various chapters of a research project

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3.4: Components of a Research Project

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Learning Objectives

• Describe useful strategies to employ when searching for literature.
• Describe why sociologists review prior literature and how they organize their literature reviews.
• Identify the main sections contained in scholarly journal articles.
• Identify and describe the major components researchers need to plan for when designing a research project.
• Describe the importance of a research proposal.

In this section, we’ll examine the most typical components that make up a research proposal and research project, bringing in a few additional components to those we have already discussed. Keep in mind that our purpose at this stage is simply to provide a general overview of research design. The specifics of each of the following components will vary from project to project. Further, the stage of a project at which each of these components comes into play may vary.

Searching for Literature

Familiarizing yourself with research that has already been conducted on your topic is one of the first stages of conducting a research project and is crucial for coming up with a good research design. But where to start? How to start? As you search for literature, you may have to be fairly broad in your search for articles.

I’m guessing you may feel you’ve heard enough about electronic gadget addiction in this chapter, so let’s consider a different example here. On my campus, much to the chagrin of a group of student smokers, smoking was recently banned. These students were so upset by the idea that they would no longer be allowed to smoke on university grounds that they staged several smoke-outs during which they gathered in populated areas around campus and enjoyed a puff or two together.

A student in my research methods class wanted to understand what motivated this group of students to engage in activism centered around what she perceived to be, in this age of smoke-free facilities, a relatively deviant act. Were the protesters otherwise politically active? How much effort and coordination had it taken to organize the smoke-outs? The student researcher began her research by attempting to familiarize herself with the literature on her topic. Yet her search in Sociological Abstracts for “college student activist smoke-outs,” yielded no results. Concluding there was no prior research on her topic, she informed me that she would need an alternative assignment to the annotated bibliography I required since there was no literature for her to review. How do you suppose I responded to this news? What went wrong with this student’s search for literature?

In her first attempt, the student had been too narrow in her search for articles. But did that mean she was off the hook for completing the annotated bibliography assignment? Absolutely not. Instead, she went back to Sociological Abstracts and searched again using different combinations of search terms. Rather than searching for “college student activist smoke-outs” she tried, among other sets of terms, “college student activism.” This time her search yielded a great many articles. Of course, they were not focused on prosmoking activist efforts, but they were focused on her population of interest, college students, and on her broad topic of interest, activism. I suggested that reading articles on college student activism might give her some idea about what other researchers have found in terms of what motivates college students to become involved in activist efforts. I also suggested she could play around with her search terms and look for research on activism centered on other sorts of activities that are perceived by some as deviant, such as marijuana use or veganism. In other words, she needed to be broader in her search for articles.

While this student found success by broadening her search for articles, her reading of those articles needed to be narrower than her search. Once she identified a set of articles to review by searching broadly, it was time to remind herself of her specific research focus: college student activist smoke-outs. Keeping in mind her particular research interest while reviewing the literature gave her the chance to think about how the theories and findings covered in prior studies might or might not apply to her particular point of focus. For example, theories on what motivates activists to get involved might tell her something about the likely reasons the students she planned to study got involved. At the same time, those theories might not cover all the particulars of student participation in smoke-outs. Thinking about the different theories then gave the student the opportunity to focus her research plans and even to develop a few hypotheses about what she thought she was likely to find.

Reviewing the Literature

Developing an annotated bibliography is often one of the early steps that researchers take as they begin to familiarize themselves with prior research on their topic. A second step involves a literature review in which a researcher positions his or her work within the context of prior scholarly work in the area. A literature review addresses the following matters: What sorts of questions have other scholars asked about this topic? What do we already know about this topic? What questions remain? As the researcher answers these questions, he or she synthesizes what is contained in the literature, possibly organizing prior findings around themes that are relevant to his or her particular research focus.

I once advised an undergraduate student who conducted a research project on speciesism, the belief that some species are superior to or have more value and rights than others. Her research question was “Why and how do humans construct divisions between themselves and animals?” This student organized her review of literature around the two parts of her research question: the why and the how. In the “why” section of her literature review, she described prior research that addressed questions of why humans are sometimes speciesist. She organized subsections around the three most common answers that were presented in the scholarly literature. She used the same structure in the “how” section of her literature review, arranging subsections around the answers posed in previous literature about how humans construct divisions between themselves and animals. This organizational scheme helped readers understand what we already know about the topic and what theories we rely on to help make sense of the topic. In addition, by also highlighting what we still don’t know, it helped the student set the stage for her own empirical research on the topic

The preceding discussion about how to organize a review of scholarly literature assumes that we all know how to read scholarly literature. Yes, yes, I understand that you must know how to read. But reading scholarly articles can be a bit more challenging than reading a textbook. Here are a few pointers about how to do it successfully. First, it is important to understand the various sections that are typically contained in scholarly journals’ reports of empirical research. One of the most important and easiest to spot sections of a journal article is its abstract , the short paragraph at the beginning of an article that summarizes the author’s research question, methods used to answer the question, and key findings. The abstract may also give you some idea about the theoretical proclivities of the author. As a result, reading the abstract gives you both a framework for understanding the rest of the article and the punch line. It tells you what the author(s) found and whether the article is relevant to your area of inquiry.

After the abstract, most journal articles will contain the following sections (although exact section names are likely to vary): introduction, literature review, methodology, findings, and discussion. Of course, there will also be a list of references cited, lists of references cited are a useful source for finding additional literature in an area. and there may be a few tables, figures, or appendices at the end of the article as well. While you should get into the habit of familiarizing yourself with articles you wish to cite in their entirety , there are strategic ways to read journal articles that can make them a little easier to digest. Once you have read the abstract and determined that this is an article you’d like to read in full, read through the discussion section at the end of the article next. Because your own review of literature is likely to emphasize findings from previous literature, you should make sure that you have a clear idea about what those findings are. Reading an article’s discussion section helps you understand what the author views as the study’s major findings and how the author perceives those findings to relate to other research.

As you read through the rest of the article, think about the elements of research design that we have covered. What approach does the researcher take? Is the research exploratory, descriptive, or explanatory? Is it inductive or deductive? Idiographic or nomothetic? What claims does the author make about causality? What are the author’s units of analysis and observation? Use what you have learned about the promise and potential pitfalls associated with each of these research elements to help you responsibly read and understand the articles you review. Future chapters of this text will address other elements of journal articles, including choices about measurement, sampling, and research method. As you learn about these additional items, you will increasingly gain more knowledge that you can apply as you read and critique the scholarly literature in your area of inquiry.

Additional Important Components

Thinking about the overarching goals of your research project and finding and reviewing the existing literature on your topic are two of the initial steps you’ll take when designing a research project. Forming a clear research question, is another crucial step. There are a number of other important research design components you’ll need to consider, and we will discuss those here.

At the same time that you work to identify a clear research question, you will probably also think about the overarching goals of your research project. Will it be exploratory, descriptive, or explanatory? Will your approach be idiographic or nomothetic, inductive or deductive? How you design your project might also be determined in part by whether you aim for your research to have some direct application or if your goal is to contribute more generally to sociological knowledge about your topic. Next, think about what your units of analysis and units of observation will be. These will help you identify the key concepts you will study. Once you have identified those concepts, you’ll need to decide how to define them, and how you’ll know that you’re observing them when it comes time to collect your data. Defining your concepts, and knowing them when you see them, has to do with conceptualization and operationalization, the focus of a later chapter. Of course, you also need to know what approach you will take to collect your data. Thus identifying your research method is another important part of research design. You also need to think about who your research participants will be and what larger group(s) they may represent. These topics will be the focus of a later chapter too. Last, but certainly not least, you should consider any potential ethical concerns that could arise during the course of your research project. These concerns might come up during your data collection, but they might also arise when you get to the point of analyzing or sharing your research results.

Decisions about the various research components do not necessarily occur in sequential order. In fact, you may have to think about potential ethical concerns even before zeroing in on a specific research question. Similarly, the goal of being able to make generalizations about your population of interest could shape the decisions you make about your method of data collection. Putting it all together, the following list shows some of the major components you’ll need to consider as you design your research project:

• Research question
• Literature review
• Research strategy (idiographic or nomothetic, inductive or deductive)
• Research goals (basic or applied)
• Units of analysis and units of observation
• Key concepts (conceptualization and operationalization)
• Method of data collection
• Research participants (sample and population)
• Ethical concerns

Research Proposal

At the stage before actually starting the research it is often a good idea to write a research proposal detailing all of the decisions made in the preceding stages of the research process and the rationale behind each decision. This multi-part proposal should address what research questions you wish to study and why, the prior literature, theories you wish to employ along with hypotheses to be tested (if you are doing deductive research, how measurement will be done, what research method to be employed and why, and desired sampling strategy (or who the subjects are.  Also, do not forget to include a budget.  Funding agencies typically require such a proposal in order to select the best proposals for funding. Even if funding is not sought for a research project, a proposal may serve as a useful vehicle for seeking feedback from other researchers and identifying potential problems with the research project (e.g., whether some important constructs were missing from the study) before starting data collection. This initial feedback is invaluable because it is often too late to correct critical problems after data is collected in a research study.

KEY TAKEAWAYS

• When identifying and reading relevant literature, be broad in your search for articles, but be narrower in your reading of articles.
• Writing an annotated bibliography can be a helpful first step to familiarize yourself with prior research in your area of interest.
• Literature reviews summarize and synthesize prior research.
• Literature reviews are typically organized around substantive ideas that are relevant to one’s research question rather than around individual studies or article authors.
• When designing a research project, be sure to think about, plan for, and identify a research question, a review of literature, a research strategy, research goals, units of analysis and units of observation, key concepts, method(s) of data collection, population and sample, and potential ethical concerns.
• A research proposal is also important to consider.
• Find and read a complete journal article that addresses a topic that is of interest to you. In four to eight sentences, summarize the author’s research question, theoretical framing, methods used, and major findings. Reread the article, and see how close you were in reporting these key elements. What did you understand and remember best? What did you leave out? What reading strategies may have helped you better recall relevant details from the article?
• Using the example of students’ electronic gadget addictions, design a hypothetical research project by identifying a plan for each of the nine components of research design that are presented in this section.

Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

*The Caveat *

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

Table of contents

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings? In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

• Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the  Grad Coach Blog .

