research project objectives

Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

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

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

Overview: The Golden Thread

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

What is the “golden thread”?  

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

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

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

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

Research Aims: What are they?

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

Research Aims: Examples  

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

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

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

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Research Objectives: What are they?

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

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

Research Objectives: Examples  

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

For the digital transformation topic:

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

And for the student wellness topic:

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

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

Research Questions: What are they?

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

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

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

Research Questions: Examples  

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

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

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

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

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

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

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

The importance of strong alignment 

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

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

Recap: The golden thread

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

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

Psst… there’s more (for free)

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

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38 Comments

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

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

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

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

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

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

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

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

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

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

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

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

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

This is quite helpful. I really appreciate!

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

Very innovative and educational in approach to conducting research.

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

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

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

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

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

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

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

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

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

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

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

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

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

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

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

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

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

Well explained

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

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

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

I found this article helpful. Thanks for sharing this.

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

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

Introduction

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

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

What Are Aims and Objectives?

Research aims.

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

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

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

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

Example of a Research Aim

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

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

Research Objectives

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

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

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

Example of a Research Objective

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

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

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

Restructuring Research Objectives as Research Questions

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

Difference Between Aims and Objectives

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

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

How to Write Aims and Objectives

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

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

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

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

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

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

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

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

Research Objectives

Each of your research objectives should be SMART :

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

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

Table of Research Verbs to Use in Aims and Objectives

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

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

Checking Research Objective Example Against Recommended Approach

Research Objective:

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

Checking Against Recommended Approach:

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

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

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

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

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

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

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

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

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

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

2. Making Your Research Objectives Too Ambitious

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

3. Formulating Repetitive Research Objectives

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

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

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

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• Defining Research Objectives: How To  Write Them

Almost all industries use research for growth and development. Research objectives are how researchers ensure that their study has direction and makes a significant contribution to growing an industry or niche.

Research objectives provide a clear and concise statement of what the researcher wants to find out. As a researcher, you need to clearly outline and define research objectives to guide the research process and ensure that the study is relevant and generates the impact you want.

In this article, we will explore research objectives and how to leverage them to achieve successful research studies.

What Are Research Objectives?

Research objectives are what you want to achieve through your research study. They guide your research process and help you focus on the most important aspects of your topic.

You can also define the scope of your study and set realistic and attainable study goals with research objectives. For example, with clear research objectives, your study focuses on the specific goals you want to achieve and prevents you from spending time and resources collecting unnecessary data.

However, sticking to research objectives isn’t always easy, especially in broad or unconventional research. This is why most researchers follow the SMART criteria when defining their research objectives.

Understanding SMART Criteria in Research

Think of research objectives as a roadmap to achieving your research goals, with the SMART criteria as your navigator on the map.

SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. These criteria help you ensure that your research objectives are clear, specific, realistic, meaningful, and time-bound.

Here’s a breakdown of the SMART Criteria:

Specific : Your research objectives should be clear: what do you want to achieve, why do you want to achieve it, and how do you plan to achieve it? Avoid vague or broad statements that don’t provide enough direction for your research.

Measurable : Your research objectives should have metrics that help you track your progress and measure your results. Also, ensure the metrics are measurable with data to verify them.

Achievable : Your research objectives should be within your research scope, timeframe, and budget. Also, set goals that are challenging but not impossible.

Relevant: Your research objectives should be in line with the goal and significance of your study. Also, ensure that the objectives address a specific issue or knowledge gap that is interesting and relevant to your industry or niche.

Time-bound : Your research objectives should have a specific deadline or timeframe for completion. This will help you carefully set a schedule for your research activities and milestones and monitor your study progress.

Characteristics of Effective Research Objectives

Clarity : Your objectives should be clear and unambiguous so that anyone who reads them can understand what you intend to do. Avoid vague or general terms that could be taken out of context.

Specificity : Your objectives should be specific and address the research questions that you have formulated. Do not use broad or narrow objectives as they may restrict your field of research or make your research irrelevant.

Measurability : Define your metrics with indicators or metrics that help you determine if you’ve accomplished your goals or not. This will ensure you are tracking the research progress and making interventions when needed.

Also, do use objectives that are subjective or based on personal opinions, as they may be difficult to accurately verify and measure.

Achievability : Your objectives should be realistic and attainable, given the resources and time available for your research project. You should set objectives that match your skills and capabilities, they can be difficult but not so hard that they are realistically unachievable.

For example, setting very difficult make you lose confidence, and abandon your research. Also, setting very simple objectives could demotivate you and prevent you from closing the knowledge gap or making significant contributions to your field with your research.

Relevance : Your objectives should be relevant to your research topic and contribute to the existing knowledge in your field. Avoid objectives that are unrelated or insignificant, as they may waste your time or resources.

Time-bound : Your objectives should be time-bound and specify when you will complete them. Have a realistic and flexible timeframe for achieving your objectives, and track your progress with it. 

Steps to Writing Research Objectives

Identify the research questions.

The first step in writing effective research objectives is to identify the research questions that you are trying to answer. Research questions help you narrow down your topic and identify the gaps or problems that you want to address with your research.

For example, if you are interested in the impact of technology on children’s development, your research questions could be:

• What is the relationship between technology use and academic performance among children?
• Are children who use technology more likely to do better in school than those who do not?
• What is the social and psychological impact of technology use on children?

Brainstorm Objectives

Once you have your research questions, you can brainstorm possible objectives that relate to them. Objectives are more specific than research questions, and they tell you what you want to achieve or learn in your research.

You can use verbs such as analyze, compare, evaluate, explore, investigate, etc. to express your objectives. Also, try to generate as many objectives as possible, without worrying about their quality or feasibility at this stage.

Prioritize Objectives

Once you’ve brainstormed your objectives, you’ll need to prioritize them based on their relevance and feasibility. Relevance is how relevant the objective is to your research topic and how well it fits into your overall research objective.

Feasibility is how realistic and feasible the objective is compared to the time, money, and expertise you have. You can create a matrix or ranking system to organize your objectives and pick the ones that matter the most.

Refine Objectives

The next step is to refine and revise your objectives to ensure clarity and specificity. Start by ensuring that your objectives are consistent and coherent with each other and with your research questions. 

Make Objectives SMART

A useful way to refine your objectives is to make them SMART, which stands for specific, measurable, achievable, relevant, and time-bound. 

• Specific : Objectives should clearly state what you hope to achieve.
• Measurable : They should be able to be quantified or evaluated.
• Achievable : realistic and within the scope of the research study.
• Relevant : They should be directly related to the research questions.
• Time-bound : specific timeframe for research completion.

Review and Finalize Objectives

The final step is to review your objectives for coherence and alignment with your research questions and aim. Ensure your objectives are logically connected and consistent with each other and with the purpose of your study.

You also need to check that your objectives are not too broad or too narrow, too easy or too hard, too many or too few. You can use a checklist or a rubric to evaluate your objectives and make modifications.

Examples of Well-Written Research Objectives

Example 1- Psychology

Research question: What are the effects of social media use on teenagers’ mental health?

Objective : To determine the relationship between the amount of time teenagers in the US spend on social media and their levels of anxiety and depression before and after using social media.

What Makes the Research Objective SMART?

The research objective is specific because it clearly states what the researcher hopes to achieve. It is measurable because it can be quantified by measuring the levels of anxiety and depression in teenagers. 

Also, the objective is achievable because the researcher can collect enough data to answer the research question. It is relevant because it is directly related to the research question. It is time-bound because it has a specific deadline for completion.

Example 2- Marketing

Research question : How can a company increase its brand awareness by 10%?

Objective : To develop a marketing strategy that will increase the company’s sales by 10% within the next quarter.

How Is this Research Objective SMART?

The research states what the researcher hopes to achieve ( Specific ). You can also measure the company’s reach before and after the marketing plan is implemented ( Measurable ).

The research objective is also achievable because you can develop a marketing plan that will increase awareness by 10% within the timeframe. The objective is directly related to the research question ( Relevant ). It is also time-bound because it has a specific deadline for completion.

Research objectives are a well-designed roadmap to completing and achieving your overall research goal. 

However, research goals are only effective if they are well-defined and backed up with the best practices such as the SMART criteria. Properly defining research objectives will help you plan and conduct your research project effectively and efficiently.

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Frequently asked questions

How do i write a research objective.

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

Frequently asked questions: Writing a research paper

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

• Focused and researchable
• Answerable using credible sources
• Complex and arguable
• Feasible and specific
• Relevant and original

All 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

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

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

Your research objectives indicate how you’ll try to address your research problem and should be specific:

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

The main guidelines for formatting a paper in Chicago style are to:

• Use a standard font like 12 pt Times New Roman
• Use 1 inch margins or larger
• Apply double line spacing
• Indent every new paragraph ½ inch
• Include a title page
• Place page numbers in the top right or bottom center
• Cite your sources with author-date citations or Chicago footnotes
• Include a bibliography or reference list

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

The main guidelines for formatting a paper in MLA style are as follows:

• Use an easily readable font like 12 pt Times New Roman
• Set 1 inch page margins
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

To format a paper in APA Style , follow these guidelines:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial
• If submitting for publication, insert a running head on every page
• Apply APA heading styles
• Cite your sources with APA in-text citations
• List all sources cited on a reference page at the end

No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of a research paper has several key elements you should make sure to include:

• A restatement of the research problem
• A summary of your key arguments and/or findings
• A short discussion of the implications of your research

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

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Research Objectives: The Compass of Your Study

Table of contents

• 1 Definition and Purpose of Setting Clear Research Objectives
• 2 How Research Objectives Fit into the Overall Research Framework
• 3 Types of Research Objectives
• 4 Aligning Objectives with Research Questions and Hypotheses
• 5 Role of Research Objectives in Various Research Phases
• 6.1 Key characteristics of well-defined research objectives
• 6.2 Step-by-Step Guide on How to Formulate Both General and Specific Research Objectives
• 6.3 How to Know When Your Objectives Need Refinement
• 7 Research Objectives Examples in Different Fields
• 8 Conclusion

Embarking on a research journey without clear objectives is like navigating the sea without a compass. This article delves into the essence of establishing precise research objectives, serving as the guiding star for your scholarly exploration.

We will unfold the layers of how the objective of study not only defines the scope of your research but also directs every phase of the research process, from formulating research questions to interpreting research findings. By bridging theory with practical examples, we aim to illuminate the path to crafting effective research objectives that are both ambitious and attainable. Let’s chart the course to a successful research voyage, exploring the significance, types, and formulation of research paper objectives.

Definition and Purpose of Setting Clear Research Objectives

Defining the research objectives includes which two tasks? Research objectives are clear and concise statements that outline what you aim to achieve through your study. They are the foundation for determining your research scope, guiding your data collection methods, and shaping your analysis. The purpose of research proposal and setting clear objectives in it is to ensure that your research efforts are focused and efficient, and to provide a roadmap that keeps your study aligned with its intended outcomes.

