about the title are provided on pages 284–285.

95. How do I prepare an Abstract?

Writing a good abstract requires that you explain what you did and what you found in simple, direct language. The abstract needs to be dense with information but also readable, well organized, concise and specific, focused, and coherent.  Abstracts can differ in terms of style and word count. It is suggested that you consult with your advisor, departmental regulations, and the relevant style manual regarding abstract requirements. More about the abstract is provided on pages 285–289.

96. What is the essential purpose of the dissertation defense?

The defense, in effect, moves your dissertation from the private domain into the arena of public discourse, providing you with some sense of closure. Actual procedures for conducting the meeting and the formalities involved are discussed on pages 302–303.

97. What is the process for selecting a defense committee?

Be aware that each university or college has a different system regarding dissertation committee structure and the process of preparing for that structure. Each institution has its own way of going about setting up the defense meeting, and it is recommended that you consult with your institution’s office of doctoral studies with regard to the correct procedures and protocol. Some general guidelines are provided on pages 300–301.

98. How can I best prepare myself for this milestone event, and what are some beneficial pre-defense strategies that I should know about?

Because this is the culminating aspect of a rigorous, traditional, and long-standing ritual, you are likely to approach the defense with some sense of anxiety. This is certainly understandable! Therefore, the more you can frame the defense as an opportunity to present your research publicly and the more you take a proactive position, the better the experience is likely to be. Guidelines toward this end are provided on pages 302–306.

99. Following the defense and all necessary revisions to my dissertation, what opportunities can I pursue regarding publishing my research?  

The dissertation process comes to a definitive end when the final document is submitted and the doctoral degree is awarded. At this juncture, you might consider looking beyond the dissertation and think of how you can share what you have researched with a broader audience than the academic community. Publishing your findings is a way to contribute to the ongoing knowledge base and work toward advancing your professional career. Details regarding publishing your research are provided on pages 308–309.

100. Following the defense and all necessary revisions to my dissertation, what opportunities can I pursue regarding presenting my research?

In addition to publications, completion of the dissertation provides you with  opportunities to present your study in other academic settings and research forums, such as graduate seminars and professional associations. Details regarding presenting your research are provided on page 310.

101. It is sometimes said that “the best dissertation is a DONE dissertation.”  However, how does one actually evaluate the quality of a qualitative dissertation?

I have no doubt that you will ask yourself whether there are key criteria or pointers that can help you determine the quality of your work as you navigate this long and intense journey. The short answer to this question is yes!  Once you have some idea of the core elements that are required for the various sections of your dissertation, an evaluation rubric is included for your convenience on pages 316–325 . Please be sure to use this rubric as a broad set of guidelines only in checking your work at different points along the way and in assessing or evaluating the quality of your work overall once completed. Hopefully this tool will be useful to you in determining where limitations may lie and where improvements can be made. 

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

How To Find A High-Quality Research Topic

6 steps to find & evaluate high-quality dissertation/thesis topics.

By: Caroline Osella (PhD, BA)  and Derek Jansen (MBA) | July 2019

So, you’re finally nearing the end of your degree and it’s now time to find a suitable topic for your dissertation or thesis. Or perhaps you’re just starting out on your PhD research proposal and need to find a suitable area of research for your application proposal.

In this post, we’ll provide a straightforward 6-step process that you can follow to ensure you arrive at a high-quality research topic . Follow these steps and you will formulate a well-suited, well-defined core research question .

There’s a helpful clue already: your research ‘topic’ is best understood as a research question or a problem . Your aim is not to create an encyclopedia entry into your field, but rather to shed light on an acknowledged issue that’s being debated (or needs to be). Think research  questions , not research  topics  (we’ll come back to this later).

Overview: How To Find A Research Topic

• Get an understanding of the research process
• Review previous dissertations from your university
• Review the academic literature to start the ideation process
• Identify your potential research questions (topics) and shortlist
• Narrow down, then evaluate your research topic shortlist
• Make the decision (and stick with it!)

Step 1: Understand the research process

It may sound horribly obvious, but it’s an extremely common mistake – students skip past the fundamentals straight to the ideation phase (and then pay dearly for it).