Psst... there’s more!

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

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36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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Components of a research proposal.

In general, the proposal components include:

Introduction: Provides reader with a broad overview of problem in context.

Statement of problem: Answers the question, “What research problem are you going to investigate?”

Literature review: Shows how your approach builds on existing research; helps you identify methodological and design issues in studies similar to your own; introduces you to measurement tools others have used effectively; helps you interpret findings; and ties results of your work to those who’ve preceded you.

Research design and methods: Describes how you’ll go about answering your research questions and confirming your hypothesis(es). Lists the hypothesis(es) to be tested, or states research question you’ll ask to seek a solution to your research problem. Include as much detail as possible: measurement instruments and procedures, subjects and sample size.

The research design is what you’ll also need to submit for approval from the Institutional Review Board (IRB) or the Institutional Animal Care and Use Committee (IACUC) if your research involves human or animal subjects, respectively.

Timeline: Breaks your project into small, easily doable steps via backwards calendar.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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(19 reviews)

Steven D. Krause, Eastern Michigan University

Copyright Year: 2007

Publisher: Steven D. Krause

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Kevin Kennedy, Adjunct Professor, Bridgewater State University on 12/2/22

I think this book would make an excellent supplement to other class material in a class focused on writing and research. It helps a lot with the "why"s of research and gives a high-level overview. read more

Comprehensiveness rating: 3 see less

I think this book would make an excellent supplement to other class material in a class focused on writing and research. It helps a lot with the "why"s of research and gives a high-level overview.

Content Accuracy rating: 5

The book is accurate, and talks a lot about different ways to view academic writing

Relevance/Longevity rating: 5

This would be quite relevant for a student early on the college journey who is starting to complete research-based projects.

Clarity rating: 4

The text is clear and concise, though that conciseness sometimes leads to less content than I'd like

Consistency rating: 5

The book is consistent throughout

Modularity rating: 4

I could use the first chapters of this book very easily, but the later ones get into exercises that my classes wouldn't necessarily use

Organization/Structure/Flow rating: 4

The book is organized from the high level (what is academic writing with research) to the more specific (here are some specific exercises)

Interface rating: 3

I don't like the flow from contents to chapters, and they feel distinctly text-based. This is a no-frills text, but that's ok.

Grammatical Errors rating: 3

I didn't note anything glaringly obvious

Cultural Relevance rating: 5

I think that this text stays away from the cultural and focuses mostly on the cognitive. This prevents offensive material, though it may make it less appealing to students.

Reviewed by Julie Sorge Way, Instructional Faculty, James Madison University on 11/23/21

Overall, I think this book’s strongest suits are its organization, clarity, and modularity. It is useful and adaptable for a wide range of courses involving a research component, and as the book itself argues, research is a part of most learning... read more

Comprehensiveness rating: 4 see less

Overall, I think this book’s strongest suits are its organization, clarity, and modularity. It is useful and adaptable for a wide range of courses involving a research component, and as the book itself argues, research is a part of most learning at the university level, whether or not a single traditional “research paper” is the end goal of a course. This is a great book with adaptable and useful content across a range of disciplines, and while it is low on “bells and whistles,” the content it provides seems to be relevant, helpful, and also fill a gap among other OER texts that focus more on rhetoric and less on research.

Because this is a book on research writing rather than cutting edge science, etc. it is unlikely to be made inaccurate by the passing of time.

In a desire to move past the simple “Comp II” textbook, Krause’s work here is relevant to a variety of fields. In creating a course with a major-specific research component, many parts of this text are relevant to what I’m doing, and due to its modularity and organization (see below) I am able to make use of it easily and draw students’ attention to the parts that will help them most with our learning objectives.

Clarity rating: 5

Krause’s writing style is uncomplicated and direct. His examples are ones I think most students could relate to or at least connect with reasonably well.

While the book is internally consistent in its tone, level of detail, and relevance to Krause’s original writing goals, in the process of applying it to different courses (as almost inevitably happens with OER materials) it is inconsistently useful for the course I in particular am planning. This is certainly no fault of the book’s. One example would be that it presents MLA and APA format for citing sources, but not Chicago/Turabian.

Modularity rating: 5

Certainly, its modularity is a real strong suit for Krause’s book overall – individual instructors planning different types of coursework that involve writing and research can easily adapt parts that work, and its Creative Commons license makes this even better.

Organization/Structure/Flow rating: 5

Clear and direct organization is another strong suit in Krause’s text. The information is presented in an orderly and easy to navigate way that allows instructors and students alike to hone in on the most useful information for their writing and research task without spending undue amounts of time searching. This is much appreciated especially in an open access text where instructors are more likely to be “picking and choosing” relevant content from multiple texts and resources.

Interface rating: 4

Simple but clear – basic HTML and PDF navigation by chapter and section. Like many OER texts it is a bit short on visual engagement – the colorful infographics and illustrations many people are used to both in printed textbooks and interacting with internet content.

Grammatical Errors rating: 5

No errors noted.

Widely relevant (at least in the North American context I have most experience with) but as always, instructors should preview and adapt all material for the needs and context of their own classes and students.

Reviewed by Li-Anne Delavega, Undergraduate Research Experience Coordinator, Kapiolani Community College on 5/1/21

This textbook builds a good foundation for first-year students with topics such as developing a thesis, how to find sources and evaluate them, creating an annotated bibliography, audience, and avoiding plagiarism. While the content is explained... read more

This textbook builds a good foundation for first-year students with topics such as developing a thesis, how to find sources and evaluate them, creating an annotated bibliography, audience, and avoiding plagiarism. While the content is explained well and students are slowly walked through the research process, the textbook ends abruptly ends with a quick overview of the elements of a research essay after students organize their evidence and create an outline. A part two textbook that covers the rest of the writing process, such as structuring paragraphs, how to write an introduction and conclusion, and revising drafts, is needed to help students get to a finished product. As a composition-based textbook, I also felt it could have used a section on building arguments. The true gem of this textbook is its activities/exercises and comprehensive but accessible explanations.

Content Accuracy rating: 4

Aside from outdated citations and technology-related content, the process-based writing instruction is accurate and answers common questions from students about research and basic writing. I feel like the questions, checklists, and activities posed are helpful for students to really think through their writing process, and the author explains things without judgment. While students can benefit, I feel that faculty would also benefit from using this as a teaching manual to plan their classes.

Relevance/Longevity rating: 3

The writing instruction is solid and is still used in many textbooks today. Obviously, the sections on technology and citation are outdated, but some sections still have good reliable advice at their core. For example, search language, unreliable web sources, and collaborating online have evolved, but the concepts remain the same. I would cut those sections out and just take what I needed to give to students. The author has no plans to update this book, and someone would need to rewrite many sections of the book, which is not easy to implement.

The book is largely free of jargon and terms are clearly explained. The author's tone is casual and conversational when compared to other textbooks, which makes it more accessible to students and acts as a guide through the research process. However, it does lend itself to longer sections that could use heavy editing and it does sound like a mini-lecture, but I liked the way he thoroughly explains and sets up concepts. His tone and style are a bit inconsistent as others have noted.

The book is very consistent since research and writing terminology is the same across most disciplines. If you're a composition instructor, you'll find the framework is just common writing pedagogy for academic writing: focus on the writing process, freewriting, peer review, audience, revision, etc.

This book was intended to be modular and chapters are mostly self-contained, so it is easy to use individual chapters or change the sequence. There are unusable hyperlinks in each chapter that refer to other sections, but those are additional resources that could be replaced with a citation guide or other common resources. Sections, activities, examples, and key ideas are clearly labeled and can be used without the rest of the chapter. However, some writing concepts, such as a working thesis, are mentioned again in later chapters.

Organization/Structure/Flow rating: 3

Parts of the book are easily identifiable and the content within the chapter flows easily from one concept to the next. I felt that some of the chapters should have appeared earlier in the textbook. Students would have to wait until chapter 10 to learn about the research essay. Revising a working thesis comes before categorizing and reviewing your evidence. The peer-review chapter that advises students to read sections of their writing aloud to catch mistakes comes before brainstorming a topic. However, the sequence will depend on the instructor's preference. An index or a complete, searchable text would have helped so you don't need to guess which chapter has the content you need.

The PDF is the more polished and easier to read of the two versions. Overall, the PDF was well laid out, with clear headers and images. I found the colored boxes for the exercises helpful, though a lighter color would make the text easier to see for more students. The text uses different styles to create organization and emphasis, which made some pages (especially in the beginning) hard to read with the bolded and italicized clutter. I would have loved a complied version with all the chapters.

The HTML version is difficult to read as it is one long block of text and the callouts and images are not well spaced. There is, unfortunately, no benefit to reading the web version: no clickable links, dynamic text flow, or navigational links within each page so you will need to go back to the TOC to get the next section.

Grammatical Errors rating: 4

The book has grammatical and mechanical errors throughout but does not impact content comprehension. Other reviewers here identified more notable errors.

Cultural Relevance rating: 2

The language, examples, and references were generally ok, but the overall textbook felt acultural. Some consideration was taken with pronouns (relies on they/them/their) and gender roles. As others pointed out, there are many areas that could have used diversified sources, topics, references, examples, and students. Some of the textbook's activities assume able-bodied students and sections such as peer collaboration would benefit from a more nuanced discussion when he brought up resentment over non-contributing members, being silenced, and access to resources. There are a few red flags, but one glaring example is on page 5 of chapter 10. An excerpt from an article titled “Preparing to Be Colonized: Land Tenure and Legal Strategy in Nineteenth-Century Hawaii”(which includes the sentence, "Why did Hawaiians do this to themselves?") was used to show students when to use "I" in writing.

Overall, this is a good resource for writing instructors. As this book was written in 2007, faculty will need to cut or adapt a fair amount of the text to modernize it. It is not a textbook to assign to students for the semester, but the textbook's core content is solid writing pedagogy and the focus on using activities to reflect and revise is wonderful. Those outside of composition may find the basic exercises and explanations useful as long as students are primarily working out of a more discipline-specific (e.g., sciences) writing guide.