To define the research objective at the outset, researchers can avoid the pitfalls of scope creep, where the study’s focus gradually broadens beyond its initial boundaries, leading to wasted resources and time. Clear objectives facilitate communication with stakeholders, such as funding bodies, academic supervisors, and the broader academic community, by succinctly conveying the study’s goals and significance. Furthermore, they help in the formulation of precise research questions and hypotheses, making the research process more systematic and organized. Yet, it is not always easy. For this reason, PapersOwl is always ready to help. Lastly, clear research objectives enable the researcher to critically assess the study’s progress and outcomes against predefined benchmarks, ensuring the research stays on track and delivers meaningful results.

How Research Objectives Fit into the Overall Research Framework

Research objectives are integral to the research framework as the nexus between the research problem, questions, and hypotheses. They translate the broad goals of your study into actionable steps, ensuring every aspect of your research is purposefully aligned towards addressing the research problem. This alignment helps in structuring the research design and methodology, ensuring that each component of the study is geared towards answering the core questions derived from the objectives. Creating such a difficult piece may take a lot of time. If you need it to be accurate yet fast delivered, consider getting professional research paper writing help whenever the time comes. It also aids in the identification and justification of the research methods and tools used for data collection and analysis, aligning them with the objectives to enhance the validity and reliability of the findings.

Furthermore, by setting clear objectives, researchers can more effectively evaluate the impact and significance of their work in contributing to existing knowledge. Additionally, research objectives guide literature review, enabling researchers to focus their examination on relevant studies and theoretical frameworks that directly inform their research goals.

Types of Research Objectives

In the landscape of research, setting objectives is akin to laying down the tracks for a train’s journey, guiding it towards its destination. Constructing these tracks involves defining two main types of objectives: general and specific. Each serves a unique purpose in guiding the research towards its ultimate goals, with general objectives providing the broad vision and specific objectives outlining the concrete steps needed to fulfill that vision. Together, they form a cohesive blueprint that directs the focus of the study, ensuring that every effort contributes meaningfully to the overarching research aims.

• General objectives articulate the overarching goals of your study. They are broad, setting the direction for your research without delving into specifics. These objectives capture what you wish to explore or contribute to existing knowledge.
• Specific objectives break down the general objectives into measurable outcomes. They are precise, detailing the steps needed to achieve the broader goals of your study. They often correspond to different aspects of your research question , ensuring a comprehensive approach to your study.

To illustrate, consider a research project on the impact of digital marketing on consumer behavior. A general objective might be “to explore the influence of digital marketing on consumer purchasing decisions.” Specific objectives could include “to assess the effectiveness of social media advertising in enhancing brand awareness” and “to evaluate the impact of email marketing on customer loyalty.”

Aligning Objectives with Research Questions and Hypotheses

The harmony between what research objectives should be, questions, and hypotheses is critical. Objectives define what you aim to achieve; research questions specify what you seek to understand, and hypotheses predict the expected outcomes.

This alignment ensures a coherent and focused research endeavor. Achieving it necessitates a thoughtful consideration of how each component interrelates, ensuring that the objectives are not only ambitious but also directly answerable through the research questions and testable via the hypotheses. This interconnectedness facilitates a streamlined approach to the research process, enabling researchers to systematically address each aspect of their study in a logical sequence. Moreover, it enhances the clarity and precision of the research, making it easier for peers and stakeholders to grasp the study’s direction and potential contributions.

Role of Research Objectives in Various Research Phases

Throughout the research process, objectives guide your choices and strategies – from selecting the appropriate research design and methods to analyzing data and interpreting results. They are the criteria against which you measure the success of your study. In the initial stages, research objectives inform the selection of a topic, helping to narrow down a broad area of interest into a focused question that can be explored in depth. During the methodology phase, they dictate the type of data needed and the best methods for obtaining that data, ensuring that every step taken is purposeful and aligned with the study’s goals. As the research progresses, objectives provide a framework for analyzing the collected data, guiding the researcher in identifying patterns, drawing conclusions, and making informed decisions.

Crafting Effective Research Objectives

The effective objective of research is pivotal in laying the groundwork for a successful investigation. These objectives clarify the focus of your study and determine its direction and scope. Ensuring that your objectives are well-defined and aligned with the SMART criteria is crucial for setting a strong foundation for your research.

Key characteristics of well-defined research objectives

Well-defined research objectives are characterized by the SMART criteria – Specific, Measurable, Achievable, Relevant, and Time-bound. Specific objectives clearly define what you plan to achieve, eliminating any ambiguity. Measurable objectives allow you to track progress and assess the outcome. Achievable objectives are realistic, considering the research sources and time available. Relevant objectives align with the broader goals of your field or research question. Finally, Time-bound objectives have a clear timeline for completion, adding urgency and a schedule to your work.

Step-by-Step Guide on How to Formulate Both General and Specific Research Objectives

So lets get to the part, how to write research objectives properly?

• Understand the issue or gap in existing knowledge your study aims to address.
• Gain insights into how similar challenges have been approached to refine your objectives.
• Articulate the broad goal of research based on your understanding of the problem.
• Detail the specific aspects of your research, ensuring they are actionable and measurable.

How to Know When Your Objectives Need Refinement

Your objectives of research may require refinement if they lack clarity, feasibility, or alignment with the research problem. If you find yourself struggling to design experiments or methods that directly address your objectives, or if the objectives seem too broad or not directly related to your research question, it’s likely time for refinement. Additionally, objectives in research proposal that do not facilitate a clear measurement of success indicate a need for a more precise definition. Refinement involves ensuring that each objective is specific, measurable, achievable, relevant, and time-bound, enhancing your research’s overall focus and impact.

Research Objectives Examples in Different Fields

The application of research objectives spans various academic disciplines, each with its unique focus and methodologies. To illustrate how the objectives of the study guide a research paper across different fields, here are some research objective examples:

• In Health Sciences , a research aim may be to “determine the efficacy of a new vaccine in reducing the incidence of a specific disease among a target population within one year.” This objective is specific (efficacy of a new vaccine), measurable (reduction in disease incidence), achievable (with the right study design and sample size), relevant (to public health), and time-bound (within one year).
• In Environmental Studies , the study objectives could be “to assess the impact of air pollution on urban biodiversity over a decade.” This reflects a commitment to understanding the long-term effects of human activities on urban ecosystems, emphasizing the need for sustainable urban planning.
• In Economics , an example objective of a study might be “to analyze the relationship between fiscal policies and unemployment rates in developing countries over the past twenty years.” This seeks to explore macroeconomic trends and inform policymaking, highlighting the role of economic research study in societal development.

These examples of research objectives describe the versatility and significance of research objectives in guiding scholarly inquiry across different domains. By setting clear, well-defined objectives, researchers can ensure their studies are focused and impactful and contribute valuable knowledge to their respective fields.

Defining research studies objectives and problem statement is not just a preliminary step, but a continuous guiding force throughout the research journey. These goals of research illuminate the path forward and ensure that every stride taken is meaningful and aligned with the ultimate goals of the inquiry. Whether through the meticulous application of the SMART criteria or the strategic alignment with research questions and hypotheses, the rigor in crafting and refining these objectives underscores the integrity and relevance of the research. As scholars venture into the vast terrains of knowledge, the clarity, and precision of their objectives serve as beacons of light, steering their explorations toward discoveries that advance academic discourse and resonate with the broader societal needs.

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Frequently asked questions

What is a research objective.

Research objectives describe what you intend your research project to accomplish.

They summarise the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Frequently asked questions: Dissertation

The acknowledgements are generally included at the very beginning of your thesis or dissertation, directly after the title page and before the abstract .

If you only used a few abbreviations in your thesis or dissertation, you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimising confusion about abbreviations unfamiliar to your reader.

A list of figures and tables compiles all of the figures and tables that you used in your thesis or dissertation and displays them with the page number where they can be found.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organise 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.)

An abstract for a thesis or dissertation is usually around 150–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract appears on its own page, after the title page and acknowledgements but before the table of contents .

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

For a stronger dissertation conclusion , avoid including:

• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion of your thesis or dissertation shouldn’t take up more than 5-7% of your overall word count.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

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.

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

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21 Research Objectives Examples (Copy and Paste)

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

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

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

Research Objectives vs Research Aims

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

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

Example of an Overarching Research Aim:

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

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

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

Examples of Specific Research Objectives:

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

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

How to Write Research Objectives

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

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

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

Here is each step:

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

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

Research Objectives Examples

1. Field: Psychology

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

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

2. Field: Environmental Science

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

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

3. Field: Technology

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

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

4. Field: Education

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

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

5. Field: Health

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

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

6. Field: Environmental Science

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

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

7. Field: Sociology

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

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

8. Field: Economics

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

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

9. Field: Education

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

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

10. Field: Technology

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

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

11. Field: Biochemistry

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

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

12. Field: Linguistics

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

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

13. Field: Art History

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

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

14. Field: Cybersecurity

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

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

15. Field: Cultural Studies

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

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

16. Field: Astronomy

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

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

17. Field: Literature

Aim: To examine narrative techniques in contemporary graphic novels.

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

18. Field: Renewable Energy

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

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

19. Field: Sports Science

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

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

20. Field: Ecology

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

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

21. Field: Food Science

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

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

The Importance of Research Objectives

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

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

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

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

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

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

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

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

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Research Aims and Objectives: The dynamic duo for successful research

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

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

Understanding the Difference between Research Aims and Objectives

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

Research Aims:

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

Research Objectives:

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

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

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

Importance of Well-defined Aims and Objectives

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

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

How to Formulate Research Aims and Objectives

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

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

Common Pitfalls to Avoid While Formulating Aims and Objectives

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

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

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

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

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A Guide to Writing Research Objectives and Aims

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

Introduction

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

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

What is Research Aim?

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

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

What are Research Objectives?

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

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

Understanding the difference between research objectives and aim

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

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

How to Write the Aim and Objectives of Research?

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

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

Research Aim

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

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

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

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

Research Objectives

Each of your research objectives should have the following:

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

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

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

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How to Write Objectives in a Research Proposal

Last Updated: May 19, 2023 Fact Checked

This article was co-authored by Felipe Corredor . Felipe is a Senior College Admissions Consultant at American College Counselors with over seven years of experience. He specializes in helping clients from all around the world gain admission into America's top universities through private, one-on-one consulting. He helps guide clients through the entire college admissions process and perfect every aspect of their college applications. Felipe earned a Bachelor's Degree from the University of Chicago and recently received his MBA. There are 10 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 125,069 times.

A research proposal is a detailed outline for a significant research project. They’re common for class assignments, capstone papers, grant applications, and even job applications in some fields, so it's possible you'll have to prepare one at some point. The objectives are a very important part of a research proposal because they outline where the project is headed and what it will accomplish. Developing objectives can be a little tricky, so take some time to consider them. Then work on wording them carefully so your readers understand your goals. With clear objectives, your research proposal will be much stronger.