Start by looking at whatever handouts and instructions you’ve been given regarding what your university/department expects of a dissertation. For example, the course handbook, online information and verbal in-class instructions. I know it’s tempting to just dive into the ideation process, but it’s essential to start with the prescribed material first.

There are two important reasons for this:

First , you need to have a basic understanding of the research process , research methodologies , fieldwork options and analysis methods before you start the ideation process, or you will simply not be equipped to think about your own research adequately. If you don’t understand the basics of  quantitative , qualitative and mixed methods BEFORE you start ideating, you’re wasting your time.

Second , your university/department will have specific requirements for your research – for example, requirements in terms of topic originality, word count, data requirements, ethical adherence , methodology, etc. If you are not aware of these from the outset, you will again end up wasting a lot of time on irrelevant ideas/topics.

So, the most important first step is to get your head around both the basics of research (especially methodologies), as well as your institution’s specific requirements . Don’t give in to the temptation to jump ahead before you do this. As a starting point, be sure to check out our free dissertation course.

Step 2: Review past dissertations/theses

Unless you’re undertaking a completely new course, there will be many, many students who have gone through the research process before and have produced successful dissertations, which you can use to orient yourself. This is hugely beneficial – imagine being able to see previous students’ assignments and essays when you were doing your coursework!

Take a look at some well-graded (65% and above) past dissertations from your course (ideally more recent ones, as university requirements may change over time). These are usually available in the university’s online library. Past dissertations will act as a helpful model for all kinds of things, from how long a bibliography needs to be, to what a good literature review looks like, through to what kinds of methods you can use – and how to leverage them to support your argument.

As you peruse past dissertations, ask yourself the following questions:

• What kinds of topics did these dissertations cover and how did they turn the topic into questions?
• How broad or narrow were the topics?
• How original were the topics? Were they truly groundbreaking or just a localised twist on well-established theory?
• How well justified were the topics? Did they seem important or just nice to know?
• How much literature did they draw on as a theoretical base? Was the literature more academic or applied in nature?
• What kinds of research methods did they use and what data did they draw on?
• How did they analyse that data and bring it into the discussion of the academic literature?
• Which of the dissertations are most readable to you – why? How were they presented?
• Can you see why these dissertations were successful? Can you relate what they’ve done back to the university’s instructions/brief?

Seeing a variety of dissertations (at least 5, ideally in your area of interest) will also help you understand whether your university has very rigid expectations in terms of structure and format , or whether they expect and allow variety in the number of chapters, chapter headings, order of content, style of presentation and so on.

Some departments accept graphic novels; some are willing to grade free-flow continental-philosophy style arguments; some want a highly rigid, standardised structure.  Many offer a dissertation template , with information on how marks are split between sections. Check right away whether you have been given one of those templates – and if you do, then use it and don’t try to deviate or reinvent the wheel.

Step 3: Review the academic literature

Now that you (1) understand the research process, (2) understand your university’s specific requirements for your dissertation or thesis, and (3) have a feel for what a good dissertation looks like, you can start the ideation process. This is done by reviewing the current literature and looking for opportunities to add something original to the academic conversation.

Kick start the ideation process

So, where should you start your literature hunt? The best starting point is to get back to your modules. Look at your coursework and the assignments you did. Using your coursework is the best theoretical base, as you are assured that (1) the literature is of a high enough calibre for your university and (2) the topics are relevant to your specific course.

Start by identifying the modules that interested you the most and that you understood well (i.e. earned good marks for). What were your strongest assignments, essays or reports? Which areas within these were particularly interesting to you? For example, within a marketing module, you may have found consumer decision making or organisation trust to be interesting. Create a shortlist of those areas that you were both interested in and academically strong at. It’s no use picking an area that does not genuinely interest you – you’ll run out of motivation if you’re not excited by a topic.

Understand the current state of knowledge

Once you’ve done that, you need to get an understanding of the current state of the literature for your chosen interest areas. What you’re aiming to understand is this: what is the academic conversation here and what critical questions are yet unanswered? These unanswered questions are prime opportunities for a unique, meaningful research topic . A quick review of the literature on your favourite topics will help you understand this.