Reviewed by Milena Gueorguieva, Associate Teaching Professor, University of Massachusetts Lowell on 6/28/20

This is a process based research writing textbook, a rarity among composition textbooks. It is often the case that foundational writing courses are supposed to cover process and then, very often, instructors, students and textbook authors all... read more

Comprehensiveness rating: 5 see less

This is a process based research writing textbook, a rarity among composition textbooks. It is often the case that foundational writing courses are supposed to cover process and then, very often, instructors, students and textbook authors all forget that process is important when they have to dive into the technical aspects of conducting and writing about and from research, usually in a 'second course' in the first year writing sequence. This is not the case with this book: it is a thoughtful, comprehensive exploration of writing from research as a multi-step recursive process. This approach can help students solidify the knowledge and skills they have acquired in prior courses, especially the multi-step recursive nature of writing as a process while developing a set of strong writing from research skills.

The foundations of research writing are presented in an accessible yet rigorous way. The book does away with the myth of research writing as something you do after you think about and research a topic. The author articulated this idea very well, when he wrote, ”We think about what it is we want to research and write about, but at the same time, we learn what to think based on our research and our writing.”

Relevance/Longevity rating: 4

Overall, an excellent handbook (it can be used non-sequentially); however, some of the information on database searches and working with popular internet sources as well as collaborative writing (especially as it relates to the use of technology) needs updating.

The appropriately conversational tone translates complex academic concepts into easy to access ideas that students can relate to. The same is true for the many activities and exercises that demonstrate a variety of real life applications for the research skills presented in the book, which helps students see that research and research based writing happen everywhere, not just on campuses , where students seem to write for an audience of one: the professor who assigned the paper.

The material presented is rigorously and consistently presented in various modes: text, activities and exercises.

It can be used in a variety of ways; it has excellent modular stucture.

Excellently organized: reviews and expands on what students might already know about academic writing as a process; introduces the fundamentals of research and research writing and then uses both of these sets of skills in various research projects.

Although it has some very useful and appropriate visuals , the text could have been more user friendly; it is difficult to follow.

Excellently proof-read,

the book is culturally sensitive and contains appropriate examples and/or references.

An overall excellent composition text that provides useful exercises and assignments (such as the antithesis essay) that can help students build complex and nuanced arguments based on research. Highly recommend!

Reviewed by Valerie Young, Associate Professor, Hanover College on 3/29/20

This text is both general and specific. General enough for use in a variety of courses and disciplines, specific enough to garner interest for faculty who want to teach students the fundamentals and more nuanced aspects of research writing. The... read more

This text is both general and specific. General enough for use in a variety of courses and disciplines, specific enough to garner interest for faculty who want to teach students the fundamentals and more nuanced aspects of research writing. The basics are here. The text could be assigned in specific modules. The text will benefit from an update, especially in regards to references about collaborative writing tools and internet research. The text is missing a chapter on reading research and integrating research into the literature review process. This is a relevant skill for research writing, as student writers often struggle with reading the work of others to understand the body of literature as a foundation for their own assertions.

The content and information seems like it could be helpful for any undergraduate course that has a research writing project. The unique aspects of this book are its features of collaborative and peer review writing practices and all of the exercises embedded in the text. The author gives examples and writing exercises throughout the chapters. These examples could serve inexperienced students quite well. They could also annoy advanced students.

There are some references to the World Wide Web and the Internet, and library research that seem a bit outdated. There isn't much advanced referencing of commonly used internet research options, such as Google Scholar, citation apps, etc.

Clarity rating: 3

Some points are clear and concise. Other pieces go into too much detail for one chapter page. Because the pages are long, and not all content will be relevant to all readers, the author could consider using "collapsible" sections. This could be especially relevant in the APA & MLA sections, offering a side-by-side comparison of each or offering overviews of style basics with sections that open up into more details for some interested readers.

Consistency rating: 4

no issues here

Modularity rating: 3

The chapters are relatively concise and each starts with an overview of content. The web format does not allow for much navigational flow between chapters or sections. It would be great to hyperlink sections of content that are related so that readers can pass through parts of the text to other topics. It does look like the author intended to hyperlink between chapters, but those links (denoted "Hyperlink:" in the text) are not functional.

Overall flow is appropriate for an interdisciplinary lens. Readers can move through as many or as few sections as needed. The chapter topics and subtopics are organized fairly comprehensively, and often by questions that students might ask.

Interface rating: 2

The long blocks of text in each chapter aren't very reader friendly. Also, once the reader gets to the end of the long page / chapter, there is no navigation up to the top of the chapter or laterally to previous or next content. Text doesn't adjust to screen size, so larger screens might have lots of white space.

no issues noticed. Some examples could be updated to be more inclusive, culturally diverse, etc.

This book has some good lessons, questions, and suggestions for topics relevant to research writing. The text could benefit from a more modern take on research writing, as some of the topics and phrases are dated.

Reviewed by Jennifer Wilde, Adjunct instructor, Columbia Gorge Community College on 12/13/18

The text is a wonderful guidebook to the process of writing a research essay. It describes the steps a college writer should take when approaching a research assignment, and I have no doubt that if students followed the steps outlined by the... read more

The text is a wonderful guidebook to the process of writing a research essay. It describes the steps a college writer should take when approaching a research assignment, and I have no doubt that if students followed the steps outlined by the text, they would be sure to succeed in generating a quality thesis statement and locating appropriate sources. It is not comprehensive in that it has very little to say regarding composition, clarity and style. It does not contain an index or glossary.

Sections on MLA and APA format are inaccurate in that they are outdated. It would be preferable for the text to refer students to the online resources that provide up to date information on the latest conventions of APA and MLA.

The bulk of the chapters are timeless and filled with wisdom about using research to write a paper. However, the book should contain links or otherwise refer students to the web sources that would tell them how to use current MLA/APA format. There are some passages that feel anachronistic, as when the author recommends that students consider the advantages of using a computer rather than a word processor or typewriter. The sections on computer research and "netiquette" feel outdated. Finally, the author describes the differences between scholarly sources and periodicals but does not address the newer type of resources, the online journal that is peer-reviewed but open access and not associated with a university.

The writing is strong and clear. Dr. Krause does not indulge in the use of jargon.

The different sections open with an explanation of what will be covered. Then, the author explains the content. Some chapters are rather short while others are long, but generally each topic is addressed comprehensively. In the last several chapters, the author closes with a sample of student work that illustrates the principles the chapter addressed.

The text is divisible into sections. To some extent the content is sequential, but it is not necessary to read the early chapters (such as the section on using computers, which millenials do not need to read) in order to benefit from the wisdom in later chapters. I used this text in a writing 121 course, and I did not assign the entire text. I found some chapters helpful and others not so relevant to my particular needs. Students found the chapters useful and discrete, and they did not feel like they had to go back and read the whole thing. The section on writing an annotated bibliography, for instance, could be used in any writing class.

The topics are presented in the order in which a student approaches a writing assignment. First, the author asks, why write a research essay, and why do research? Next, the author addresses critical thinking and library/data use; quoting, summarizing and paraphrasing; collaboration and writing with others; writing a quality thesis statement; annotating a bibliography; categorizing sources; dealing with counterarguments, and actually writing the research essay. It's quite intuitive and logical. It seems clear that this author has had a lot of experience teaching students how to do these steps.

The interface is straightforward, but I could not locate any hyperlinks that worked. Navigation through the book was no problem.

The book is well written overall. The writer's style is straightforward and clear. There are occasional typos and words that feel misplaced, as in the following sentence: "The reality is though that the possibilities and process of research writing are more complicated and much richer than that." There should be commas around the word "though", and the tone is fairly conversational. These are extremely minor issues.

The examples feel inclusive and I was not aware of any cultural insensitivity in the book overall.

The book is really helpful! I particularly appreciate the sections on how to write an annotated bib and a good thesis statement, and I think the sections on writing a category/evaluation of sources, working thesis statement, and antithesis exercise are unique in the large field of writing textbooks. The book contains no instruction on grammatical conventions, style, clarity, rhetoric, how to emphasize or de-emphasize points, or other writing tips. In that sense, it is not a great text for a composition class. But I think it's extremely useful as a second resource for such a class, especially for classes that teach argumentation or those that require an analytic essay. I feel it is most appropriate for science students - nursing, psychology, medicine, biology, sociology. It is less likely to be useful for a general WR 121 class, or for a bunch of English majors who largely use primary sources.

Reviewed by Jess Magaña, Assistant Teaching Professor, University of Missouri-Kansas City on 6/19/18

This is a comprehensive introduction to planning and writing research papers. The suggested activities seem helpful, and the lack of an index or glossary does not interfere with understanding. read more

This is a comprehensive introduction to planning and writing research papers. The suggested activities seem helpful, and the lack of an index or glossary does not interfere with understanding.

The information is accurate and straightforward.

Some information is out of date, such as the section regarding email, but the main concepts are well explained and relevant. An instructor could easily substitute a lecture or activity with updated information.

The clarity is excellent.

There are no inconsistencies.

The text is organized in a way that lends itself to changing the order of chapters and adding and subtracting topics to suit the needs of each class.

The progression of chapters is logical.

Interface rating: 5

The "hyperlinks" helpfully direct readers to related topics (although these are not actual links in the online version), which contributes to the modularity of the text.

There are a few errors, but none that significantly obscure meaning.

Cultural Relevance rating: 4

This text could use updated examples showing greater diversity in authors and work. I recommend instructors find supplementary examples relevant to their classes.

I intend to use this text in my courses, supplemented with a few activities and more diverse examples to suit my students' needs.

Reviewed by Sheila Packa, Instructor, Lake Superior College on 2/1/18

The text is a comprehensive guide to research for students in College Composition courses. The text is concise and interesting. Critical thinking, research and writing argument are integrated into his suggested assignments. The author covers... read more

The text is a comprehensive guide to research for students in College Composition courses. The text is concise and interesting. Critical thinking, research and writing argument are integrated into his suggested assignments.

The author covers the research question, library resources, how to paraphrase and use quotes, and collaborative writing projects. There are suggested exercises in the process of research, such as a topic proposal, a guide to developing a strong thesis statement, a full exploration of refutation (called the antithesis), the critique or rhetorical analysis, the annotated bibliography, and a guide to help students to accumulate a good assortment of sources. MLA and APA documentation is covered. Note that this text is published in 2007. Therefore, I recommend the use of MLA 8 Handbook for up-to-date guidelines for correct documentation. The Research Paper is full explained. In the chapter, Alternate Ways to Present Research, the author focuses on a Portfolio. He discusses web publication of research and poster sessions.