Brainstorming Your Objectives

• For example, your research question might be “What is the effect of prolonged TV-watching on children?” You can then use that question to build your study around.
• Narrow down your research topic if it’s too broad. A broad research topic makes breaking the objectives down much more difficult. A research question like “How can we save the environment?” is a huge question. Something like “What safety measures would prevent ocean pollution?” is more specific and attainable. [2] X Research source

• Remember that in most cases, you shouldn’t state that your study will prove or disprove something exactly since you haven’t done the work yet. Don’t say “This study proves that honey is not an effective treatment for acne.” Instead, make it something like “This study will demonstrate whether or not honey is an effective treatment for acne.”

• If your research question was “What is the effect of prolonged TV-watching on children?” then there are a few categories you could look at. Objectives wrapped up within that question might be: 1) the incidence of eyestrain among children who watch a lot of TV, 2) their muscular development, 3) their level of socialization with other children. Design your objectives around answering these questions.

• You could always state in your research proposal that you plan to design future experiments or studies to answer additional questions. Most experiments leave unanswered questions and subsequent studies try to tackle them.

• A general objective might be "Establish the effect of diet on mental health." Some specific goals in that project could be 1) Determine if processed foods make depression worse, 2) Identify foods that improve mood, 3) Measure if portion sizes have an impact on mood.
• Not all research proposals want you to divide between general and specific goals. Remember to follow the instructions for the proposal you're writing.

• The best goals align with each letter in the SMART acronym. The weaker ones are missing some letters. For example, you might come up with a topic that’s specific, measurable, and time-bound, but not realistic or attainable. This is a weak objective because you probably can’t achieve it.
• Think about the resources at your disposal. Some objectives might be doable with the right equipment, but if you don’t have that equipment, then you can’t achieve that goal. For example, you might want to map DNA structures, but you can’t view DNA without an electron microscope.
• Ask the same question for your entire project. Is it attainable overall? You don’t want to try to achieve too much and overwhelm yourself.
• The specific words in this acronym sometimes change, but the sentiment is the same. Your objectives should overall be clear and specific, measurable, feasible, and limited by time.

Using the Right Language

• Verbs like use, understand, or study is vague and weak. Instead, choose words like calculate, compare, and assess.
• Your objective list might read like this: 1) Compare the muscle development of children who play video games to children who don’t, 2) Assess whether or not video games cause eyestrain, 3) Determine if videogames inhibit a child’s socialization skills.
• Some proposals use the infinitive form of verbs, like “to measure” or “to determine.” This is also fine but refer to the proposal instructions to see if this is correct.

• You can further explain your objectives further in the research proposal. No need to elaborate a lot when you’re just listing them.
• If you’re having trouble shortening an objective to 1 sentence, then you probably need to split it into 2 objectives. It might also be too complicated for this project.

• For example, “Determine if sunlight is harmful” is too vague. Instead, state the objective as “Determine if prolonged sun exposure increases subjects’ risk of skin cancer.”
• It’s helpful to let someone else read your proposal and see if they understand the objectives. If they’re confused, then you need to be more specific.

• For example, don’t say “Measure the effect of radiation on living tissue.” Instead, say “Determine what level of radiation is dangerous to living tissue.”
• Remember, don’t state the objectives as you’ve already done the experiments. They’re still not answered.

Writing the Objectives

• This is a common format for research proposals, but not universal. Always follow the format that the instructions provided.
• Depending on how long your introduction has to be, you might also list the objectives there. This depends on whether or not you have room.

• At the very least, the abstract should list the general objective. This tells the readers what your study is working towards.

• In some research projects, the general objective is called a long-term goal instead. Adjust your language to the proposal requirements.
• Some proposals directions may just want the specific objectives rather than a division between the general and specific ones. Don’t divide them if the instructions tell you not to.

• Your introduction may be as follows: "My long-term objective with this project is determining whether or not prolonged video-game playing is harmful to children under 5. I will accomplish this aim by meeting the following objectives: 1) Compare the muscle development of children who play videogames to children who don’t 2) Assess whether or not videogames cause eyestrain 3) Determine if videogames inhibit a child’s socialization skills"
• The specific objectives are usually listed as a bullet or numbered points. However, follow the instructions given.

Research Proposal Templates

Expert Q&A

• It’s always a good idea to let someone else read your research proposals and make sure they’re clear. Thanks Helpful 0 Not Helpful 0
• Proofread! A great proposal could be ruined by typos and errors. Thanks Helpful 2 Not Helpful 0

• Some proposal instructions are very specific, and applicants that don’t follow the format are eliminated. Always follow the instructions given to stay within the requirements. Thanks Helpful 3 Not Helpful 0

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• ↑ https://uk.sagepub.com/sites/default/files/upm-assets/15490_book_item_15490.pdf
• ↑ https://research-methodology.net/research-methodology/research-aims-and-objectives/
• ↑ https://www.uh.edu/~lsong5/documents/A%20sample%20proposal%20with%20comment.pdf
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3282423/
• ↑ https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
• ↑ https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=231&section=8.6.2
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398294/
• ↑ https://arxiv.org/pdf/physics/0601009.pdf
• ↑ https://www.bpcc.edu/institutional-advancement-grants/how-to-write-goals-and-objectives-for-grant-proposals
• ↑ https://guides.library.illinois.edu/c.php?g=504643&p=3454882

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Writing the Research Objectives: 5 Straightforward Examples

The research objective of a research proposal or scientific article defines the direction or content of a research investigation. Without the research objectives, the proposal or research paper is in disarray. It is like a fisherman riding on a boat without any purpose and with no destination in sight. Therefore, at the beginning of any research venture, the researcher must be clear about what he or she intends to do or achieve in conducting a study.

How do you define the objectives of a study? What are the uses of the research objective? How would a researcher write this essential part of the research? This article aims to provide answers to these questions.

Table of Contents

Definition of a research objective.

A research objective describes, in a few words, the result of the research project after its implementation. It answers the question,

“ What does the researcher want or hope to achieve at the end of the research project.”  

The research objective provides direction to the performance of the study.

What are the Uses of the Research Objective?

The uses of the research objective are enumerated below:

• serves as the researcher’s guide in identifying the appropriate research design,
• identifies the variables of the study, and
• specifies the data collection procedure and the corresponding analysis for the data generated.

The research design serves as the “blueprint” for the research investigation. The University of Southern California describes the different types of research design extensively. It details the data to be gathered, data collection procedure, data measurement, and statistical tests to use in the analysis.

The variables of the study include those factors that the researcher wants to evaluate in the study. These variables narrow down the research to several manageable components to see differences or correlations between them.

Specifying the data collection procedure ensures data accuracy and integrity . Thus, the probability of error is minimized. Generalizations or conclusions based on valid arguments founded on reliable data strengthens research findings on particular issues and problems.

In data mining activities where large data sets are involved, the research objective plays a crucial role. Without a clear objective to guide the machine learning process, the desired outcomes will not be met.

How is the Research Objective Written?

A research objective must be achievable, i.e., it must be framed keeping in mind the available time, infrastructure required for research, and other resources.

Before forming a research objective, you should read about all the developments in your area of research and find gaps in knowledge that need to be addressed. Readings will help you come up with suitable objectives for your research project.

5 Examples of Research Objectives

The following examples of research objectives based on several published studies on various topics demonstrate how the research objectives are written:

• This study aims to find out if there is a difference in quiz scores between students exposed to direct instruction and flipped classrooms (Webb and Doman, 2016).
• This study seeks to examine the extent, range, and method of coral reef rehabilitation projects in five shallow reef areas adjacent to popular tourist destinations in the Philippines (Yeemin et al ., 2006).
• This study aims to investigate species richness of mammal communities in five protected areas over the past 20 years (Evans et al ., 2006).
• This study aims to clarify the demographic, epidemiological, clinical, and radiological features of 2019-nCoV patients with other causes of pneumonia (Zhao et al ., 2020).
• This research aims to assess species extinction risks for sample regions that cover some 20% of the Earth’s terrestrial surface.

Finally, writing the research objectives requires constant practice, experience, and knowledge about the topic investigated. Clearly written objectives save time, money, and effort.

Once you have a clear idea of your research objectives, you can now develop your conceptual framework which is a crucial element of your research paper as it guides the flow of your research. The conceptual framework will help you develop your methodology and statistical tests.

I wrote a detailed, step-by-step guide on how to develop a conceptual framework with illustration in my post titled “ Conceptual Framework: A Step by Step Guide on How to Make One. “

Evans, K. L., Rodrigues, A. S., Chown, S. L., & Gaston, K. J. (2006). Protected areas and regional avian species richness in South Africa.  Biology letters ,  2 (2), 184-188.

Thomas, C. D., Cameron, A., Green, R. E., Bakkenes, M., Beaumont, L. J., Collingham, Y. C., … & Hughes, L. (2004). Extinction risk from climate change. Nature, 427(6970), 145-148.

Webb, M., & Doman, E. (2016). Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts?. CATESOL Journal, 28(1), 39-67.

Yeemin, T., Sutthacheep, M., & Pettongma, R. (2006). Coral reef restoration projects in Thailand.  Ocean & Coastal Management ,  49 (9-10), 562-575.

Zhao, D., Yao, F., Wang, L., Zheng, L., Gao, Y., Ye, J., Guo, F., Zhao, H. & Gao, R. (2020). A comparative study on the clinical features of COVID-19 pneumonia to other pneumonias, Clinical Infectious Diseases , ciaa247, https://doi.org/10.1093/cid/ciaa247

© 2020 March 23 P. A. Regoniel Updated 17 November 2020 | Updated 18 January 2024

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Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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Research questions, hypotheses and objectives

Patricia farrugia.

* Michael G. DeGroote School of Medicine, the

Bradley A. Petrisor

† Division of Orthopaedic Surgery and the

Forough Farrokhyar

‡ Departments of Surgery and

§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont

Mohit Bhandari

There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1

Objectives of this article

In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.

Research question

Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.

Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.

In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4

Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).

FINER criteria for a good research question

Adapted with permission from Wolters Kluwer Health. 2

Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.

PICOT criteria 1

A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.

Research hypothesis

The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.

The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).

However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.

Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”

The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9

Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.

Research objective

The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.

From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.

The following is an example from the literature about the relation between the research question, hypothesis and study objectives:

Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.

Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?

Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).

Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.

Tips for developing research questions, hypotheses and objectives for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Develop clear and well-defined primary and secondary (if needed) objectives.
• Ensure that the research question and objectives are answerable, feasible and clinically relevant.

FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.

Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.

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Research Summary – Structure, Examples and Writing Guide

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Research Summary

Definition:

A research summary is a brief and concise overview of a research project or study that highlights its key findings, main points, and conclusions. It typically includes a description of the research problem, the research methods used, the results obtained, and the implications or significance of the findings. It is often used as a tool to quickly communicate the main findings of a study to other researchers, stakeholders, or decision-makers.