Grab your reading list from the relevant section of the modules, or simply enter the topics into Google Scholar . Skim-read 3-5 journal articles from the past 5 years which have at least 5 citations each (Google Scholar or a citations index will show you how many citations any given article has – i.e., how many other people have referred to it in their own bibliography). Also, check to see if your discipline has an ‘annual review’ type of journal, which gathers together surveys of the state of knowledge on a chosen topic. This can be a great tool for fast-tracking your understanding of the current state of the knowledge in any given area.

Start from your course’s reading list and work outwards. At the end of every journal article, you’ll find a reference list. Scan this reference list for more relevant articles and read those. Then repeat the process (known as snowballing) until you’ve built up a base of 20-30 quality articles per area of interest.

Absorb, don’t hunt

At this stage, your objective is to read and understand the current state of the theory for your area(s) of interest – you don’t need to be in topic-hunting mode yet. Don’t jump the gun and try to identify research topics before you are well familiarised with the literature.

As you read, try to understand what kinds of questions people are asking and how they are trying to answer them. What matters do the researchers agree on, and more importantly, what are they in disagreement about? Disagreements are prime research territory. Can you identify different ‘schools of thought’ or different ‘approaches’? Do you know what your own approach or slant is? What kinds of articles appeal to you and which ones bore you or leave you feeling like you’ve not really grasped them? Which ones interest you and point towards directions you’d like to research and know more about?

Once you understand the fundamental fact that academic knowledge is a conversation, things get easier.

Think of it like a party. There are groups of people in the room, enjoying conversations about various things. Which group do you want to join?  You don’t want to be that person in the corner, talking to themself. And you don’t want to be the hanger-on, laughing at the big-shot’s jokes and repeating everything they say.

Do you want to join a large group and try to make a small contribution to what’s going on, or are you drawn to a smaller group that’s having a more niche conversation, but where you feel you might more easily find something original to contribute? How many conversations can you identify? Which ones feel closer to you and more attractive? Which ones repel you or leave you cold? Are there some that, frankly, you just don’t understand?

Now, choose a couple of groups who are discussing something you feel interested in and where you feel like you might want to contribute. You want to make your entry into this group by asking a question – a question that will make the other people in the group turn around and look at you, listen to you, and think, “That’s interesting”.

Your dissertation will be the process of setting that question and then trying to find at least a partial answer to that question – but don’t worry about that now.  Right now, you need to work out what conversations are going on, whether any of them are related or overlapping, and which ones you might be able to walk into. I’ll explain how you find that question in the next step.

Need a helping hand?

Step 4: Identify potential research questions

Now that you have a decent understanding of the state of the literature in your area(s) of interest, it’s time to start developing your list of possible research topics. There are (at least) three approaches you can follow here, and they are not mutually exclusive:

Approach 1: Leverage the FRIN

Towards the end of most quality journal articles, you will find a section labelled “ further research ” or something similar. Generally, researchers will clearly outline where they feel further research is needed (FRIN), following on from their own research. So, essentially, every journal article presents you with a list of potential research opportunities.

Of course, only a handful of these will be both practical and of interest to you, so it’s not a quick-fix solution to finding a research topic. However, the benefit of going this route is that you will be able to find a genuinely original and meaningful research topic (which is particularly important for PhD-level research).

The upside to this approach is originality, but the downside is that you might not find something that really interests you , or that you have the means to execute. If you do go this route, make sure that you pay attention to the journal article dates, as the FRIN may already have been “solved” by other researchers if the article is old.

Approach 2: Put a context-based spin on an existing topic

The second option is to consider whether a theory which is already well established is relevant within a local or industry-specific context. For example, a theory about the antecedents (drivers) of trust is very well established, but there may be unique or uniquely important drivers within a specific national context or industry (for example, within the financial services industry in an emerging market).

If that industry or national context has not yet been covered by researchers and there is a good reason to believe there may be meaningful differences within that context, then you have an opportunity to take a unique angle on well-established theory, which can make for a great piece of research. It is however imperative that you have a good reason to believe that the existing theory may not be wholly relevant within your chosen context, or your research will not be justified.

The upside to this approach is that you can potentially find a topic that is “closer to home” and more relevant and interesting to you , while still being able to draw on a well-established body of theory. However, the downside is that this approach will likely not produce the level of originality as approach #1.