I value the clarity of ideas. The text is error-free, and I like the example essays written by students that will serve to inspire students.

The content is relevant. The author guides students through the process in a way that is easy to understand and also academically rigorous. The MLA 8 Handbook is a needed supplement (and that is affordable).

The writing is clear and concise. The organization of the chapters is logical and leads the students through steps in the process of research, writing a reasoned argument, and professional presentation of the research.

Terminology is clear and the framework for research is clear and sensible.

The book's modularity is definitely a strength. It's possible to use chapters of the text without using the entire book and to omit chapters that are not a focus of the instructor.

This book has a logical arrangement of chapters and the assignments are valuable.

The interface is great. It's readable online or in pdf form.

No grammatical errors. There is one detail that reflects changing rules of documentation. In MLA, titles of books, magazines, and journals are now italicized instead of underlined. In this text, they are underlined.

The text is free of bias or stereotypes.

Reviewed by Jennie Englund, Instructor, Composition I & II, Rogue Community College, Oregon on 8/15/17

Twelve chapters are broken into multiple parts. On Page 3 of the Introduction, the text emphasizes its purpose as an "introduction to academic writing and research." The following chapters present more than substantial information to give... read more

Twelve chapters are broken into multiple parts.

On Page 3 of the Introduction, the text emphasizes its purpose as an "introduction to academic writing and research." The following chapters present more than substantial information to give introductory (even well into master) research writers a foundation of the basics, as well as some detail. It differentiates itself as "Academic" research writing through thesis, evidence, and citation. Two of these concepts are revisted in the conclusion. The third (thesis) has its own section, which this reviewer will use in class.

I'm grateful to have reviewed an earlier electronic text. This provided the ability to compare/contrast, and note that this particular text was more comprehensive and in-depth than the guide I had previously reviewed (which was more of a framework, good in its own right.)

Had the guide contained a thorough section on revision, I'd give it a perfect score! Thus, the book very very nearly does what it sets out to do; it provides most of The Process of Research Writing.

Retrieval dates are no longer used on the APA References page. This reviewer would have preferred titles italicized instead of underlined.

The text opens with an introduction of the project, by its author. The project began in 2000 as a text for a major publishing house, but eventually landed via author's rights as an electronic text. Therefore, essentially, the book has already been around quite a while. This reviewer concludes that time, thought, and execution went into publishing the material, and predicts its popularity and usability will grow.

Timeless, the guide could have been used with small updates twenty years ago, and could be used with updates twenty years from now.

The guide could be used as the sole text in a composition course, supplemented by more formal (as well as APA) examples.

The text is organized into 12 chapters; it logically begins with "Thinking Critically about Research," and concludes with "Citing Your Research Using MLA or APA Style." The text includes most of what this reviewer uses to teach academic research writing. However, the book omits the editing/revising process.

The guide poses purposeful questions.

On Page 7 of the Introduction, the text reports being "organized in a 'step-by-step' fashion," with an invitation to the reader to use the book in any order, and revisit passages. The reviewer found the organization to be consistent and as systematic as the actual composition of an academic research paper.

The meat of the text begins with the definition and purpose of "Research." Immediately, a nod to working thesis follows, which is revisited in Chapter 5. Sources are examined and classified into a chart of "Scholarly Versus Non-scholarly or Popular Sources." The segment on "Using the Library" would complement a course or class period on library usage.

The Table of Contents is fluid and logical. Within the text, concepts are revisited and built upon, which the reviewer appreciates. Examples and exercises are given.

Chapter 10 contains an outline of a student research paper (which follows). The paper examines the problems with and solutions for university athletics. The paper is in MLA format. Tone is less formal than this reviewer would use as an example of academic research writing. The reviewer would have welcomed an example of an APA paper, as well.

The last chapter fully realizes instruction introduced at the beginning: citation defines academic writing, and academic writers credit their sources, and present evidence to their readers. I wish this last part emphasized thesis again, too, but in all, it is a very structured, reader-friendly guide.

Charts are integrated and understandable, though the majority of the book is text.

This review found some grammatical errors including capitalization. Book/journal/magazine/newspaper titles are underlined in lieu of italicized.

Student examples include Daniel Marvins, Ashley Nelson, Jeremy Stephens, Kelly Ritter, Stuart Banner, and Casey Copeman. Most examples of citations are from male authors. Text would benefit from multi-cultural authors. Examples/topics include The Great Gatsby,African-American Physicians and Drug Advertising, Cyberculture, ADHD, Diabetes, Student-athletes, and Drunk Driving.Examples are culturally appropriate and multi-disciplinary. Consistent pronoun used: he/him/his

Third-person narration is used; the author addresses the reader directly (and informally). While this perhaps makes a connection between the author and the reader, and adds to understanding, it does not reflect academic research writing, and may confuse beginning writers?

Chapter 5, "Writing a Working Thesis," is among the most clear, comprehensive, and straightforward instruction on the topic this reviewer has seen. I will use this section in my Composition I and II courses, as well as Chapters 1, 3, and 12. I wish this form had a place to rate usability. In that case, this guide would score highly. I commend Dr. Krause's execution and composition, and applaud his sharing this at no cost with the academic community.

Reviewed by Marie Lechelt, ESL/English Instructor and Writing Center Co-director, Riverland Community College on 6/20/17

"The Process of Research Writing" is a textbook that includes all of the major topics covered in most college research writing courses. The style of writing makes it easily understood by students. Depending on your focus in your writing class,... read more

"The Process of Research Writing" is a textbook that includes all of the major topics covered in most college research writing courses. The style of writing makes it easily understood by students. Depending on your focus in your writing class, you may want to supplement this text with more about argumentative writing. Other writing models, homework exercises, and classroom activities found by the instructor would also compliment the use of this text. While I would not use this textbook in my course from start to finish, I would jump around and use a variety of sections from it to teach research writing. This text could be used for a beginning writing class or a second semester writing course. Based on my students writing experiences and abilities, I would eliminate or include certain sections. There is no index or glossary included. The hyperlinks to other sections also do not work.

The content is accurate and error-free. I didn't detect any biased information either. The MLA and APA information have changed since this book was published. The peer review work, plagiarism, critiquing sources, and many more of the topics are almost exactly what I teach to my students. This format will work well for them.

While most research writing content does not change over time, there are many parts of this book that could be updated. These include examples (The Great Gatsby), hyperlinks, and references to technology. The technology aspect is especially important. Since technology is constantly changing, most textbooks (print and online) are out of date as soon as they are printed. Because of this, teachers are constantly having to use supplemental material, which is fine. Just like our class websites, we have to update this information every semester or even more often. If you choose to use this textbook, keep in mind that this will be necessary. The MLA/APA information is also out of date, but this is also to be expected.

Clarity is one of the benefits of this textbook. Although the style is somewhat informal, it included appropriate topics and terminology for students learning to write research essays. Students can understand the topics with one or two readings and discuss the topics in class. There were a few places that seemed like common knowledge for students at this level, like the library or using computers. Unfortunately, we do still have students who do not come to us having already learned this information. So, I don't think these sections would have a negative impact on other students. Students can also be given optional sections to read, or as I plan to do, the teacher can skip around and only assign some sections.

The majority of the terminology is common knowledge in research writing teaching. The text is fairly informal in writing style, which I believe is an advantage for students. Many times, students will read a text and then I will need to explain the terminology or ideas in depth in my lectures. Since I prefer to complete activities and work on students' writing in class, instead of lecturing, this book will work well. The chapter on the "Antithesis" was new to me. While I have taught these ideas, I have not used this term before. This is a chapter I may not use and instead include supplemental material of my own.

The chapters are divided clearly and could be separated quite easily to use as individual units in a writing class. If the hyperlinks worked though, they would be helpful. Exercises build upon one another, so one could not assign a later exercise without students first understanding the other sections of the text. I plan to use this text in a research writing class, and I will be skipping around and only using some sections. I do not believe there will be any problem with this. While students may at first feel that starting on Chapter 4 might be strange, they are very adaptive and should have no difficulties with this format.

The Table of Contents is clear and easily understood. Each chapter follows a logical sequence, and students will be able to transition from one topic to another without difficulty. The use of charts, headings, bold, highlighting, and some other visual aids help the reader to understand what is most important to remember. Although, this could be improved upon with the use of color and graphics. While the content is valuable, I would most likely skip around when using this book in the classroom. While the author begin with an introduction and then jumps right into research, I focus on topic selection and thesis writing before research begins. Of course, as the author mentions, students will go back to their thesis and research many times before finishing the writing process.

The text is easily navigated, and students would be able to follow the topics throughout. The lack of graphics and color is noticeable and detracts from the content. In a world of advanced technology where students click on hundreds of websites with amazing content each week, online textbooks need to meet this standard. This textbook is similar to a traditional textbook. Some links are also inactive.

There were some typos and small grammatical errors but no glaring instances. They also did not impact understanding.

This book contained no offensive language or examples. However, we have a lot of diversity in our classrooms, and this is not reflected in the book. Expanding the examples or including links to diverse examples would be helpful.

I will be using this text in a second semester writing class. It has valuable information about research writing. I believe it could also be used for a first semester writing class. As mentioned above, I will use sections of the text and skip around to accommodate the needs of my students. Supplemental materials will also be needed to meet current technology needs.

Reviewed by Betsy Goetz, English Instructor, Riverland Community College on 6/20/17

The text covers all subject areas appropriately. read more

The text covers all subject areas appropriately.

Overall, the text is accurate.

Relevant and current.

I liked the clarity of the text, especially the specific exercises for students to apply the theory they have learned.

This text is consistent -- good terminology!

Clear sections to focus on key points of research writing.

Well organized.

Not confusing

Overall, lacking grammatical errors.

Relevant -- research writing and thesis building are timeless.

Reviewed by Karen Pleasant, Adjunct Instructor, Rogue Community College on 4/11/17

The textbook covered the basics of writing a research paper (the term "essay"is preferred by the author) and would be appropriate for an introductory college writing course, such as WR 121 or WR 122. A table of content is provided, but there is... read more

The textbook covered the basics of writing a research paper (the term "essay"is preferred by the author) and would be appropriate for an introductory college writing course, such as WR 121 or WR 122. A table of content is provided, but there is no glossary. The textbook guides a student from exploring the initial topic selection through the finished product, although I would have liked the use of citations to be covered in more depth. If I chose this as the textbook for my class I would also need to add supplemental materials about thoroughly developing an argument as well as revising a paper.