Structure of Research Summary

The Structure of a Research Summary typically include:

• Introduction : This section provides a brief background of the research problem or question, explains the purpose of the study, and outlines the research objectives.
• Methodology : This section explains the research design, methods, and procedures used to conduct the study. It describes the sample size, data collection methods, and data analysis techniques.
• Results : This section presents the main findings of the study, including statistical analysis if applicable. It may include tables, charts, or graphs to visually represent the data.
• Discussion : This section interprets the results and explains their implications. It discusses the significance of the findings, compares them to previous research, and identifies any limitations or future directions for research.
• Conclusion : This section summarizes the main points of the research and provides a conclusion based on the findings. It may also suggest implications for future research or practical applications of the results.
• References : This section lists the sources cited in the research summary, following the appropriate citation style.

How to Write Research Summary

Here are the steps you can follow to write a research summary:

• Read the research article or study thoroughly: To write a summary, you must understand the research article or study you are summarizing. Therefore, read the article or study carefully to understand its purpose, research design, methodology, results, and conclusions.
• Identify the main points : Once you have read the research article or study, identify the main points, key findings, and research question. You can highlight or take notes of the essential points and findings to use as a reference when writing your summary.
• Write the introduction: Start your summary by introducing the research problem, research question, and purpose of the study. Briefly explain why the research is important and its significance.
• Summarize the methodology : In this section, summarize the research design, methods, and procedures used to conduct the study. Explain the sample size, data collection methods, and data analysis techniques.
• Present the results: Summarize the main findings of the study. Use tables, charts, or graphs to visually represent the data if necessary.
• Interpret the results: In this section, interpret the results and explain their implications. Discuss the significance of the findings, compare them to previous research, and identify any limitations or future directions for research.
• Conclude the summary : Summarize the main points of the research and provide a conclusion based on the findings. Suggest implications for future research or practical applications of the results.
• Revise and edit : Once you have written the summary, revise and edit it to ensure that it is clear, concise, and free of errors. Make sure that your summary accurately represents the research article or study.
• Add references: Include a list of references cited in the research summary, following the appropriate citation style.

Example of Research Summary

Here is an example of a research summary:

Title: The Effects of Yoga on Mental Health: A Meta-Analysis

Introduction: This meta-analysis examines the effects of yoga on mental health. The study aimed to investigate whether yoga practice can improve mental health outcomes such as anxiety, depression, stress, and quality of life.

Methodology : The study analyzed data from 14 randomized controlled trials that investigated the effects of yoga on mental health outcomes. The sample included a total of 862 participants. The yoga interventions varied in length and frequency, ranging from four to twelve weeks, with sessions lasting from 45 to 90 minutes.

Results : The meta-analysis found that yoga practice significantly improved mental health outcomes. Participants who practiced yoga showed a significant reduction in anxiety and depression symptoms, as well as stress levels. Quality of life also improved in those who practiced yoga.

Discussion : The findings of this study suggest that yoga can be an effective intervention for improving mental health outcomes. The study supports the growing body of evidence that suggests that yoga can have a positive impact on mental health. Limitations of the study include the variability of the yoga interventions, which may affect the generalizability of the findings.

Conclusion : Overall, the findings of this meta-analysis support the use of yoga as an effective intervention for improving mental health outcomes. Further research is needed to determine the optimal length and frequency of yoga interventions for different populations.

References :

• Cramer, H., Lauche, R., Langhorst, J., Dobos, G., & Berger, B. (2013). Yoga for depression: a systematic review and meta-analysis. Depression and anxiety, 30(11), 1068-1083.
• Khalsa, S. B. (2004). Yoga as a therapeutic intervention: a bibliometric analysis of published research studies. Indian journal of physiology and pharmacology, 48(3), 269-285.
• Ross, A., & Thomas, S. (2010). The health benefits of yoga and exercise: a review of comparison studies. The Journal of Alternative and Complementary Medicine, 16(1), 3-12.

Purpose of Research Summary

The purpose of a research summary is to provide a brief overview of a research project or study, including its main points, findings, and conclusions. The summary allows readers to quickly understand the essential aspects of the research without having to read the entire article or study.

Research summaries serve several purposes, including:

• Facilitating comprehension: A research summary allows readers to quickly understand the main points and findings of a research project or study without having to read the entire article or study. This makes it easier for readers to comprehend the research and its significance.
• Communicating research findings: Research summaries are often used to communicate research findings to a wider audience, such as policymakers, practitioners, or the general public. The summary presents the essential aspects of the research in a clear and concise manner, making it easier for non-experts to understand.
• Supporting decision-making: Research summaries can be used to support decision-making processes by providing a summary of the research evidence on a particular topic. This information can be used by policymakers or practitioners to make informed decisions about interventions, programs, or policies.
• Saving time: Research summaries save time for researchers, practitioners, policymakers, and other stakeholders who need to review multiple research studies. Rather than having to read the entire article or study, they can quickly review the summary to determine whether the research is relevant to their needs.

Characteristics of Research Summary

The following are some of the key characteristics of a research summary:

• Concise : A research summary should be brief and to the point, providing a clear and concise overview of the main points of the research.
• Objective : A research summary should be written in an objective tone, presenting the research findings without bias or personal opinion.
• Comprehensive : A research summary should cover all the essential aspects of the research, including the research question, methodology, results, and conclusions.
• Accurate : A research summary should accurately reflect the key findings and conclusions of the research.
• Clear and well-organized: A research summary should be easy to read and understand, with a clear structure and logical flow.
• Relevant : A research summary should focus on the most important and relevant aspects of the research, highlighting the key findings and their implications.
• Audience-specific: A research summary should be tailored to the intended audience, using language and terminology that is appropriate and accessible to the reader.
• Citations : A research summary should include citations to the original research articles or studies, allowing readers to access the full text of the research if desired.

When to write Research Summary

Here are some situations when it may be appropriate to write a research summary:

• Proposal stage: A research summary can be included in a research proposal to provide a brief overview of the research aims, objectives, methodology, and expected outcomes.
• Conference presentation: A research summary can be prepared for a conference presentation to summarize the main findings of a study or research project.
• Journal submission: Many academic journals require authors to submit a research summary along with their research article or study. The summary provides a brief overview of the study’s main points, findings, and conclusions and helps readers quickly understand the research.
• Funding application: A research summary can be included in a funding application to provide a brief summary of the research aims, objectives, and expected outcomes.
• Policy brief: A research summary can be prepared as a policy brief to communicate research findings to policymakers or stakeholders in a concise and accessible manner.

Advantages of Research Summary

Research summaries offer several advantages, including:

• Time-saving: A research summary saves time for readers who need to understand the key findings and conclusions of a research project quickly. Rather than reading the entire research article or study, readers can quickly review the summary to determine whether the research is relevant to their needs.
• Clarity and accessibility: A research summary provides a clear and accessible overview of the research project’s main points, making it easier for readers to understand the research without having to be experts in the field.
• Improved comprehension: A research summary helps readers comprehend the research by providing a brief and focused overview of the key findings and conclusions, making it easier to understand the research and its significance.
• Enhanced communication: Research summaries can be used to communicate research findings to a wider audience, such as policymakers, practitioners, or the general public, in a concise and accessible manner.
• Facilitated decision-making: Research summaries can support decision-making processes by providing a summary of the research evidence on a particular topic. Policymakers or practitioners can use this information to make informed decisions about interventions, programs, or policies.
• Increased dissemination: Research summaries can be easily shared and disseminated, allowing research findings to reach a wider audience.

Limitations of Research Summary

Limitations of the Research Summary are as follows:

• Limited scope: Research summaries provide a brief overview of the research project’s main points, findings, and conclusions, which can be limiting. They may not include all the details, nuances, and complexities of the research that readers may need to fully understand the study’s implications.
• Risk of oversimplification: Research summaries can be oversimplified, reducing the complexity of the research and potentially distorting the findings or conclusions.
• Lack of context: Research summaries may not provide sufficient context to fully understand the research findings, such as the research background, methodology, or limitations. This may lead to misunderstandings or misinterpretations of the research.
• Possible bias: Research summaries may be biased if they selectively emphasize certain findings or conclusions over others, potentially distorting the overall picture of the research.
• Format limitations: Research summaries may be constrained by the format or length requirements, making it challenging to fully convey the research’s main points, findings, and conclusions.
• Accessibility: Research summaries may not be accessible to all readers, particularly those with limited literacy skills, visual impairments, or language barriers.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Project management |
• How to write an effective project objec ...

How to write an effective project objective, with examples

You finished your project, now what?

If you don’t have a system in place to know what your project objectives are, you don’t have an easy way to know: Did your project succeed? Did you hit your goals? Or did you miss your target?

What are project objectives?

Project objectives are what you plan to achieve by the end of your project. This might include deliverables and assets, or more intangible objectives like increasing productivity or motivation. Your project objectives should be attainable, time-bound, specific goals you can measure at the end of your project.

Project objectives are a critical element of  project management —without them, you don’t have a succinct way to communicate your goals before and during the project, nor do you have a measurable way to evaluate your success after the project ends.

If you’re just getting started with project objectives, here’s how they differ from other project management elements:

Project objectives vs. project goals

Though some teams may use these interchangeably, there is a distinct difference between project goals vs. objectives . In general, project goals are higher-level than project objectives. Your project goals should outline what happens once your project is successful, and how your project aligns with overall business objectives.

Project objectives, on the other hand, are more detailed and specific than project goals. Though many project objectives may impact business objectives, your project objectives are more focused on your actual, specific deliverables at the end of the project.

Example of a project objective:  Add five new ways for customers to find the feedback form in-product within the next two months.

Example of a project goal:  Make it easier for the engineering team to receive and respond to customer feedback.

Project objectives vs. business objectives

Project objectives are just that—objectives and performance indicators for individual projects. Your project objectives should apply to the project they’re about, and they should be specific enough to guide your team in evaluating project success.

Business objectives are bigger than a single project. Unlike project objectives, your business objectives will fuel your business trajectory and velocity. Your business objectives should be long-term guidelines for your entire company or department. They will guide your company goals for a quarter or year, and they should be written in whatever goal-setting methodology your team uses, like  objectives and key results (OKRs) .

Example of a project objective:  Increase our company Net Promoter Score (NPS) to 62 by the end of the quarter.

Example of a business objective:  Become the premier service provider in our category.

Project objectives vs. project plan

Your project plan is a blueprint of the key elements your team needs to accomplish in order to successfully achieve your project goals and objectives. However, your project plan should include several additional key elements, like your project stakeholders, deliverables, timeline, and more.

Plan to create your project objectives before working on your project plan, since your objectives will likely drive other elements of your project plan, like deliverables and success metrics. But once your project objectives are written, you’ll likely share them with stakeholders by way of the project plan.

Example of a project objective:  Increase click through rate (CTR) engagement on email by 10% by the end of Q3.

Example of a project plan:  See an example plan in our  guide to project planning .

Project objectives vs. project milestones

At first glance, “objectives” and “milestones” sound like the same thing—they’re both targets within a project. But project milestones, in general, should be smaller in scope than project objectives.