Approach 3: Uncensored brainstorming

The third option is to skip the FRIN, as well as the local/industry-specific angle and simply engage in a freeform brainstorming or mind-mapping session, using your newfound knowledge of the theory to formulate potential research ideas. What’s important here is that you do not censor yourself . However crazy, unfeasible, or plain stupid your topic appears – write it down. All that matters right now is that you are interested in this thing.

Next, try to turn the topic(s) into a question or problem. For example:

• What is the relationship between X, Y & Z?
• What are the drivers/antecedents of X?
• What are the outcomes of Y?
• What are the key success factors for Z?

Re-word your list of topics or issues into a list of questions .  You might find at this stage that one research topic throws up three questions (which then become sub-topics and even new separate topics in their own right) and in so doing, the list grows. Let it. Don’t hold back or try to start evaluating your ideas yet – just let them flow onto paper.

Once you’ve got a few topics and questions on paper, check the literature again to see whether any of these have been covered by the existing research. Since you came up with these from scratch, there is a possibility that your original literature search did not cover them, so it’s important to revisit that phase to ensure that you’re familiar with the relevant literature for each idea. You may also then find that approach #1 and #2 can be used to build on these ideas.

Try use all three approaches

As mentioned earlier, the three approaches discussed here are not mutually exclusive. In fact, the more, the merrier. Hopefully, you manage to utilise all three, as this will give you the best odds of producing a rich list of ideas, which you can then narrow down and evaluate, which is the next step.

Step 5: Narrow down, then evaluate

By this stage, you should have a healthy list of research topics. Step away from the ideation and thinking for a few days, clear your mind. The key is to get some distance from your ideas, so that you can sit down with your list and review it with a more objective view. The unbridled ideation phase is over and now it’s time to take a reality check .

Look at your list and see if any options can be crossed off right away .  Maybe you don’t want to do that topic anymore. Maybe the topic turned out to be too broad and threw up 20 hard to answer questions. Maybe all the literature you found about it was 30 years old and you suspect it might not be a very engaging contemporary issue . Maybe this topic is so over-researched that you’ll struggle to find anything fresh to say. Also, after stepping back, it’s quite common to notice that 2 or 3 of your topics are really the same one, the same question, which you’ve written down in slightly different ways. You can try to amalgamate these into one succinct topic.

Narrow down to the top 5, then evaluate

Now, take your streamlined list and narrow it down to the ‘top 5’ that interest you the most. Personal interest is your key evaluation criterion at this stage. Got your ‘top 5’?  Great!  Now, with a cool head and your best analytical mind engaged, go systematically through each option and evaluate them against the following criteria:

Research questions – what is the main research question, and what are the supporting sub-questions? It’s critically important that you can define these questions clearly and concisely. If you cannot do this, it means you haven’t thought the topic through sufficiently.

Originality – is the topic sufficiently original, as per your university’s originality requirements? Are you able to add something unique to the existing conversation? As mentioned earlier, originality can come in many forms, and it doesn’t mean that you need to find a completely new, cutting-edge topic. However, your university’s requirements should guide your decision-making here.

Importance – is the topic of real significance, or is it just a “nice to know”? If it’s significant, why? Who will benefit from finding the answer to your desired questions and how will they benefit? Justifying your research will be a key requirement for your research proposal , so it’s really important to develop a convincing argument here.

Literature – is there a contemporary (current) body of academic literature around this issue? Is there enough literature for you to base your investigation on, but not too much that the topic is “overdone”? Will you be able to navigate this literature or is it overwhelming?

Data requirements – What kind of data would you need access to in order to answer your key questions?  Would you need to adopt a qualitative, quantitative or mixed-methods approach to answer your questions? At this stage, you don’t need to be able to map out your exact research design, but you should be able to articulate how you would approach it in high-level terms. Will you use qual, quant or mixed methods? Why?

Feasibility – How feasible would it be to gather the data that would be needed in the time-frame that you have – and do you have the will power and the skills to do it? If you’re not confident with the theory, you don’t want something that’s going to draw you into a debate about the relative importance of epistemology and ontology. If you are shy, you won’t want to be doing ethnographic interviews. If you feel this question calls for a 100-person survey, do you have the time to plan, organise and conduct it and then analyse it? What will you do if you don’t get the response rate you expect? Be very realistic here and also ask advice from your supervisor and other experts – poor response rates are extremely common and can derail even the best research projects.