The author presented the material in an unbiased manner and does so in a way that provides high readability for students with little to no background in writing a research paper. Excellent examples are provided to reinforce concepts and thoughtful, creative collaborative exercises round out each chapter to give practice in skill mastery. Both MLA and APA formatting styles are included, but the APA section needs to be updated. The book was published in 2007 and many of the APA guidelines have changed., including the preference for using italics versus underlining for book and journal titles.

Each chapter is self-contained and stands alone and , therefore, could easily be updated. Most of the information is relevant and could be used indefinitely. I like that Chapter 11 recommended alternate ways to present the research and suggested more contemporary technology based methods. Chapter 12, about APA and MLA citations, is the chapter that currently needs to be updated and would need to be checked for accuracy annually against the latest APA & MLA guidelines. As it reads, I would handout current materials for APA citation sessions and not use this chapter in the book.

The book is well organized and is very user friendly. I think students would enjoy reading it and be able to relate readily to the content. Examples given and exercises provided help to clarify the content and reinforce the concepts for students. The textbook flows well from selection of initial topic ideas to finished product and will help students to work through the process of writing a research paper.

New terms are thoroughly explained and are used consistently throughout the textbook. The knowledge students gain as they progress through the book feels logical and organized in a usable fashion.

The text is organized so that each chapter stands alone and the order the information is presented can be easily modified to fit the needs of an instructor. The book is that rare combination of being equally functional for both student and instructor.

The topics are presented as needed to guide students through the process of writing a research paper, but could be done in another order if desired. Bold and boxed items are used to emphasize key concepts and chapter exercises.

The textbook is visually appealing and easy to read with adequate use of white space and varied font sizes. I explored the textbook via the PDF documents, which were easy to download, although the hyperlinks were not accessible.

There were noticeable grammatical errors.

The textbook is inclusive and accessible to all and didn't have any content that could be deemed offensive. The approachable layout and writing style make the textbook relevant to college students from a variety of backgrounds.

I would definitely adopt this open textbook for my writing classes. The author provided some wonderful ideas for teaching about research papers and I found many chapter exercises that I would be willing to incorporate into my class . I am especially intrigued by the use of writing an antithesis paper as a lead in to adding opposition to the research paper and look forward to getting student input and feedback about some of the alternative ways to present their research. Compared to textbooks I have used or perused in the past, this book seems more inviting and user friendly for students new to writing college level research papers.

Reviewed by VINCENT LASNIK, Adjunct Professor, Rogue Community College on 4/11/17

This comprehensiveness is one of the strengths of The Process of Research Writing. The Table of Contents (TOC) is fine—and each separate chapter also reproduces the contents listing from high-lever through low-level subsections at the beginning... read more

This comprehensiveness is one of the strengths of The Process of Research Writing. The Table of Contents (TOC) is fine—and each separate chapter also reproduces the contents listing from high-lever through low-level subsections at the beginning of each chapter. This duplicate listing feature helps orient students to what is covered (and what is not) for every chapter in-context. Yes—It is a fair evaluation that there can generally be easy-to-fix, quickly recognizable updates, enhancements, and notable improvements to virtually any textbook 10-15 years after its initial publication date (particularly related to changing terminology and nomenclature within the dynamic English lexicon, technology applications (databases, websites, ‘search engines,’ current good ‘help sites’ for students learning the latest iteration of APA style for manuscript formatting, in-text citations, and end references, etc.)—and the Krause text is a prime candidate for such a thorough revision. For example, digital object identifiers (the doi was first introduced circa 2000) did not become widely/pervasively established until well into the first decade of the 21st century; the ‘doi’ is an ubiquitous standard today in 2017. Nevertheless, many of the basic (boilerplate) concepts are clearly noted and credibly, coherently explained. The text could use some effective reorganization (as I note elsewhere in my review)—but that is arguably a subjective/personalized perspective more related to the way we approach writing instruction and student academic development at Rogue Community College—and perhaps less of a global/universal criticism.

See my comments in other sections that impact this issue. Overall, Krause’s text appears, “accurate, error-free and unbiased.” There are no obvious problems with this observation/contention. Some of the ‘out-of-date’ specifics in the text need updating as I note in detail in my other comments.

Most of the text describes research-writing strategies that are fairly well-established if not generic to the undergraduate English composition content area; thus, the overall longevity of the existing text is good. I have suggested, however, that any such ‘how-to’ guide should be updated (as this particular version) after its first decade of publication. The content for online research, for example, reflects an early 2000s perspective of emerging technology terms (e.g., defining blogs as “web-logs” is easily 12-15 years behind the use of the term in 2017), and some of the online websites mentioned are no longer relevant. These types of ‘out-of-date’ past-referents/links, however, can be easily updated to 2017+ accuracy. I have made a few suggestions about such an update—including my offer to assist Steve Krause (gratis and pro bono) in this update should my collaboration be desired. Otherwise, Krause might go the more open ‘peer review’ route and assemble a set of active teachers, instructors, and adjunct professors (such as me) who are on the ‘frontlines’ of current praxis for research-based, critical thinking, problem-oriented writing courses across the 11th-12th grade and through the undergraduate and workforce education community.

The text is written is a clear, credible, and cogent prose throughout. This is one of the particular strengths of Krause’s text—and recursively provides an exemplar for well-written composition. On occasion, the clarity for students might be improved by additional ‘real-world examples’ (i.e., more ‘showing rather than mere abstract telling) explicating some obtuse concepts and numerous rules (e.g., for research strategy, proofreading/editing, using search engines and conducting library research, etc.)—but a similar constructive criticism could easily be made of nearly all similar sources.

The text wording, terminology, framework and process emphasis are highly consistent. There are overlaps and dovetailing (i.e., redundancy) in any/every college textbook—but Krause keeps these to a minimum throughout. Some updating of terminology would be appropriate, useful, and needed as I note throughout my OER review.

The text is superb in this regard. The chapters and exercises are highly modular—which supports the customized reorganization I apply myself in my own courses as noted in my other comments. Numerous subheads and special highlighted ‘key points’ textboxes augment this modularity and improve the narrowing of assigned readings, examples, and exercises for most writing courses. The Process of Research Writing is clearly not, “overly self-referential,” and can easily be, “reorganized and realigned with various subunits of a course without presenting much disruption to the reader” by any instructor.

One of the principal weaknesses of the set of chapters is that the given ‘table of contents’ structure is conceptually disjointed—at least insofar as my research writing course is designed. Therefore, to provide a more coherent, logical sequence congruent to the course organization of my Writing 122 (this is an intermediate/advanced-level English Composition II)—it was necessary to assign a completely different order of The Process of Research Writing (Krause, 2007) high-level chapters/pages for weekly course reading assignments as follows:

Week One: Table of Contents; Introduction: Why Write Research Projects?; and Chapter 1: Thinking Critically About Research; Week Two: Chapter 2: Understanding and Using the Library and the Internet for Research. These three starting chapters were reasonable to introduce in Krause’s original sequence. Continuing into Week Two, I also added Chapter 4: How to Collaborate and Write with Others (but I highlighted limited/specific passages only since WR122 does not emphasize collaborative prose composition activities and extensive group-writing projects using such apps as Google Docs). Week Three: I then assigned Chapter 10: The Research Essay—since it was important to orient students to the intrinsic, namesake umbrella concept of researching and writing the research essay—the essential focus of the course I teach. IMPORTANT NEED TO RESTRUCTURE THE OER as it exists: Viewed from a course rationale and content/skill acquisition conceptual level—I have no idea why Krause did not place ‘Writing The Research Essay’ as high as Chapter 2. It comes far too late in the book as Chapter 10. This is actually where the chapter belongs (in my view); the other topics in the remaining Chapters’ (2—12) would more cogently and effectively proceed after first exploring the high-level nature of the research essay task in the first place. The subsequent skills for conducting Online Library Research; Quoting, Paraphrasing, Avoiding Plagiarism, creating a testable ‘Working Thesis,’ producing an Annotated Bibliography (some courses also use a précis assignment), Evaluating and Categorizing Sources, etc.—are realistically supporting, scaffolding, and corroborating functional/operational skills designed to design, research, and produce the research-based essay project. Therefore—from a project-based and problem-oriented pedagogical strategy/approach—a sound argument could be proffered that putting Chapter 10 second in a reordered book would help students on many levels (not the least being engaging interest and promoting contextual understanding for why learning the content of the remaining chapters makes sense and can be critical/applicable to the research-writing process.

Continuing on my own WR122 course text-sequence customization—in Week Four—we move into the attribution phase of the writing process in Chapter 3: Quoting, Paraphrasing, and Avoiding Plagiarism. Logically, we then move (in Week Five) to Chapter 5: The Working Thesis so students can ask significant/original questions and determine a point of departure into their research essay. This seemed like a good time to add the concept of ‘opposition views’ (i.e., counter-claims, rejoinder and rebuttal) discussed in Chapter 8: The Antithesis. In Week Six—we moved into essay formatting, in-text citation and end references, so Chapter 12: Citing Your Research Using MLA or APA Style {(focusing on reading pp. 1-2 (brief overview), and pp. 18-33 about APA style)} was assigned. In addition, students also perused Chapter 7: The Critique preceding a related argumentative assignment (i.e., a movie review project). For Week Seven (concurrent with an annotated bibliography project for the main term paper—students read Chapter 6: The Annotated Bibliography, and Chapter 9: The Categorization and Evaluation (of sources) that was ostensibly/logically relevant to the annotated bibliography project. Concluding the course for Weeks Eight-Eleven—there were new required readings. Students were instructed to review previous readings in The Process of Research Writing (Krause, 2007)—time permitting. Also Note: Chapter 11: Alternative Ways to Present Your Research is completely optional reading. It is not particularly applicable to this course; there is a student’s self-reflection about the research process on pp. 3-11 that may have some nominal merit, but it notes MLA style (versus my course’s use of APA 6th edition style only) and is in any case not required.