A  project milestone  is a checkpoint that marks a specific achievement in your project timeline. Milestones themselves don’t represent work—rather, they record the accomplishment of a group of tasks or deliverables. While project milestones are important, your project objectives encompass your whole project.

Example of a project objective:  Obtain 20,000 RSVPs to our virtual event before the closing date for signups (June 23rd).

Example of a project milestone:  June 8th, 2021: Web page promotion upcoming virtual event goes live.

Project objectives vs. project deliverables

Project deliverables  are the assets you want to have at the end of your project—in a marketing campaign, for example, a deliverable could be a new ad or a web page. In general, your project objectives will define what your deliverables are—but your objectives should also be broader than your deliverables.

In addition to capturing deliverables, your project objectives will also define the benefits and outcomes to come from those deliverables, especially as they relate to the grander scheme of your project goals and business objectives.

Example of a project objective:  Reduce monthly customer churn to >1% before the end of the year.

Example of a deliverable:  Launch winback campaign for all lapsed customers.

The benefits of project objectives

A clear project objective helps you know where you’re going with your project. Without a project objective, you don’t have an easy way to know if your project succeeded or failed—nor can you plan improvements for the next project you work on.

When team members don’t have a clear sense of how their work fits into the larger project and company goals, they’re less motivated and less engaged. According to the  Asana Goals Report , only 26% of knowledge workers have a clear understanding of how their individual work contributes toward company goals. Granted, your project objectives aren’t company goals—but they’re the middle step that connects individual work to your project work to your company goals.

So when you have clearly-defined project objectives, your team members can consistently evaluate their work and refocus on the objectives if they’ve gotten misaligned. Think of your objectives as a compass to help your team continue moving in the right direction.

5 tips to write great project objectives

The secret to writing great project objectives is to create objectives that are clearly written and helpful. You can do this by using the SMART methodology , which stands for:

For a full walkthrough of this methodology, read our article to learn how to write better SMART goals .

1. Set your project objectives at the beginning of your project

In order for your objectives to guide the results of the project, you need to set them at the beginning and use them to guide your project. As we mentioned earlier, your project objectives are a key element of your  project plan , which you should also create at the beginning of your project.

2. Involve your project team in the goal-setting process

The more buy-in you get, the more successful your project objectives will be. Your stakeholders need to have a clear understanding of the objectives of the project, so they can approach the rest of your project plan and the work that happens during the project most effectively.

3. Create brief, but clear, project objective statements

If this is your first time writing a project objective, you may be tempted to outline every detail—but try to keep your project objective short if you can. Think of it as a statement to guide the results of your project—your project objective statement should be about one to two sentences long. The additional information, like your project budget or stakeholders, will be captured in your project plan.

4. Make sure your objectives are things you can control

This is where the SMART acronym comes in to play to help you create clearly-defined, realistic, and controllable project objectives. There are five elements to this framework:

Specific.  Make sure your project objective statement clearly covers the project your team is currently working on. Avoid writing overly broad project objectives that don’t directly connect to the result of the project.

Measurable.  At the end of your project, you need a way to clearly look back and determine if your project was a success. Make sure your project objectives are clearly measurable things—like percentage change or a specific number of assets.

Achievable.  Are your project objectives something you can reasonably hope to achieve within your project? this is connected to your project scope —if your project scope is unrealistic, your project objectives likely will be, too. Without Achievable project goals, your project may suffer from  scope creep , delays, or overwork.

Realistic.  When you’re creating your project objectives, you should have a general sense of your  project resources . Make sure your objectives are something you can achieve within the time frame and with the resources you have available for this project.

Time-bound.  Your project objectives should take into account how long your project timeline is. Make sure you factor in the time you have available to work on your project.

5. Check in on your project objectives during the project’s lifecycle

Employees who understand how their individual work adds value to their organization are  2X as motivated . In order to keep your team aligned and motivated, make sure to check in and update them on your project objectives frequently. In your  project status reports , include a section that connects back to your project objectives. Share whether your current project is on track, at risk, or off track. That way, your project team can recalibrate if necessary and move forward in a way that best contributes to your project objectives.

Examples of good and bad project objectives

It’s not easy to write a project objective, and it’ll take time for you to get in the groove of writing these for your projects. That’s ok! Check out these three examples of good and bad objectives to help you write your own:

Example 1: Business project objective

Bad: Launch new home page.

This project objective is missing many important characteristics. Though this objective is measurable, achievable, and realistic, it’s not specific or time-bound. When should the home page be live? What should the redesign focus on?

Good: Create net-new home page assets and copy, focusing on four customer stories and use cases. Launch refreshed, customer-centric home page by the end of Q2.

This project objective is solid. It’s specific ( create net-new home page assets and copy ), measurable ( launch refreshed, customer-centric home page ), achievable and realistic ( focusing on four customer stories and use cases ), and time bound ( by the end of Q2 ).

Example 2: Nonprofit project objective

Bad: Increase sustainability in our production process by 5%

Though this project objective is more specific than the previous bad example, it’s still lacking several important characteristics. This objective is measurable ( by 5% ), but it’s not specific or time-bound, since we don’t specify what “sustainability” means or by when the production process should improve. As a result, we don’t really know if it’s achievable or realistic.

Good: Reduce operational waste by 5% and increase use of recycled products by 20% in the next 12 weeks.

This project objective builds upon the previous one, because we now have a specific objective. This project objective also includes a way to measure the goal ( by 5%... by 20% ). The objective is a little ambitious, but the fact that it’s time-bound ( in the next 12 weeks ) makes it both achievable and realistic.

Example 3: Personal project objective

Bad: Improve performance reviews

Believe it or not, most personal project objectives aren’t specific or measurable. That’s because we have a hard time turning success metrics inwards, onto ourselves. But in order to know if we improved and achieved our personal goals, we need to create a clearer project objective.

Good: Get at least a 4/5 on both the March and September performance reviews in 2021.

Here, we have a project objective that checks all of the right boxes: it’s specific ( get at least a 4/5 ), measurable ( 4/5 ), achievable and realistic ( 4/5 gives us room for any unanticipated difficulties ), and time-bound ( in 2021 ).

Objectively speaking, project objectives are a good idea

Setting a project objective can help your team gain clarity, align on work, and get more work done. But remember: project objectives are just one part of your overall project plan. To learn more about how you can increase clarity and alignment during the project planning stage, read our guide to  writing project plans .

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Action Research in Agricultural Development Projects: Case Study of a Dairy Project in Ethiopia

• Open access
• Published: 13 April 2024

Cite this article

You have full access to this open access article

• Augustine A. Ayantunde 1 ,
• Abule Ebro 1   nAff2 ,
• Tinsae Berhanu 1   nAff3 ,
• Demewez Moges 1   nAff3 &
• Jan van der Lee 1  

For development projects, an action research approach is often encouraged to enhance participation of end-users or beneficiaries at various stages of the project to realize the desired social transformation in the target communities. The project under consideration in this study adopted action research for some of its activities. A review of the project action research activities was conducted as part of the strategic reflection for lesson learning and to inform modification where necessary. The objectives of this study were (i) to assess the relevance of action research approach to implementation of project activities and, (ii) to draw lessons for agricultural development projects applying participatory approaches. Fifty-one participants involved in the project action research activities were interviewed on their understanding of action research, its strengths, weaknesses, opportunities and threats, and level of participation in action research activities. The perception of the participants interviewed regarding action research approach was that it is relevant and important for the project, and that it has provided a good platform for learning by all participants. Some key lessons from this study for development projects when applying action research approach include the need to focus on a limited number of issues or activities that can produce social transformation in the target communities, and the necessity of adequate planning for monitoring and documentation of learning by participants. From our study, action research is a pertinent approach in community development projects, but it should be well-planned to achieve the desired objective of social transformation in the target communities.

Avoid common mistakes on your manuscript.

Introduction

In view of the action-oriented feature of action research and the necessity of participation of the potential beneficiaries for any development project to achieve social change in the target communities, a dairy project in Ethiopia entitled, “Building Rural Income through Inclusive Dairy Business Growth in Ethiopia” with the acronym “BRIDGE”, adopted action research as one of its main approaches. Action research approach was applied to the project components on forage development and feeding, dairy products marketing and value addition, and consumption of milk by school children. The project had a duration of 5 years (September 2018 – October 2023) with the overall goal of improved well-being for dairy farmer households and improved dairy sector performance in Ethiopia. By adopting an action research approach for the above-mentioned components, the emphasis of the project is on co-learning, capacity building and empowerment of the target communities. This implies that issues being addressed by the project come from and are of importance to the target communities.

Action research as a methodology can be applied in many contexts, such as community development, professional education, health education, organizational transformation, biodiversity conservation, and agricultural development (McNiff 2013 ; Reason and Bradbury 2008 ). For development projects, an action research approach is often encouraged to enhance participation of end-users or beneficiaries at various stages of the project (planning, implementation, evaluation and closure) to realize the desired social transformation in the target communities (Aragón and Glenzer 2017 ). Besides, action research is commonly advocated to ensure the integration of the knowledge and expertise of community members into local development projects (Kindon et al. 2007 ) based on the epistemological premise of existence of plurality of knowledge in a variety of institutions and locations. Applying an action research approach also ensures focus on the pursuit of practical issues that are of concern to the project target communities (Kindon et al. 2007 ).

Since the 1990s, action research has been on the rise as a leading paradigm within the social and environmental sciences to promote participation and working together of different stakeholders (McNiff 2013 ). In sub-Saharan African contexts, action research has been applied to various projects, such as a soil fertility management project in Tanzania (Mponela et al. 2023 ) as an approach to foster transformation of knowledge systems and learning among smallholder farmers; a tourism development project in Kenya as a vehicle to engage people in interactive learning processes to facilitate individual and societal change (Jernsand 2017 ); and a project on local forms of child protection in Ethiopia to reflect on the learnings from women in Ethiopia’s Southern Nations, Nationalities and Peoples (SNNP) region (Lackovich-Van Gorp 2017 ; Martinez 2017 ). Rasheli ( 2017 ) also reported using an action research approach to address problems related to procurement management in two local government authorities in Tanzania, while Omondi ( 2020 ) highlighted the potential presented by participatory rural appraisal techniques, an offshoot of action research, to enhance collaborative learning and improve community knowledge for climate change adaptation in Kenya. Action research approach was also used in projects on AIDS prevention among school youth in Jinja, Uganda (Walakira 2010 ) and in Kajiado, Kenya (Ahlberg et al. 2016 ). Isobell et al. ( 2016 ) also reported using participatory action research in two community-based projects on violence prevention and peace promotion in South Africa. These publications show the relevance of action research to different research and development projects in sub-Saharan Africa, its action-oriented feature, and the broad contexts it can be applied to (Brydon-Miller et al. 2003 ). The guiding principles for action research in these development projects include inclusivity of relevant stakeholders, joint ownership of co-produced knowledge, participatory planning and effective facilitation of the action research process (Khan et al. 2013 ).