Personal attraction – On a scale of 1-10, how excited are you about this topic? Will addressing it add value to your life and/or career? Will undertaking the project help you build a skill you’ve previously wanted to work on (for example, interview skills, statistical analysis skills, software skills, etc.)?

The last point is particularly important. You will have to engage with your dissertation in a very sustained and deep way, face challenges and difficulties, and get it to completion. If you don’t start out enthusiastic about it, you’re setting yourself up for problems like ‘writer’s block’ or ‘burnout’ down the line. This is the reason personal interest was the sole evaluation criterion when we chose the top 5. So, don’t underestimate the importance of personal attraction to a topic – at the same time, don’t let personal attraction lead you to choose a topic that is not relevant to your course or feasible given your resources. 

Narrow down to 3, then get human feedback

We’re almost at the finishing line. The next step is to narrow down to 2 or 3 shortlisted topics. No more!  Write a short paragraph about each topic, addressing the following:

Firstly,  WHAT will this study be about? Frame the topic as a question or a problem. Write it as a dissertation title. No more than two clauses and no more than 15 words. Less than 15 is better (go back to good journal articles for inspiration on appropriate title styles).

Secondly, WHY this is interesting (original) and important – as proven by existing academic literature? Are people talking about this and is there an acknowledged problem, debate or gap in the literature?

Lastly,  HOW do you plan to answer the question? What sub-questions will you use? What methods does this call for and how competent and confident are you in those methods? Do you have the time to gather the data this calls for?

Show the shortlist and accompanying paragraphs to a couple of your peers from your course and also to an expert or two if at all possible (you’re welcome to reach out to us ), explaining what you will investigate, why this is original and important and how you will go about investigating it. 

Once you’ve pitched your ideas, ask for the following thoughts :

• Which is most interesting and appealing to them?
• Why do they feel this way?
• What problems do they foresee with the execution of the research?

Take advice and feedback and sit on it for another day. Let it simmer in your mind overnight before you make the final decision.  

Step 6: Make the decision (and stick with it!)

Then, make the commitment. Choose the one that you feel most confident about, having now considered both your opinion and the feedback from others.

Once you’ve made a decision, don’t doubt your judgement, don’t shift.  Don’t be tempted by the ones you left behind. You’ve planned and thought things through, checked feasibility and now you can start.  You have your research topic. Trust your own decision-making process and stick with it now. It’s time to get started on your research proposal!

Let’s recap…

In this post, I’ve proposed a straightforward 6-step plan to finding relevant research topic ideas and then narrowing them down to finally choose one winner. To recap:

• Understand the basics of academic research, as well as your university’s specific requirements for a dissertation, thesis or research project.
• Review previous dissertations for your course to get an idea of both topics and structure.
• Start the ideation process by familiarising yourself with the literature.
• Identify your potential research questions (topics).
• Narrow down your options, then evaluate systematically.
• Make your decision (and don’t look back!)

If you follow these steps, you’ll find that they also set you up for what’s coming next – both the proposal and the first three chapters of your dissertation. But that’s for future posts!

Psst... there’s more!

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

23 Comments

I would love to get a topic under teachers performance. I am a student of MSC Monitoring and Evaluations and I need a topic in the line of monitoring and evaluations

I just we put for some full notes that are payable

Thank you very much Dr Caroline

I need a project topics on transfer of learning

m a PhD Student I would like to be assisted inn formulating a title around: Internet of Things for online education in higher education – STEM (Science, technology, engineering and Mathematics, digital divide ) Thank you, would appreciate your guidance

Well structured guide on the topic… Good materials for beginners in research writing…

Hello Iam kindly seeking for help in formulating a researchable topic for masters degree program in line with teaching GRAPHIC ART

I read a thesis about a problem in a particular. Can I use the same topic just referring to my own country? Is that being original? The interview questions will mostly be the same as the other thesis.

Hi, thanks I managed to listen to the video so helpful indeed. I am currently an MBA student looking for a specific topic and I have different ideas that not sure they can be turned to be a study.

I am doing a Master of Theology in Pastoral Care and Counselling and I felt like doing research on Spiritual problem cause by substance abuse among Youth. Can I get help to formulate the Thesis Title in line with it…please

Hello, I am kindly seeking help in formulating a researchable topic for a National diploma program

As a beginner in research, I am very grateful for this well-structured material on research writing.