The text is not fancy; standard black and white (high-contrast) font used throughout. For emphasis of key points, Krause does use special ‘highlight boxes’ with gray background, a thick black stroke on the outside of the rectangular textbox. While the gray level might be lowered (in the update) for improved contrast—the true-black, bulleted, bolded key-terms are easy to perceive/read. The only criticism I have is the distracting overuse of quotation mark punctuation for emphasis; this should be corrected in any updated version. Otherwise, most of the book’s interface presentation supports a good user (student) experience, good printability, and good accessibility per ADA and general disability (e.g., visually impaired learners) protocols.

There are no significant/glaring occurrences of grammatical errors in the text. I am not a ‘grammar snob’ in any case. The prose seems clear, cogent, thoughtful, well-written; it generally uses solid grammar, mechanics, and punctuation. The exception is the overuse of a somewhat casual/conversational tone combined with (what is more of a recognizable issue) a distracting overuse of quotation marks—many of which are simply neither needed nor helpful; most could be quickly removed with an immediate improvement to readability.

I do not see significant, relevant, or glaring faux pas pertaining to any biased disrespect for multiculturalism. All persons (e.g., races, ethnicities, genders, sexual orientations, and cultural backgrounds) are equally respected and appreciated. The content area (English composition) is very amenable to a relatively generic, culture-free perspective—and Krause’s examples and prose is well-within any applicable standards of post-modern, scholarly, formal non-fiction in written Standard English.

[1] The Process of Research Writing was ostensibly presented/published to Creative Commons in 2007. No identifiable part/portion of the original edition text appears to have been updated (changed, modified, or improved) since then (i.e., at least 10 years); This is perhaps the single, most apparent flaw/weakness for this textbook. An in-depth revision to 2017 post-rhetorical model essay-writing standards and APA conventions would be invaluable—and quite bluntly—is sorely required. A newly updated Version 2.0 for 2017-18 should be critically planned (and scheduled or already ‘in progress’ if it is not already).

[2] There are many insightful, practical, and high-value approaches to the research writing process; in this regard—the nominal OER title is superbly appropriate for late high-school and beginning college (undergraduate) research essay projects. Even though some of the technical components (e.g., APA style) require updating/revision (which makes basic, reasonable sense after a ‘decade on the shelf’ for any academic research writing source)—Krause’s chapters can effectively replace many expensive, glossy college entry-level textbooks! After presenting the core concepts in a coherent and self-evident manner, Krause supplies a plethora of examples to illustrate those concepts. Then (and this is one of the true strengths of this OER)—each chapter (particularly Chapters 5-10) highlights student-oriented exercises to practice those same core concepts). Because of this latter emphasis—the Krause OER is ‘learner-centered’ (as opposed to ‘content centered’), problem-oriented and performance-oriented as well—providing opportunities for creative, resourceful teachers to adapt/adopt the OER to course assignments.

[3] There does not appear to be a single (standalone) PDF for this OER. This is a notable flaw/weakness for this textbook. Conversely, however, although a single PDF would have some convenient ‘easier downloading’ advantages for students—having separate chapters affords every teacher to create a customized chapter-order (as I have efficiently done to correspond to my course design). The chapters support excellent modularity and the accompanying exercises/examples demonstrate the concepts Krause explicates with a fine degree of granularity for any teacher. Thus—integrating any textbooks or teaching/learning resources (like OERs) always has tradeoffs—plusses and minuses, positives and negatives. The obvious key, therefore, is taking the liberty of using the OER as a supporting scaffold or buttress to an instructor’s original design concept—rather than the foundation around which a course can be designed.

[4] Some minor weaknesses for prose instruction are (a) Krause’s acceptance of passive, sophomoric signal phrasing (i.e., According to X…)—as opposed to strong, active voice such as ‘’X found…’; and (b) a general overuse of quotation marks throughout the book. This is not meant as a harsh criticism—merely an observation that readability could be improved with a newer version that eliminates most quotation marks (Note: In APA style—these punctuation symbols are only used for verbatim quotes. This makes for a cleaner, clearer manuscript).

[5] One of the solid/helpful strengths of the book is a relatively accurate presentation of APA style for in-text citation and end references (Chapter 12). It appears that like many academics—Krause is more familiar and comfortable with the Modern Language Association’s MLA style/formatting. No problem there—I was simply trained on APA beginning in 1984 so it is native to me; I also use the latest version of APA style in all of my writing (college composition) courses. Thus—it should come as no surprise there are a number of obvious APA-associated inaccuracies including (but limited to): (a) meekly accepting ‘n.d.’ (no date) and ‘n.a.’ (no author) sources when a little investigative research by the student (and adherence to the APA rule hierarchy for dates and authors) would easily come up with a sound date and author. Another error (b) seems to be more typographic (formatting) and/or refers to an earlier edition of APA style: the end references in the PDF (and html versions?) use underline in place of italics. The 2011 APA 6th edition style does not use underline in the end references. There are other small (faux pas) errors such as (c) noting generally inaccessible proprietary online databases and servers (again—no longer done in APA). A thorough, meticulous updating of this OER source would probably take care of many of these APA-error issues. I’d be happy to work with Steve on this update at any time.

[6] I use Amy Guptill’s Writing in College: From Competence to Excellence by Amy Guptill of State University of New York (2016) for my English Composition I course that emphasizes general essay writing and a simple research-supported argumentative essay. I teach that course using the following assigned readings: Week One: Chapter 1 (Really? Writing? Again?), pp. 1-7, and Chapter 2 (What Does the Professor Want? Understanding the Assignment), pp. 9-18; Week Two: Chapter 6 (Back to Basics: The Perfect Paragraph), pp. 48-56; Chapter 7 (Intros and Outros), pp. 57-64; Week Four: Chapter 9 (Getting the Mechanics Right), pp. 75-85; Week Five: Chapter 8 (Clarity and Concision), pp. 65-73; Week Six: Chapter 3 (Constructing the Thesis and Argument—From the Ground Up), pp. 19-27; Week Seven: Chapter 4 (Secondary Sources in Their Natural Habitats), pp. 28-37; Week Eight: Chapter 5 (Listening to Sources, Talking to Sources), pp. 38-47. I then switch over to Krause’s OER for my English Composition II course. At Rogue Community College, Writing 122 emphasizes intermediate essay writing and analytical, more rigorous and original research-based essays involving critical thinking. I completely reordered the chapters as described above to fit into my course design. I like Krause’s individual ‘modular’ chapters—but the particular ‘scope and sequence’ he uses are debatable. Overall, however, The Process of Research Writing easily and effectively substitutes/replaces other costly tomes from for-profit academic publishers—even those that offer bundled DVDs and online-access to proprietary tutorial sources. Used in conjunction with other freely available PDF OERs, websites, YouTube videos, tutorial/practice sites from innumerable libraries, blogs (e.g., the APA Blog is particularly helpful)—as well as original/customized sources created by individual instructors for their own courses—the Krause book offers a good, solid baseline for developing research-based writing competencies particularly appropriate for the first two years of college.

Reviewed by Amy Jo Swing, English Instructor, Lake Superior College on 4/11/17

This book covers most of the main concepts of research writing: thesis, research, documenting, and process. It's weak on argument though, which is standard in most research composition texts. The book provides a clear index so finding information... read more

This book covers most of the main concepts of research writing: thesis, research, documenting, and process. It's weak on argument though, which is standard in most research composition texts. The book provides a clear index so finding information is relatively easy. The other weak spot is on evaluation evidence: there is a section on it but not comprehensive examples. Students in general needs lots of practice on how to evaluate and use information.

The information is accurate mostly except for the APA and MLA section. Writing and research writing haven't changed that much in a long time. It's more the technology and tools that change.

Relevance/Longevity rating: 2

The ideas about research and writing in general are fine, However, the references to technology and documentation are very out of date, over 10 years so. Students use technology very differently than described in this text, and the technologies themselves have changed. For example, the author talks about floppy disks and AOL messenger but not about Google Drive, Wikipedia, Prezi, or how to use phones and tablets while researching. Our students are digital natives and need to understand how to use their devices to write and research.

The book is quite readable in general. Concepts are easy to understand. Sometimes, they are almost too simple like the section explaining what a library is. Students might not be sophisticated library users, but they understand in general how they work. The chapters are concise, which is nice for student use too.

Except for pronoun use, the book is consistent in tone and terms. Not all the terms are ones I use in my own teaching, and it would be nice to see explanation of more argument/research frameworks like the Toulmin Model of argument.

The chapters are pretty self-contained and clear as individual units. I can see including certain chapters and leaving out others that aren't as relevant to my teaching style or assignments. One could easily assign the chapters in a different order, but students ask lots of questions when you assign chapter 6 first and then weeks later, assign chapter 2 or 3.

The basic chapters make sense in terms of how they are created and categorized but the order is problematic if an instructor were to assign them in the order presented. For example, the chapter on creating an annotated bibliography comes before the one on documenting (APA/MLA). Students can't complete an annotated bibliography without knowing how to cite sources. Same with evaluating sources. There is so much information on locating sources before any clear mention is made of how to evaluate them. I find that is the weak spot with students. If they learn how to evaluate sources, it's easier to find and locate and research effectively.

Not many images. Students really like info-graphics, pictures, and multi-media. The hyperlinks to other sections of the book do not work in either the PDF or HTML versions. I do like some of the illustrations like mapping and how research is more a web than a linear process. For an online textbook, there aren't a lot of hyperlinks to outside resources (of which there are so many like Purdue's OWL and the Guide to Grammar and Writing).

There were quite a few errors : comma errors, spelling (affect/effect), some pronoun agreement errors, capitalization errors with the title in Chapter Four. The author also uses passive voice quite a bit, which is inconsistent with the general familiar tone. In some chapters, there is constant switching between first, second, and third person. I focus much on point of view consistency in my students' writing, and this would not be a great model for that.

Cultural Relevance rating: 3

There is no cultural offensiveness but not much diversity in examples and students names either. Marginalized students (of color, with disabilities, of different sexuality or gender) would not see themselves reflected much.

This is a good basic reference on the process of writing and research. However, it would not be too useful without updated information on technology and documentation. As a web-based text, it reads more like a traditional physical textbook.

