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Writing a Research Proposal

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• Sue Starfield 5  

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One of the earliest documents that doctoral scholars have to write is a research proposal in which they provide a rationale and motivation for the research study they plan to undertake. This chapter discusses the form and function of a typical research proposal and provides a range of tools and techniques that can assist doctoral or graduate students in conceptualising and writing this high-stakes document.

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In the North American context, PhD submissions are known as dissertations , while in countries with British higher education traditions, they are referred to as theses. In this chapter, I use them interchangeably to refer to the written submission of a doctoral candidate for examination.

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School of Education, UNSW Sydney, Sydney, NSW, Australia

Sue Starfield

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Sydney School of Education and Social Work, University of Sydney, Sydney, NSW, Australia

Aek Phakiti

Department of Linguistics, Germanic, Slavic, Asian and African Languages, Michigan State University, East Lansing, MI, USA

Peter De Costa

Applied Linguistics, Northern Arizona University, Flagstaff, AZ, USA

Luke Plonsky

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Starfield, S. (2018). Writing a Research Proposal. In: Phakiti, A., De Costa, P., Plonsky, L., Starfield, S. (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59900-1_9

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Master of Education (M.Ed.) Research Proposal - Exploring the potential of implementing E-Learning practices at the University of Guyana

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Kerwin A. Livingstone

The University of Guyana, up to the present time (2014), continues to embrace a traditional learning and teaching approach. All educational practices, to a great degree, are out-dated. Face to face contact is the only mode of instructional delivery. Further to this, the conventional Distance Education, via the print-based correspondence mode, is still the current trend. Such a method only favours but a handful of students. As has been revealed by research, such an approach, even if it might engage students, is still teacher-directed and rejects an emancipative, student-centred approach to learning. E-Learning, however, is being universally accepted as the instructional delivery mode which fosters student engagement and emancipation. Consequently, this study seeks to explore the potential of implementing e-learning practices at the University of Guyana. A case is made for the adoption and institutionalisation of technology-based learning and teaching. The findings illuminate that university students and staff (both academic and administrative) are, by and large, (generally) ready for E-Learning. E-Learning has the potential to revolutionise and diversify pedagogical practices. Keyowrds: e-learning, university, higher/tertiary education, online learning, technology, learning and teaching, learners, teachers, curriculum.

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In the knowledge era, the e-learning has become vital. E-learning incorporates numerous tools that provide academic institutions efficient and effective ways to store, manage, share its academic resources and knowledge and supplement their traditional way of teaching. The adoption of e-learning has become a requirement at universities as it is enhancing the teaching and learning environment.The students' viewpoints, lecturers' performance, characteristics of LMS and support of university that play a significant role in determining e-learning implementation. In conclusion, universities should support e-learning deployment through improving learners' viewpoints, must ensure that lecturers are entirely on board regarding the implementation of e-learning, should guarantee the quality of the utilized system, must highlight the importance of LMS on curriculum and provide good enough service for effective LMS implementation in blended learning environment. 01. Introduction The use of Information and Communication Technology (ICT) is a dynamic qualification for the growth of a knowledge-based economy, to develop human resources specifically for developing countries. Because of the greater use of information and communications technologies, Universities are enduring typical shifts. The result of this typical shift in the consumption and implementation of e-learning, which has arisen as an overbearing tool to communicate knowledge in the academic as well as corporate sectors. According to Kelly and Bauer, E-learning is the use of Web-based communication, collaboration, learning, knowledge transfer, and training in order to add value to learners and businesses (Managing Intellectual Capital via E-Learning at Cisco, 2004). E-learning is controlled to become an essential module of information propagation, and develops as the new standard of modern education meanwhile it has several advantages such like increased efficiency and cost reduction, transparency, scalability, flexibility, accessibility consistency and improved student performance. As Fathi and Wilson, all methods of Internet-mediated learning continue to succeed across all stages of higher education and are increasing continually (2009). Some academic and technical training organizations are using e-learning systems to support for traditional ways of teaching (blended learning), same time others use it to supporting tool for distance learning (pure exclusive e-learning). In case of blended learning environment, according to Gribbins et al, it is mixes instructional delivery in a face-to-face manner with online learning, either synchronously or asynchronously (2007). Hence, it is defined as a combination of online-learning and face-to-face classroom learning environments (Graham, 2006; Wu et al., 2010; Nawaz et al., 2015). On the other hand, in distance learning, e-learning can be used to construct a complete virtual learning environment with all course works can be done absolutely in an online manner. Additionally, the progress of e-learning systems is fairly a challenge for both government and government universities and industry. Success of the education does not rely only on technology, but it depends on careful planning and strategies for the implementation must be closely examined and that the implementation among users is a vital concern (ElT artoussi, 2009). Both Information System researchers and professionals deal various complications in theoretical and methodological concepts (Ozkan et al 2008). Most of the initiative institutions of e-learning in developing countries have not been successful (Borstorff, et al 2007, Saeedikiya, M., et al 2010, Sife, A. S. et al 2008). Some of them only know that why many initiatives stop their online learning after their initial experience (Sun et al, 2008). As a significance of these issues, the development of theories and principles for guiding e-learning triumph to lead to achieve an efficient system is become as a requirement. Furthermore, according to the importance of measuring IS success in terms of e-learning application increase, the requirement for the investment on e-learning also increase. But before investing in on an e-learning system, there is a crucial need to evaluate the success of the systems. 02. E – Learning Background Many researchers have encouraged to develop internet technologies and web based applications by the growing convention of internet. The character of e-learning and information technologies in higher education endures to multiply in scope and density. Every public educational institution has got the chance to make the use of Internet as a backbone of communicating medium with the students with the help of the rapid development of ICT