In this paper, action research is used as a family of approaches that pursue both action and research outcomes as reported by some authors (Brydon-Miller et al. 2003 ; Reason and Bradbury 2008 ; Beylefeld 2010 ; McNiff 2013 ). This implies that action research covers different hybrid approaches that have emerged in the past two decades including participative action research, practitioner action research, collaborative action research, participatory learning and action, and emancipatory action research (Kindon et al. 2007 ; McNiff 2013 ; Fahy 2015 ). Differences among these approaches are largely based on different level of commitment and influence of participants, and in the research process (Fahy 2015 ). Some similarities among these approaches are active participation, open-ended objectives, and commitment from the researchers and the participants to the research problem and active learning (Fahy 2015 ). In addition, it can be argued that the above mentioned action research hybrid approaches are part of a continuum of naturalistic, post-positivist, and systemic research methodology (McNiff 2013 ). This position of seeing action research as a family of approaches is consistent with the trend of many action researchers who are increasingly focusing on the points of convergence of these approaches (Fahy 2015 ). Regarding the emergence of different action research hybrid approaches, McNiff ( 2013 ) raised concern on an increasing tendency to compartmentalise action research with the perhaps inevitable consequences of territorialism. The associated danger with this, according to the author, is “losing touch with the voices of people in the streets and workplaces, which is what action research should be all about”. In the context of the BRIDGE project, action research approach is applied based on the principles of participation, inclusion and shared learning to enhance collaboration, empower participants, advance knowledge acquisition, and social change (Fahy 2015 ).

As reflection is a key and distinctive element of action research (McNiff 2013 ), a review of the BRIDGE project action research activities was conducted as part of the strategic reflection to inform lesson learning, modification or redesign of participatory action research approaches where necessary, and to facilitate proper alignment of the action research to the project implementation. The review of the action research activities of BRIDGE forms the core of this paper. The objectives of this study were to: (i) Assess the relevance of the action research approach to implementation of BRIDGE project activities by identifying the strengths, weaknesses, opportunities and threats of the various action research approaches applied. (ii) To draw lessons from this case study for agricultural development projects applying the action research approach, based on its strengths and weaknesses. In addition, the present study aims at contributing to the limited literature about perception of participants on action research (Niyobuhungiro and Schenck 2022 ) with focus on agricultural development projects in sub-Saharan Africa.

Methodology

Action research approach as applied by bridge.

The action research approach as applied by BRIDGE followed the classic cycle of action to reflection as articulated by Lewin ( 1946 ), which entails a cycle of planning, acting, observing and reflecting. The action research process followed by the project for some specific activities listed in Table  1 is presented in Fig.  1 . In addition to the action research approach, the BRIDGE project also used value chain development approach to strengthen the nodes in the dairy value chain, a pluriform extension approach involving both public and private extension services for engagement with dairy farmers, and policy dialogue and influencing approach for engagement with policy makers.

Action research cycle as applied to BRIDGE project activities

As presented in Fig.  1 , the action research process of the BRIDGE project began with the planning phase, which entailed stakeholders’ meetings involving development practitioners, extension services at district and regional levels, researchers, partners from Ethiopian universities and research institutes in the project areas, dairy farmers, and agro-input dealers to explain the overall goal of the project and to conduct participatory situation analysis regarding dairy production in the project areas. This phase led to joint identification of key issues for the project to focus on regarding feed and forage, silage making, access to forage seed, milk collection, conservation and consumption, milk quality and safety, and input and output markets. For some of these activities, there was participatory design of the on-farm demonstration trials, for example improved forage cultivation.

The acting phase focused on implementation of the jointly agreed activities to address the key issues identified in the planning phase, such as training of the farmers on planting of the improved forage seed, on-farm demonstration of improved forage species, and interviewing of the participating farmers. In addition, assessments or studies were conducted on some jointly identified key issues, such as milk quality along the value chain, milk cooling facilities, and a consumer insight study on the potential of probiotic yoghurt. The observing phase involved monitoring of the activities being implemented, including data collection and analysis, and organization of the farmers’ field day and visits to show the improved forage demonstration plots to a wide array of stakeholders. The reflecting phase entailed reporting, sharing and disseminating main findings from the action research activities, and revisiting certain activities. Learning by the stakeholders occurred at all phases of the action research cycle. The project activities to which the action research approach was applied are presented in Table  1 .

Conceptual Framework of the Study

As part of the reflection on the BRIDGE action research activities, a review was conducted between October and December 2022 by the first author who was new to the project to ensure a non-biased investigation. This was necessary to ensure validity and reliability of the findings about the action research activities. The review started with the planning phase, which included reading of the relevant project documents and publications on action research, particularly in the context of development projects (Table  2 ). This was followed by development of terms of reference for the review and drafting of guide questions for the interviewing of project participants. The investigating phase of the study consisted largely of individual interviews of the project participants and field visits to project sites in Oromia and Amhara regions of Ethiopia. Fifty-one participants were interviewed consisting of project staff, government extension officials, Ethiopian university partners, dairy cooperative members, agro-input dealers and dairy farmers (Table  3 ).

The participants who were interviewed had varied professional backgrounds, such as research, project management, advisory service, commerce, and mixed crop-livestock farming. The interview was semi-structured based on guide questions that were developed in advance (Table  4 ). Some of the questions asked focused on description of the action research, activities conducted using an action research approach, the strengths, weaknesses, opportunities and threats (SWOT) of different participatory action research techniques, and lessons learnt from application of action research. Notes were taken during the interviews and pictures were taken during the field visits. For the farmers and dairy cooperatives, the questions focused mainly on their perception of the benefits and disadvantages of using an action research approach for the implementation of certain project activities. The analysis phase entailed reviewing the notes taken and seeking clarifications where necessary, and analysis of data collected. The last phase of the review was to draft a report and share the main findings through a presentation and discussion. Recommendations from the review were also shared with the BRIDGE project management.

Results and Discussion

Description of action research by the interviewees.

As action research tends to be defined differently based on the discipline of the individual (Reason and Bradbury 2008 ), the individual interview started by asking the respondent’s understanding of action research. From the discussions with BRIDGE project staff and partners, action research was described as follows:

A research conducted involving the end-users with purpose of providing practical information for implementation of project activities.

The emphasis from this description is on participation of the end-users in implementation of research activities. As participation of different stakeholders is a critical element of action research, this description is consistent with definitions in the literature by McNiff ( 2013 ), and Lebesby and Benders ( 2020 ). Participation of different stakeholders is necessary in giving voice to the end-users and to enhance ownership of both the process and the outcomes (Loo 2014 ; Schulz et al. 2021 ). In stressing the importance of participation in action research, Brydon-Miller et al. ( 2003 ) observed that research conducted without a collaborative relationship with the relevant stakeholders is likely to be incompetent. Another key point from this definition by the project participants is action, that the research should be action-oriented to address practical issues of importance to the stakeholders. This is consistent with one of the tenets of action research, that is, it is research that leads to action (practice) and effects change or leads to innovation (Brydon-Miller et al. 2003 ). The “action” in “action research” is critical to testing knowledge in action or putting theory into practice (Brydon-Miller et al. 2003 ). The action to be undertaken by the relevant stakeholders may be both remedial and developmental (Kenefick and Kirrane 2022 ).

Action research is a learning platform to inform implementation or specific action by the stakeholders.

The emphasis of this description of action research is on learning that takes place along the action research cycle. This learning is by all stakeholders including researchers. The emphasis on learning in this description by the BRIDGE participants is consistent with observations in the literature on action research that learning is a fundamental element (McNiff 2013 ; Kindon et al. 2007 ). With involvement of different participants in a project, diverse opportunities for learning exist through interactions among the stakeholders, based on the premise that multiple types knowledge are available. This implies that researchers are not the only source of knowledge in action research. In BRIDGE, the researchers in the team brought their technical or propositional knowledge to action research activities, such as knowledge on forage agronomy for cultivation of improved forage species, feed resource management and ration formulation for silage making, knowledge on post-harvest management for milk conservation and processing, and knowledge on human nutrition for the school milk programme. The extension services used their practical knowledge on improved dairy husbandry, particularly on forage cultivation and feed conservation, to translate research findings into extension messages for dairy farmers. The indigenous knowledge of dairy farmers was useful in joint identification of constraints to dairy production in their communities and strategies to address the problems, like use of locally available feed resources. The dairy farmers also contributed to action research on crop residue treatment through use of locally available tools for physical treatment of crop residues. In addition, the farmers used their local knowledge in identification of a local brewery by-product called “atela” as a source of fermenting sugar for silage making instead of molasses which has become expensive and unavailable. So, different kinds of knowledge are used in BRIDGE with emphasis on transformation knowledge which produces practical solutions to the pressing concerns of the people (Brydon-Miller et al. 2003 ). For co-learning to take place, it is therefore necessary that issues that need to be addressed are jointly identified and co-implemented by all stakeholders, rather than being imposed by the researchers as in conventional research. In support of the “action” in action research, one of the respondents observed that: “There is a research fatigue among farmers, where researchers just come to collect data and disappear. Hence, there is need for research that translates into practical action, thereby contributing to improvement of the livelihood of farmers.” (Respondent PS 5).

From the above descriptions, it is obvious that many of the BRIDGE staff and partners have a good understanding of the action research approach, although the emphasis may differ from joint planning to participatory learning. This is not surprising, as development assistance agencies and non-governmental organizations have been good at applying the values and practices of action research to development projects, though they may not be able to articulate quite well the underlying theories, as observed by Mead ( 2002 ). One important element of action research that was missing from above descriptions is that of reflection, which may suggest that the reflection part of action research was weak in the action research activities of the project. From the discussion on the general understanding of the action research approach by the respondents, the most frequent keywords or phrases used were “learning platform”, “co-implementation”, and “technology demonstration” (Fig.  2 .). Action research was also described as a linkage between research and extension. Again in the keywords/phrases used, there was nothing on reflection or participatory evaluation. This is not unexpected for a development project, where project monitoring and evaluation is often top-down and extractive. In this regard, participatory evaluation may not be included as element of action research activities.

Perception of Action Research Approach by the Participants

The perception of the respondents regarding the action research approach of the project in our study was that it is relevant and important for implementation of project activities. It was also observed by most respondents that some of the action research activities are visible and widely adopted by farmers, for example, forage cultivation and silage making. Another impression of the action research approach was that it has brought different disciplines together to work on project activities. One of the respondents put this clearly: “Action research has removed working in silos and has bridged the disciplinary gap in the project” (Respondent PS 2). This observation is consistent with the interdisciplinary nature of action research (Brydon-Miller 2003).