Reviewed by Jocelyn Pihlaja, Instructor, Lake Superior College on 2/8/17

The length and scope of this book are appropriate for a semester-long research writing course, with twelve chapters that move from foundational concepts into more specific skills that are needed for the crafting of a paper incorporating MLA or APA... read more

The length and scope of this book are appropriate for a semester-long research writing course, with twelve chapters that move from foundational concepts into more specific skills that are needed for the crafting of a paper incorporating MLA or APA citation. In particular, I like that the early chapters cover the questions of "Why Write Research Papers?" and how to think critically, the middle chapters provide specific activities in the skills of quoting and paraphrasing, and the later chapters bring in assignments (such as writing an annotated bibliography) that help students practice and build content for their ultimate paper.There is no index or glossary to this book; however, the table of contents provides an overview of the chapters that guides navigation well.

Content Accuracy rating: 3

In terms of the thinking, this book's information is logical and sound. The explanations of concepts and activities read easily and do a fine job of explicating the why and how of research writing. In a few places, however, the word "effected" is used when it should be "affected." Editing also is needed when the author uses phrases such as "in the nutshell" instead of "in a nutshell." As well, in Chapter 4, there is pronoun/antecedent disagreement when the author uses "their" to refer to "each member." Also, each chapter contains at least one "Hyperlink" to supplemental information, yet the hyperlinks are dead. For the most part, the text is clean and well edited, but we English teachers are line-editing sticklers, so even small, occasional errors stand out. Overall: the ideas presented are accurate and free of bias, yet there are a few, niggling errors.

When it comes to relevance and longevity, this book is problematic. In fact, it is so outdated as to be unusable, at least for this instructor. Certainly, the concepts presented are solid; they don't change with passing years. However, typographically, the book is passe, as it uses two spaces after periods. Even more troubling is that it refers to the Internet as "new" and comes from a point of view that sees this thing called "the World Wide Web" as novel while also noting students might want to rely on microfilm and microfiche during their research. In another example, the author suggests to students that a benefit of writing on computers is that they can share their work with each other on disc or through email. Truly, such references make the book unusable for a class in 2017. Another issue is that the Modern Language Association has updated its guidelines several times since this book's publication; ideally, a text used in a research writing class would cover, if not the latest guidelines, at least the previous version of the guidelines. A full rewrite of the book is necessary before it could be adopted. As the book currently stands, students would roll their eyes at the antiquated technological language, and the teacher would need to apologize for asking students to read a text that is so out-of-date.

The writing in this book is both accessible and intelligent. It's eminently readable. Specifically, the inclusion of things like an "Evidence Quality and Credibility Checklist" at the end of Chapter 1 and the continual use of grey boxes that highlight major concepts is very good. Also extremely helpful are the examples of student writing that end nearly every chapter; these models demonstrate to readers what is expected from each assignment. Finally, the explanations of quoting and paraphrasing are superior -- so clear, so easy for students to digest. Were it not outdated in terms of technological references, I would definitely consider using this book in my classes due to the clarity of the prose.

Consistency rating: 3

For the most part, the book is well structured and consistent in its design and layout. Each chapter provides general explanation of a concept, moves into a specific assignment, and ends with an example or two of student responses to that assignment. Very quickly, readers know what to expect from each chapter, and there's something comforting about the predictability of the layout, especially in a book that is being read on a screen, using scrolling. When it comes to the terminology, my only note would be that the book starts out using a relaxed second-person point of view, addressing students as "you," but then, at the end of Chapter 2, the author suddenly begins also using the first-person "I." This first-person point of view continues throughout the book, so it becomes consistent from that point on, but for me as a reader, I never quite adjusted to that level of informality, particularly when all the sentences using "I" could easily be re-written in the third person. Before reading this text, I hadn't really considered what I like in a book, but now I know: because I want the text to model the ideal, I would prefer a more formal (and consistent) point of view. Today's students struggle to create essays that don't include "you" or "I" -- even when they very consciously are trying to avoid those words. Learning to write from the third person POV is surprisingly challenging. Therefore, my personal preference would be a textbook that consistently models this approach.

The chapters in this book are of a perfect length -- long enough to develop the ideas and present comprehensive explanations yet short enough to be ingested and excised. Put another way, I could see grabbing bits and pieces of this text and using them in my classes. For instance, without adopting the entire text, I still could pull the instructions for the Anti-Thesis essay or the Annotated Bibliography, or I could use the explanation of the purpose of collaboration. Indeed, the chapters and exercises in this book are tight "modules" that allow an instructor to pick and choose or to reorganize the chapters to better fit with an individual course structure. For me, although I won't use this entire text, I can envision incorporating pieces of it into my teaching.

The organization of this book is one of its greatest strengths. It starts with a broad overview of research into an exploration of the process behind seeking out reputable sources, weaves in a few shorter essay assignments that serve as building blocks for a longer paper, and culminates with the ideas for a final, capstone research project -- something that naturally grows out of all the previous chapters. Each chapter in the text flows easily out of the chapter before it. One of this text's greatest strengths is how each successive chapter builds on the concepts presented in the previous chapters.

As noted earlier, the hyperlinks in the book don't work. As well, the screenshots included in the book are blurry and add little, except frustration, to the content. Outside of those issues, though, the book is physically easy to read and navigate, largely thanks to the easy clicking between the table of contents and individual chapters.

As suggested earlier, the book, as a whole, reads easily, yet there are some errors with the homonyms "effected" and "affected," along with pronoun/antecedent disagreement. I also noticed a handful of places where there are extra spaces around commas (in addition to the use of two spaces after periods).

This text is definitely not insensitive or offensive; its tone is fair and balanced, free of bias. On the other hand, this book does not really bring in examples that address diversity. Students reading this book will not see acknowledgment of different races, ethnicities, sexual preferences, or personal histories. Thus, in addition to updating the references to technology, if this book were rewritten, it also could more deliberately address this lack. As it is, the content of this book does feel whitewashed and free of cultural relevance.

There is a lot of promise in this text because the explanations and assignments are so good. But unless it is updated, I don’t see it as usable in a current classroom.

Reviewed by Leana Dickerson, Instructor , Linn Benton Community College on 2/8/17

The author certainly outlines and examines elements of research writing, and does so in a very clear, organized, and thoughtful way. There is no glossary or index included in the text, but the chapters and headings in the table of contents and at... read more

The author certainly outlines and examines elements of research writing, and does so in a very clear, organized, and thoughtful way. There is no glossary or index included in the text, but the chapters and headings in the table of contents and at the beginning of each section very clearly outline what is to be expected from the text. Most all of the concepts are very thoroughly explained and examined including topics that typically are glossed over in research writing texts, including the opposition to argument, close reading, and the importance of research writing to a variety of career pathways. Although thorough in what is present, there are some issues that I would want to touch on with my research students including developing effective argument, logical organization, and examples of the revision process.

The information in this text is accurate and adequately explained. It seems readily accessible for any college age student, but doesn’t expect students to come with a background in research or writing. MLA formatting for works cited pages is up to date, and even addresses the fact that the format for citation changes regularly and points to appropriate resources outside of the text. The only formatting issue that I noticed were some in-text citations (examples throughout early chapters) that included a comma which is no longer expected by the MLA. In the works cited section (and throughout, in examples) when referring to book titles, the author does use the underline function instead of an italicized book title; the author also refers to the use of either italic or underlined differentiation, yet MLA suggests italics in text form.

The content of this text is very straight forward and although essentially up to date, may need updates as relevant technology develops. Updates should be simple and clear to implement as needed because of the strict organization of each chapter.

I found the content clarity in this text to be refreshing for college age students. Often, as an instructor, I ask my students to read a text and then I must re-visit the content in lecture format to ensure that my students are not lost on terminology or foundational knowledge. This text does not assume any prior knowledge from the reader, but also does not feel rudimentary. The formatting and highlighted importance of some information also provided clarity and consistency throughout. The author paced information well, building on major concepts from the beginning and returning to them throughout. The final stages of the text bring students to a major essay that easily shows how each concept included throughout the text can weave into a larger project.

This text is consistent, and feels organized with format, terminology, and the building of content from beginning to end.

The sections in this text are easily broken into segments that can be taught or read at any point throughout the writing process. The text does build on exercises from the beginning to the end, but each of these can be taken out of a linear timeline and used for multiple kinds of projects. The author actually refers to this organization in text, making it clear how each element can work alone or for a streamlined project.

Concepts build upon one another, and yet can be returned to (or jumped to) out of order and still be easy to access and utilize. The text is broken up nicely with bolded, bulleted, or boxed items which designate a stopping point, a discussion to consider, or important details or concepts to focus on.

The layout and navigation of this text online is very accessible, organized, and easy to read. The text PDFs often open in a full browser window, other times they open as PDF documents, but either way include a clean, streamlined format. The text does not seem to be able to be downloaded, making it potentially difficult for students to access without internet access. One issue that I did encounter was that in PDF format, or in html, hyperlinks do not function.

The text is clear, free of grammatical errors, and flows well.

This text is relevant to all audiences and very approachable for college age students.

I found this text to be a refreshing change from what is typically find in research textbooks; it’s relevance to more than just the assignment will help students connect research to the broader concept of academia and other facets of their lives. The antithesis section is a useful way for students to really engage with an opposing opinion and how they can then incorporate that into a successful research project. Also, the differing ways of presenting research I found to be useful for students to think about their project beyond a stapled stack of pages, and to expand that to differing modes of communication and presentation. I look forward to being able to use this text with students.

Reviewed by Samuel Kessler, Postdoctoral Fellow, Virginia Polytechnic Institute and State University on 2/8/17

"The Process of Research Writing" covers most of the areas students need to understand as they begin research writing at a college level. It has explanations of theses, bibliographies, citations, outlines, first paragraphs, etc. There is no index... read more

"The Process of Research Writing" covers most of the areas students need to understand as they begin research writing at a college level. It has explanations of theses, bibliographies, citations, outlines, first paragraphs, etc. There is no index or glossary, the latter especially being something that would have been very helpful and easy to put together. Krause has many useful definitions and quick-help guides throughout the text, but they are so scattered and ineffectively labeled that it can be very difficult to find them without reading through whole chapters in one's search. On the whole, buried inside these pages, is a very effective guides to *teaching* about research writing. In truth, this book is a teacher's introduction to a class (or, more realistically, three or four class sessions) devoted to college-level academic writing. Unfortunately, there are a lot of words that one has to get through to find all these subject, which can make for tough going.