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After years of research on ICT in education it had been decided at the Faculty of Management (FM) that, by way of a carefully applied experiment, online education was to be fully introduced into a single course -and still partly combined with face-to-face interaction. From the psychological as well as from the sociological perspective, the effects of the so-called blended learning, as investigated among all stakeholders, proved positive by and large. This encouraged further implementation of new teaching methods and enabled technologically as well as pedagogically significant shifts of stress in the conception of some ICT-related courses. Due to an (empirically well proven) overall success it was decided to continue with the introduction of e-learning, stepping up to five blended courses on graduate and post-graduate level in 2005/06 as well as further increasing the intensity and broadening the scope of research activities in the field.

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Research Proposal Example/Sample

Detailed Walkthrough + Free Proposal Template

If you’re getting started crafting your research proposal and are looking for a few examples of research proposals , you’ve come to the right place.

In this video, we walk you through two successful (approved) research proposals , one for a Master’s-level project, and one for a PhD-level dissertation. We also start off by unpacking our free research proposal template and discussing the four core sections of a research proposal, so that you have a clear understanding of the basics before diving into the actual proposals.

• Research proposal example/sample – Master’s-level (PDF/Word)
• Research proposal example/sample – PhD-level (PDF/Word)
• Proposal template (Fully editable) 

If you’re working on a research proposal for a dissertation or thesis, you may also find the following useful:

• Research Proposal Bootcamp : Learn how to write a research proposal as efficiently and effectively as possible
• 1:1 Proposal Coaching : Get hands-on help with your research proposal

PS – If you’re working on a dissertation, be sure to also check out our collection of dissertation and thesis examples here .

FAQ: Research Proposal Example

Research proposal example: frequently asked questions, are the sample proposals real.

Yes. The proposals are real and were approved by the respective universities.

Can I copy one of these proposals for my own research?

As we discuss in the video, every research proposal will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your research proposal to suit your specific context.

You can learn more about the basics of writing a research proposal here .

How do I get the research proposal template?

You can access our free proposal template here .

Is the proposal template really free?

Yes. There is no cost for the proposal template and you are free to use it as a foundation for your research proposal.

Where can I learn more about proposal writing?

For self-directed learners, our Research Proposal Bootcamp is a great starting point.

For students that want hands-on guidance, our private coaching service is recommended.

Psst… there’s more!

This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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Educational Leadership - Ed.D.

• Off-campus Access
• Literature Review

Research Proposal

• Annotated Bibliography
• Peer Review or Scholarly Journal Articles
• APA Citation

Research Support

Additional information.

There is additional information in the Organizing Academic Research Papers research guide.

The goal of a research proposal is to present and justify a research idea you have and to present the practical ways in which you think this research should be conducted. The forms and procedures for such research are defined by the field of study, so guidelines for research proposals are generally more exacting and less formal than a project proposal. Research proposals contain extensive literature reviews and must provide persuasive evidence that there is a need for the research study being proposed. In addition to providing rationale for the proposed research, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study.

Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.

How to Approach Writing in a Research Proposal

• Develop your skills in thinking about and designing a comprehensive research study.
• Help learn how to conduct a comprehensive review of the literature to ensure a research problem has not already been answered [or you may determine the problem has been answered ineffectively] and, in so doing, become familiar with scholarship related to your topic.
• Improve your general research and writing skills.
• Practice identifying what logical steps must be taken to accomplish one's research goals.
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in the process of doing scholarly research.

A proposal should contain all the key elements involved in designing a complete research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the results of the study and your analysis of those results. Finally, an effective proposal is judged on the quality of your writing. It is, therefore, important that your writing is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish? Be clear and succient in defining the research problem and what it is you are proposing to research.
• Why do you want to do it? In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of study. Be sure to answer the "So what? question.
• How are you going to do it? Be sure that what you propose is do-able.

Common Mistakes to Avoid

• Failure to be concise; being "all over the map" without a clear sense of purpose.
• Failure to cite landmark works in your literature review.
• Failure to delimit the contextual boundaries of your research [e.g., time, place, people, etc.].
• Failure to develop a coherent and persuasive argument for the proposed research.
• Failure to stay focused on the research question; going off on unrelated tangents.
• Sloppy or imprecise writing. Poor grammar.
• Too much detail on minor issues, but not enough detail on major issues.

Procter, Margaret. The Academic Proposal .  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal . Baylor University; Wong, Paul T. P. How to Write a Research Proposal . International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books . The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

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