Key words or phrases used in describing action research by the respondents

Another common observation by the respondents was that action research has provided a good platform for learning by BRIDGE project staff, university partners, extension services and farmers. Through BRIDGE action research activities, knowledge was generated through processes of observation, inquiry, reflection and engagement by the participants. For example, through participants’ observation of and inquiry on improved forage demonstration plots, the dairy farmers learnt agronomic practices on cultivation of forage species which led to establishment of their own forage plots to address the problem of feed scarcity for their cows. Through demonstration of how to make silage, the farmers not only gained knowledge on how to make silage, but also learnt how to substitute molasses, the fermenting sugar for silage, with a local brewery by-product called “atela”. From the assessment of school milk programme, results showed that parents’ attitude towards consumption of dairy products changed positively within 6 months when they learnt about benefits of milk consumption to children and saw the effects on their children. For example, a parent said: “My daughter’s appetite for dairy products was very low, and we believed that milk would make her feel sick, but this was not the case when she joined the school milk programme. In fact, my daughter’s health has improved, her skin and hair are shining, and she has a lot more energy. Her performance at school has also improved” (Respondent PP6). The participants from extension service also reported that they have learnt skills on how to facilitate group discussion and collective action by the community through action research on improved forage cultivation. The researchers also gained knowledge on farmers’ innovation in forage cultivation. For example, in addition to technical advice from the researchers and extension service on forage cultivation, the farmers modified the guidelines by planting fruit trees, particularly avocado and vegetables (for example, hot pepper), along with the improved forage in one of the project locations in Amhara region. The rationale for this was to optimize land use (which is scarce), thereby maximizing returns, according to the farmers interviewed.

The observation that action research has provided a platform for learning is consistent with one of the descriptions of action research presented above. Nearly all the external partners of BRIDGE who were interviewed, acknowledged that they learnt about an action research approach for the first time through the project. One of the project partners said that: “Action research has put focus on research that addresses practical issues of the dairy farmers” (Respondent PP 5). This observation again re-emphasizes the “action” pillar of action research, as it is not a basic theoretical research, but applied, with focus on practical issues. In this regard, the action research activities in BRIDGE focused on addressing constraints to dairy production in the project locations. For example, the action research on forage cultivation, silage making and crop residue treatment was to address problem of feed scarcity for dairy cows. The school milk programme was in line with the Ethiopian Government policy on human nutrition to reduce malnutrition among children due to low consumption of animal source protein. The assessment of milk cooling facilities addressed the challenge of post-harvest losses through poor conservation of fresh milk. However, by focusing on practical issues affecting the target communities there is the danger that action research may become “all action” and “no research”, especially when applied to development projects. So, it is important that action research practices should be informed by theory (Reason and Bradbury 2008 ).

The perception of the participants that BRIDGE action research activities provide a good platform for learning, bridges disciplinary gaps and puts a focus on the practical issues affecting the participants is consistent with reported findings from applying an action research approach to development projects in sub-Saharan Africa (Wood and Govender 2013 ; Niyobuhungiro and Schenck 2022 ; Pittalis et al. 2023 ). Wood and Govender ( 2013 ) observed that there is learning through the action research process, as already discussed above. According to Pittalis et al. ( 2023 ), feedback from the action research participants based on their perception could provide support for the design of a locally relevant and contextualized intervention. In addition, this can contribute to co-development of knowledge, which requires collaboration of different groups of stakeholders, and this gives voice to the concerned communities on issues that affect them. However, the challenge from making use of the perception on action research of the participants is that there can be differences in the way individuals interpret and understand action research process, which may sometimes be difficult to synthesize for action planning for contextualized intervention (Niyobuhungiro and Schenck 2022 ).

Common Action Research Methods Used by BRIDGE

The most common methods or techniques used in action research activities by BRIDGE were Farmers’ Field Days (FFDs), on-farm demonstrations, and training (Fig.  3 ). FFDs and demonstrations were commonly used for cultivation of improved forage varieties and silage making in all the four project clusters. The Farmers’ Field Days and on-farm demonstrations for forage cultivation were based on four to eight forage plots of 0.25 ha each per project community, established and managed by dairy farmers with advisory support from extension service to serve as a learning platform for other farmers. Through these FFDs and on-farm demonstrations, improved forage species such as Napier grass, Desho grass, Panicum, oat, vetch and alfalfa have been cultivated on 4,733 ha of land by about 35,000 dairy farmers as at the end of 2022 in Amhara, Oromia, and Sidama regions of Ethiopia where BRIDGE activities were carried out, according to the project 2022 annual report (Unpublished). These techniques have been reported as common elements of participatory action research (Kindon et al. 2007 ) and they may enhance co-production of knowledge according to Omondi ( 2020 ). Other action research methods used by the project included training on different project related subjects, farmer to farmer learning, and campaigns, for example on milk safety. The least common techniques used in action research activities were laboratory analysis for feed and milk, rapid field tests for milk adulteration, and on-farm experimentation. Some of these methods are context-specific, such as campaign on milk safety, rapid field testing of milk quality, messaging to farmers, and sharing of extension packages, while others included adaptation of traditional social science methods like interviewing and surveying.

Common action research methods used by the project

Participation in BRIDGE Action Research Activities by Stakeholders

Participation at all stages is fundamental for any action research project, as this is essential for fostering learning and achieving social transformation (Omondi 2020 ). Using the participation continuum proposed by Pretty et al. ( 1995 ), different action research activities by the BRIDGE project were mapped (Fig.  4 ). Another conceptual framework for participation that could be used in this study is the “ladder of stakeholder participation” developed by Arnstein ( 1969 ) based on examples from three US Federal social programmes for citizens. We used the participation continuum by Pretty et al. ( 1995 ), as it is more suitable for action research in development projects. As expected, the level of participation by different stakeholders varied for different action research activities. The level of participation ranged from passive participation for on-farm experimentation on crop residue treatment to self-mobilization for improved forage cultivation and silage making, which dairy farmers adopted and carried out on their own. The high degree of participation in forage cultivation and silage making shows that when the benefit to stakeholders, in this case dairy farmers, is obvious and immediate, the level of participation in action research can be high.

Participation continuum of project action research activities

For meaningful and effective participation in action research activities, Kindon et al. ( 2007 ) proposed three core ethical principles to be adhered to, namely respect for participants, beneficence, and justice or equity. Respect for participants implies that people are treated as autonomous agents and that vulnerable participants are protected. Participation should not lead to domination by the community elites or to reinforcement of the pre-existing power hierarchies, which has not been beneficial to the community (Kindon et al. 2007 ). For many development projects, this is always a challenge, i.e., how to handle the existing power hierarchies in the community to prevent domination by the elites (Aragón and Glenzer 2017 ). The principle of beneficence, according to Kindon et al. ( 2007 ), should go beyond ‘doing no harm’, but maximize beneficial outcomes for participants and the community. Action research activities by BRIDGE, such as forage cultivation and silage making, were beneficial to dairy farmers in the project sites, as these led to significant increase in milk yield and consequently household income. The respondents also observed that the level of participation varied at different stages of the action research cycle for the project activities. For example, co-implementation of the action research activities generally tended to involve more and diverse participants, whereas design of specific interventions from jointly identified problem(s) tended to have fewer participants. The danger inherent in a low level of participation at any stage of the action research cycle is retention of researchers’ control, which can adversely affect ownership of the process and the outcomes (Brydon-Miller et al. 2003 ).

To ensure effective participation of stakeholders in environmental management, Reed ( 2008 ) proposed eight best practices, which are also valid for stakeholder participation in action research. These best practices include having an underpinning philosophy of participation that emphasizes empowerment, equity, trust and learning; embedding participation in the action research activities right from the onset, adequate representation of different groups of relevant stakeholders, and having clear objectives for the participatory process. Other best practices according to Reed ( 2008 ) are appropriate methods tailored to the local context, effective facilitation, integration of local and scientific knowledge, and institutionalization of participation. These best practices were applied to BRIDGE action research activities, though to a varying degree. For example, all relevant groups of stakeholders were adequately represented in BRIDGE action research activities (see Fig.  5 . with a picture of participants at Farmers’ Field Day) and the methods were tailored to the local context. However, the institutionalization of participation needs to be strengthened.

Farmers’ Field days on improved forage at Mecha, West Gojam district, Amhara Region, Ethiopia (Photo credit: Abule Ebro)

SWOT Analysis of BRIDGE Action Research Activities

The action research activities covered in this SWOT analysis included forage cultivation, silage making, crop residue treatment, design of milk quality and safety programme, assessment of milk cooling facilities, assessment of dairy farm benchmarking, assessment of forage seed smart subsidy model, school milk programme, and consumer insight study on the potential of probiotic yoghurt (Table  5 ). Again, the common strength of the action research approach as mentioned by the interviewees for these activities was that of providing a platform for learning by different stakeholders. Learning by all participants in action research activities is essential for knowledge development, which could lead to purposeful individual and community action for socio-economic transformation (McNiff 2013 ). Lebesby and Benders ( 2020 ) observed that the primary purpose of action research is to produce practical knowledge for everyday life of the participants. The importance of learning by participants through action research was also reported by Omondi ( 2020 ) as essential for co-production of knowledge on climate change adaptation in the Mara River Basin in Kenya. The other reported strengths of BRIDGE action research activities were activity-specific. For example, strong participation was reported as one of the strengths of action research activities for forage cultivation and silage making (Table  5 ). This suggests that the degree of participation in an action research project or activity depends on its type or nature, potential benefit and cost, and socio-cultural contexts (Kindon et al. 2007 ).

The common weakness of BRIDGE action research activities mentioned by the respondents was the absence of systematic monitoring and documentation of learning by participants (Table  5 ). The challenge with such monitoring and documentation is a common issue when action research activities are led by researchers whose preoccupation about data collection is on technical parameters at the expense of collecting data on processes. Omondi ( 2020 ) observed this challenge in her study that most researchers may not be familiar with the elements of self-critique and reflection, which are fundamental for monitoring and documentation of learning while collecting data in an action research project. In addressing this challenge of the competence of researchers in conducting action research, Brydon-Miller et al. ( 2003 ) suggested that there should be changes in researchers’ practices. For example, the traditional epistemological methods of research, which tend to be extractive in nature, may be inadequate to capture the processes of learning by participants in an action research project. Other reported weaknesses of BRIDGE action research activities tended to be activity-specific.

Some opportunities of using an action research approach for the BRIDGE project activities, as reported by the respondents, included enhancement of farmers’ innovation, awareness raising, and strong interest in the action research approach by public extension services and research partners. The project research partners acknowledged during the interview that they learnt about action research through the project and that their capacity in participatory action research techniques has been enhanced. This response by project partners on enhanced capacity is consistent with the observation by McNiff ( 2013 ) that action research projects often leave behind enhanced capacities of the participants in view of the emphasis on collaboration and learning. The enhancement of farmers’ innovation through participatory action research reported by the respondents has also been reported by Mponela et al. ( 2023 ) for a project on soil fertility management in Tanzania. For example in BRIDGE, farmers’ innovations in forage cultivation included planting of fruit trees and vegetables along with improved forage cultivars on the demonstration plot. According to the farmers, these innovations were to optimize land use in view of land shortage. In general, opportunities of action research activities were also activity-specific.