Hello, I watched the video and its very helpful. I’m a student in Nursing (degree). May you please help me with any research problems (in Namibian society or Nursing) that need to be evaluate or solved?

I have been greatly impacted. Thank you.

more than useful… there will be no justification if someone fails to get a topic for his thesis

I watched the video and its really helpful.

How can i started discovery

Analysing the significance of Integrated reporting in Zimbabwe. A case of institutional investors. this is my topic for PHD Accounting sciences need help with research questions

Excellent session that cleared lots of doubts.

Excellent session that cleared lots of doubts

It was a nice one thank you

Wow, This helped a lot not only with how to find a research topic but inspired me to kick it off from now, I am a final year student of environmental science. And have to complete my project in the coming six months.

I was really stressed and thinking about different topics that I don’t know nothing about and having more than a hundred topics in the baggage, couldn’t make the tradeoff among them, however, reading this scrubbed the fuzzy layer off my head and now it seems like really easy.

Thanks GRADCOACH, you saved me from getting into the rabbit hole.

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Dissertation examples

Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written. Refer to your module guidelines to make sure that you address all of the current assessment criteria. Some of the examples below are only available to access on campus.

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• Taught Masters examples

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• Dissertation

How to Write a Dissertation or Thesis Proposal

Published on September 21, 2022 by Tegan George . Revised on July 18, 2023.

When starting your thesis or dissertation process, one of the first requirements is a research proposal or a prospectus. It describes what or who you want to examine, delving into why, when, where, and how you will do so, stemming from your research question and a relevant topic .

The proposal or prospectus stage is crucial for the development of your research. It helps you choose a type of research to pursue, as well as whether to pursue qualitative or quantitative methods and what your research design will look like.

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Table of contents

What should your proposal contain, dissertation question examples, what should your proposal look like, dissertation prospectus examples, other interesting articles, frequently asked questions about proposals.

Prior to jumping into the research for your thesis or dissertation, you first need to develop your research proposal and have it approved by your supervisor. It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives .

Depending on your department’s requirements, there may be a defense component involved, where you present your research plan in prospectus format to your committee for their approval.

Your proposal should answer the following questions:

• Why is your research necessary?
• What is already known about your topic?
• Where and when will your research be conducted?
• Who should be studied?
• How can the research best be done?

Ultimately, your proposal should persuade your supervisor or committee that your proposed project is worth pursuing.

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Strong research kicks off with a solid research question , and dissertations are no exception to this.

Dissertation research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly
• What are the main factors enticing people under 30 in suburban areas to engage in the gig economy?
• Which techniques prove most effective for 1st-grade teachers at local elementary schools in engaging students with special needs?
• Which communication streams are the most effective for getting those aged 18-30 to the polls on Election Day?

An easy rule of thumb is that your proposal will usually resemble a (much) shorter version of your thesis or dissertation. While of course it won’t include the results section , discussion section , or conclusion , it serves as a “mini” version or roadmap for what you eventually seek to write.

Be sure to include:

• A succinct introduction to your topic and problem statement
• A brief literature review situating your topic within existing research
• A basic outline of the research methods you think will best answer your research question
• The perceived implications for future research
• A reference list in the citation style of your choice

The length of your proposal varies quite a bit depending on your discipline and type of work you’re conducting. While a thesis proposal is often only 3-7 pages long, a prospectus for your dissertation is usually much longer, with more detailed analysis. Dissertation proposals can be up to 25-30 pages in length.

Writing a proposal or prospectus can be a challenge, but we’ve compiled some examples for you to get your started.

• Example #1: “Geographic Representations of the Planet Mars, 1867-1907” by Maria Lane
• Example #2: “Individuals and the State in Late Bronze Age Greece: Messenian Perspectives on Mycenaean Society” by Dimitri Nakassis
• Example #3: “Manhood Up in the Air: A Study of Male Flight Attendants, Queerness, and Corporate Capitalism during the Cold War Era” by Phil Tiemeyer

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The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your sampling methods or criteria for selecting subjects
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.

It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.

Note that some departments require a defense component, where you present your prospectus to your committee orally.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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