The main threat to action research activities by the project as reported by the respondents is government policy, particularly on land use, which generally tends to favour crop farming. This can undermine forage cultivation. One of the participants put it clearly: “Government officials see the grazing land for livestock as a waste, especially near Addis Ababa, the capital, and would rather prefer that it is used for cropping” (Respondent PS 6). The increasing competition for land is driven partly by demographic pressure, leading to expansion of crop fields into grazing areas in order to produce more food to feed the rapidly growing population (Balehegn et al. 2020 ). Other threats mentioned by the respondents were specific to different action research activities. For example, the reported potential threats to the school milk programme were volatility of price and quality of milk supplied to the school.

The results of the SWOT analysis of the action research activities of BRIDGE are generally as expected for a development project. Maximizing the strengths, minimizing the weaknesses and utilizing the opportunities of these action research activities are critical to social transformation and developmental changes in the project target communities. Generally, these results on strengths and weaknesses of, and opportunities and threats for action research as applied by BRIDGE are context-specific, depending on the activity and location. These findings are consistent with the observation of Brydon-Miller (2003) that one of the weaknesses of action research is its localism, which makes it difficult in intervening in large-scale social change efforts. This implies that action research may produce a great good in a local situation, but may sometimes be difficult to extend beyond that local context. To enhance scaling of action research, a good documentation of the processes and the outcomes of action research activities is indispensable. Martin ( 2008 ) opined that two key challenges to be addressed to apply action research on a larger scale are sensemaking of the suitability to the project or project activities, and project design and implementation processes. For sensemaking, Martin ( 2008 ) proposed a number of questions to address, such as: Who are the players? Where is the power? What will motivate the larger public to take interest in any change? The author further elaborated on the second challenge that the design and implementation processes should allow for engagement of multiple perspectives and support inquiry and learning. For large development projects applying action research, these two challenges enumerated by Martin ( 2008 ) must be adequately addressed.

Lessons for Applying Action Research Approach to Agricultural Development Projects

Generally, the use of an action research approach by BRIDGE has contributed significantly to implementation of some project activities and has produced visible results, which are widely appreciated and adopted. These include for example cultivation of improved forage varieties and silage making. However, there was the impression from some of the respondents that the action research activities by the project are rather many, and that there should be focus on fewer key issues or activities that can produce social transformation in the target communities. Given that the action research approach can be applied to a wide array of issues and fields, the danger is always that it may be applied even where other research methods may be more suitable. The romanticization of action research as a participatory approach may lead to de-legitimization of other research methods that are not participatory, which is one of the criticisms of action research (Kindon et al. 2007 ). On the issue of suitability of an action research approach to different project issues, one of the interviewees said: “Action research is suitable in addressing practical issues at farm and community levels, but at higher scale (regional, national) another approach is needed” (Respondent PS 7). For community development projects where stakeholders’ participation is paramount, action research is not only relevant, but necessary to achieve the desired goal of community empowerment and social change. However, when it comes to issues such as policy dialogue and influencing, and development planning, other approaches may be necessary, as these require data aggregation at higher levels.

Action research requires patience from the researchers and other participants as it often takes significant time (Kindon et al. 2007 ). This was pointed out by some of the respondents during the interview. One of them said: “Action research activities tend to take too much time as the pace of implementation is slow” (Respondent PS 3). One of the interviewees asked rhetorically: “When do we exit the action research cycle as we cannot continue in the cycle perpetually?” (Respondent PP 4). This observation underscores the importance of a clear exit strategy for action research activities. Though the need for participation of all relevant stakeholders in action research activities is obvious, there should be some guiding rules or principles for stakeholders’ participation to avoid a tedious travelling through a winding alley during the action research process. This raises the need for necessary skills by the facilitators of the action research activities to achieve the jointly pre-defined objectives within the stipulated time. The length of time for action research activities should also be aligned with the project duration.

Another lesson from this study is the necessity of keeping focus on the bigger picture of the project. Following an action research approach may sometimes lead to new cycles of activities, which in principle is good, but has the danger that multiplied activities can lead to loss of focus on the bigger picture of the project. For example, in our study action research activities on farm-level demonstrations of improved forage cultivation may be difficult to communicate in terms of the bigger picture of dairy sector transformation in Ethiopia for the BRIDGE project. The need for focus on the bigger picture of the project necessitates prioritization of action research activities, as this will facilitate communication with policy makers.

As part of lesson learning from this study, it is important to emphasize the need for adequate planning for monitoring and documentation of learning from the action research activities. It should be clarified that monitoring of learning by the action research participants is not the same as monitoring or tracking progress of the project activities in relation to the defined milestones, which is often well-planned by the project management. Generally, the development agencies and non-governmental organizations are good in the conventional monitoring and evaluation in the context of project performance-based accountability in response to growing demand by donors for demonstrated success of development projects (Estrella and Gaventa 1998 ). The focus here is on monitoring and systematic documentation of learning at different phases of action research cycle, for example farmers’ innovations to introduced technology. This monitoring and documentation of learning is one of the major weaknesses reported by the respondents in this study. Therefore, there should be a clear plan right from the onset of the action research on how to monitor and document learning by the participants, as this is necessary for critical reflection and participatory evaluation of the activities being carried out. Lack of documentation of learning during the different phases of action research cycle can be an obstacle to innovative and wider use of all that action research can offer (Kindon et al. 2007 ). To aid planning of monitoring and documentation of learning, a few guide questions should be addressed. First, what monitoring and learning activities should be done? Second, who should do what? Third, how should it be done? Fourth, when should it be done? Fifth, how much will it cost per activity? Besides, participatory monitoring and evaluation of action research activities is necessary to enhance participation of stakeholders, to share experience among the stakeholders through systematic documentation of processes and outcomes, and to empower the local people to initiate, control and take collective action (Estrella and Gaventa 1998 ; Dodd et al. 2023 ). Dodd et al. ( 2023 ) suggested that participatory monitoring and evaluation should be built on the foundational elements of local cultures and trust-based relationships among the stakeholders.

For many development projects in sub-Saharan Africa, action research activities are donor-driven and often face funding problems at the expiration of the project (Isobell et al. 2016 ). Therefore, building capacity of key stakeholders in participatory action research approaches is necessary to be able to continue with essential activities in the target communities after the end of the project, and it is a form of empowering them which will facilitate institutionalization of the action research approach. The capacity building should include both the theory and practice of action research; it is important that the trainees have a conceptual understanding of action research, so that activities are not carried out haphazardly (Khan et al. 2013 ).

From the results of this study, our advice for developing similar action research projects is that there should be a good planning to ensure having right mix of stakeholders and for effective implementation of action research activities to achieve the objective of social transformation in the target communities. A clear exit strategy for action research activities, adequate budgeting as well as ensuring that the activities are informed by theory, should be part of the planning. However, there should be room for flexibility to adapt the plan to accommodate necessary emerging issues in the course of project implementation.

For development projects, an action research approach is often encouraged to enhance participation of end-users or beneficiaries at various stages of the project, and participatory learning and co-production of knowledge to realize the desired social changes in the target communities. In this regard, the project under consideration in this study adopted action research for some of its activities. The perception of the participants interviewed regarding the action research approach under the project was that it is relevant and important for implementation of project activities. Besides, the respondents reported that the action research approach has brought different disciplines together to work on project activities and that it has provided a good platform for learning by project staff, university partners, extension services, and farmers. Other strengths of action research reported by the respondents were activity-specific. The major weakness of action research as applied by the project is absence of systematic monitoring and documentation of learning by participants at all stages of the action research cycle. Some opportunities of using an action research approach for the BRIDGE project activities, as reported by the respondents, included enhancement of farmers’ innovations, awareness raising, and strong interest in action research approach by public extension services and research partners. Some key lessons from this study for development projects for applying an action research approach include: the need for focus on a few key issues and/or on activities that can produce desired socio-economic changes in the target communities; the importance of a clear exit strategy for action research activities to avoid a non-ending cycle of activities; the necessity of staying focused on the bigger picture of the project; the need for adequate planning for monitoring and documentation of learning from the action research activities; and building capacity of key local stakeholders in action research to ensure sustainability of project interventions. Action research is a pertinent approach in community development projects, but it should be well planned to ensure effective implementation to achieve the objective of social transformation in the target communities.

Data Availability

The data that support the findings of this study are available from the corresponding author, Ayantunde, upon reasonable request.

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Acknowledgements

The authors acknowledge the staff and partners of the BRIDGE project who participated in the interviews on the action research activities during the review.

This work was supported by the Ministry of Foreign Affairs of the Netherlands through its embassy in Addis Ababa, Ethiopia. Any opinions, findings, conclusions, or recommendations expressed here are those of the authors alone.

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Augustine A. Ayantunde, Abule Ebro, Tinsae Berhanu, Demewez Moges & Jan van der Lee

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Ayantunde designed the study, conducted the interview on action research activities of the project and prepared the first draft of the manuscript. Ebro, Berhanu and Moges provided logistical support for the interview and the field visits, and contributed to the review of the manuscript while van der Lee provided critical review of the study design and contributed to the review of the manuscript.

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Ayantunde, A.A., Ebro, A., Berhanu, T. et al. Action Research in Agricultural Development Projects: Case Study of a Dairy Project in Ethiopia. Syst Pract Action Res (2024). https://doi.org/10.1007/s11213-024-09673-3

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Evaluating the Robustness and Ruggedness of a Statistical Model for Comparison of Mass Spectral Data for Seized Drug Identification

This paper addresses the increasing challenges of identifying novel psychoactive substances based on visual evaluation of spectra in gas chromatography-mass spectrometry; it lays out a summary of the research project, including major goals and objectives, research design, methods, and data analysis, outcomes, limitations, artifacts, references cited, and five appendices.

The authors report on their efforts to evaluate the robustness and ruggedness of the statistical comparison method for compounds representing different novel psychoactive substance (NPS) classes. They suggest that the statistical method described and demonstrated in this report will provide an objective method to statistically compare mass spectra, and note that the method is an extension of current methods to compare spectra, with a statistical evaluation of the reference spectrum and the sample spectrum rather than a visual assessment. For their evaluation, the authors selected compounds representing different NPS classes including structural and positional isomers that were previously documented as being difficult to distinguish based on electron-ionization (EI) mass spectra. The four specific research were: to access the effect of sample concentration on statistical association and discrimination of positional isomers (robustness); to assess the effect of different instruments on statistical association and discrimination of positional isomers (ruggedness); to develop and implement testing of the statistical comparison method in operational forensic science laboratories (testing); and to develop and host training sessions to provide recommendations for implementing the method in forensic laboratories (training). The report describes the authors’ research design, methods, and data analysis techniques. Outcomes are discussed in detail, and descriptions are provided of the six data sets that were generated by the project. The appendices include: Instrument Parameters; Association and Discrimination of Synthetic Cathinones; Association and Discrimination of Fentanyl Analogs; Association and Discrimination of Synthetic Cannabinoids; and Association and Discrimination of Fluoroisobutyryl Fentanyl (FIBF) Position Isomers.

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