Based on the questions and errors I see my students making, Krause has done a strong job of highlighting the basics of proper academic research. He spends much time on sources, especially on learning to differentiate between scholarly, trade, and journalistic sources, as well as how to steer clear and note the signs of online schlock (i.e. much of the internet). His tips for peer-to-peer editing and self-reflexive assignments are just the sort of things our students needs help working on.

This is a strange book. The portions that are about implementing class assignments or explaining terms like thesis and antithesis, as well as the examples of an outline or a good first paragraph, are all excellent tools for a classroom.

But there are so many instances of irrelevant or outdates explanations. No college student today needs to read about why writing on a computer is a useful thing to do. No student needs to read about how email can be a tool for academic exchange. A section on using computers for research? On how to copy and paste within a word document? (And no-one calls it the "World Wide Web".) These are issues for the late 90s, not for students in the second decade of the twenty-first century.

There is also a fair amount that is personal and peculiar to the author: a discussion of why he uses the term "research essay" instead of "research paper"? That is just wasted space, and actually without the argumentative merits of a research thesis that he had been teaching up to that point.

For students at research universities, or even at second-tier state and private colleges, the information about libraries and library catalogues changes so quickly that I could never assign those passages. Instead, we'll spend class time looking at our specific library interface. And often, so much material is being sent off-site these days that in many humanities fields its not even possible to scan the shelves any longer. And in science, books are almost irrelevant: online access journals are where the latest research is stored. A bound edition of *Science* from the 1970s contains very little that's important for a scientific research paper written in 2016--unless that paper is about the history of some form of experiment.

Krause writes in a folksy, breezy second-person. Now, so does Tom Friedman of the Times, though that is one of the main criticisms of his otherwise insights books. Krause has a tendency to be overly wordy. This book should more closely resemble Hemingway than Knausgaard in order to be practical. For students who have Facebook etc. open while they're reading this book, every sentence that's not directly relevant will make their minds wander. There are so many sentences that simply need to be cut. To use this book, I'd need to cut and paste just the relevant passages. And without an index or glossary, assigning sections to students is very hard.

"The Process of Research Writing" is internally consistent. Krause maintains the same tone throughout, and defines terms as he goes along. The chapters vary considerably in length, with the short chapters always being more useful and focused, with less superfluous verbiage and fewer authorial quirks.

Modularity rating: 2

"The Process of Research Writing" is a very difficult text to use. The HTML and PDF versions are identical, which defeats the unique way the internet functions. I read this book on both Safari and Chrome, and in neither browser do the hyperlinks work. The tables of content at the heads of each chapter do not link to their respective sections. The projects, assignments, and definitions do not appear in different windows, which would make them possible to keep open while continuing on in the book. There are many instances in which moving back and forth between sections would be very helpful, and that is simply not possible without having multiple windows of the same book open and going between them that way--something that is very clumsy. And again, there are so many superfluous words that even assigning specific chapters means getting through a lot of talk before actually encountering the various hints, tricks, and explanations that are important for learning how to do college-level research.

"The Process of Research Writing" reads like a series of lectures that are meant to be give in a large lecture class, with assignments appended throughout and at the ends. The order of the books is, overall, what one would expect and need for teaching the basics. However, there is a good deal in Chapter 10 that should have appeared earlier (outlines, for instance), and that becomes part of one long chapter that is difficult to use and should have been divided into smaller sections.

As mentioned, in neither Safari nor Chrome do the hyperlinks work. And there appears to have been no planning for links from the chapter tables-of-content to their various associated sections. This makes it very difficult to get between sections or to return to where one was after going somewhere else in the book. Further, there are many links on the internet that remain stable over long periods of time. The Library of Congress, for instance, about which there is a section concerning its cataloguing system, should have a link. As should WorldCat, which for many people who do not have access to a major research library is the best place for learning about texts. Many services like LexusNexus, ABC Clio, and the NY Times archive all also maintain stable websites that should be externally linked.

Except for a smattering of typos, the book has fine (though informal) grammar. This is not a text that could also be used to demonstrate high-level academic writing.

There is nothing culturally offensive here in any way.

In many ways, this is a much better book for teachers of first-year students than for the students themselves. There are many sections of this book to pull out and assign, or to read together in class, to help students gain an understanding of college-level research. But this is not a book I'd ever assign to my students in total. The suggestions for in-class and homework assignments are all high quality pedagogy. But students shouldn't read about their own assignments--they should just do them. Departments can give this book to first-year professors to help them create class periods where they teach their students how to write papers. That would be an excellent use for this text. But as a book for students themselves, I cannot recommend it.

Reviewed by Margaret Wood, Instructor, Klamath Community College on 8/21/16

The book thoroughly covers the material that first-year college research writers need to know including an introduction to basic academic research concepts, searches and source evaluation from library and web resources, a thorough discussion of... read more

The book thoroughly covers the material that first-year college research writers need to know including an introduction to basic academic research concepts, searches and source evaluation from library and web resources, a thorough discussion of summary, paraphrase and direct quotation, collaboration and peer review, topic selection, hypothesis and thesis development, annotated bibliography, text analysis and evaluation, engaging seriously with opposing viewpoints, working with evidence and attributes of evidence, the components of a traditional research essay, alternative forms of presentation (web-based project), and finally MLA and APA documentation. There are also hyperlinks to help readers move to relevant information in other chapters.

While concepts like ethos, logos, and pathos are mentioned in passing, they are not deeply developed. Other topics I generally teach alongside research which are not covered include strategies for defining terms, inductive and deductive logic, and logical fallacies.

I did not identify any inaccuracies or biases. There are areas where focus may be a bit different. For example, the model my institution uses for annotated bibliographies uses the rhetorical precis as a summary model, and also encourages a brief evaluative analysis. On the other hand, the emphasis given to the antithesis is new to me, and looks like a very good idea. I did identify a couple of grammatical issues -- two cases of "effect" instead of "affect", and one pronoun agreement problem.

Good writing principles don't tend to change that much. The discussion of the Web-based research project is very timely.

The book is written in a conversational style which should be easy for students to understand. All technical terms are clearly explained. There are also aids for comprehension and review including: a useful bulleted list at the beginning of each chapter outlines material covered in that chapter; highlighted boxes which provide guidance for class discussion on the topic; sample assignments; easy-to-read checklists of key points.

The text is entirely consistent. Hyperlinks help to connect key points to other chapters.

The material is subdivided into clear and appropriate chapters; moreover, the chapters provide clear subheadings. However, I did identify one instance where subheadings indicated material that is not present in chapter four: Three Ideas for Collaborative Projects * Research Idea Groups * Research Writing Partners * Collaborative Research Writing Projects.

Also, as previously mentioned, some material that I would like to include is not covered in this text.

I feel that chapter 3 should be placed later, at a point in the term where students have actually begun the writing process.

Images, though used infrequently, are blurry, and hyperlinks, at least as I was able to access them, did not appear to be active.

Mentioned above -- two "effect"/"affect" issues and one issue of pronoun agreement

I did not identify any culturally insensitive issues. The one essay topic used throughout, a thesis involving The Great Gatsby, I did not find particularly relevant, since my institution excludes literature from its research projects.

Solid and thorough advice on research writing. Quite heavy on text, but advice is useful and frequently innovative.

Reviewed by Laura Sanders, Instructor, Portland Community College on 8/21/16

The text offers a comprehensive discussion of all the elements of writing a research project. The author covers evaluating sources, using library research, incorporating research into essays, collaborative work, creating a thesis, as well as... read more

The text offers a comprehensive discussion of all the elements of writing a research project.

The author covers evaluating sources, using library research, incorporating research into essays, collaborative work, creating a thesis, as well as writing annotated bibliographies, close reading, opposition, alternative project formats, and citing sources.

Although there is no index or glossary, the text is organized in discrete chapters available on the site as HTML or PDF for easy navigation.

Although I found no inaccuracies, both the APA and MLA handbooks have been updated since the versions used in this text.

Most of the content will not be obsolete any time soon, but the citation chapter is not based on recent APA and MLA handbooks.

The section on alternative ways to present research (Chapter 11) could be updated to include YouTube, Prezi, and more recent technology.

The modular format would make it very easy to update.

The text is written at a level that is appropriate for the target audience, college students who need to build research and writing skills.

This text is internally consistent.

I consider the modules to be one of the main strengths of the text. The sections have useful subheadings.

It would be easy to select specific chapters as course readings.

The chapters follow an intuitive sequence of developing a paper from topic to research to draft.

This text is easy to navigate.

I found no grammar errors.

There are ample opportunities here to add cultural diversity to the sample topics and writing tasks.

I am thrilled to offer this text to my students instead of the incredibly expensive alternatives currently available.

I am particularly interested in using this book for online writing courses, so students who desire more thorough discussion of particular stages of writing a research project could build or refresh foundational skills in these areas.

Table of Contents

• Introduction
• Chapter One: Thinking Critically About Research
• Chapter Two: Understanding and Using the Library and the Internet for Research
• Chapter Three: Quoting, Paraphrasing, and Avoiding Plagiarism
• Chapter Four: How to Collaborate and Write With Others
• Chapter Five: The Working Thesis Exercise
• Chapter Six: The Annotated Bibliography Exercise
• Chapter Seven: The Critique Exercise
• Chapter Eight: The Antithesis Exercise
• Chapter Nine: The Categorization and Evaluation Exercise
• Chapter Ten: The Research Essay
• Chapter Eleven: Alternative Ways to Present Your Research
• Chapter Twelve: Citing Your Research Using MLA or APA Style

Ancillary Material

About the book.

The title of this book is The Process of Research Writing , and in the nutshell, that is what the book is about. A lot of times, instructors and students tend to separate “thinking,” “researching,” and “writing” into different categories that aren't necessarily very well connected. First you think, then you research, and then you write. The reality is though that the possibilities and process of research writing are more complicated and much richer than that. We think about what it is we want to research and write about, but at the same time, we learn what to think based on our research and our writing. The goal of this book is to guide you through this process of research writing by emphasizing a series of exercises that touch on different and related parts of the research process.

About the Contributors

Steven D. Krause  grew up in eastern Iowa, earned a BA in English at the University of Iowa, an MFA in Fiction Writing at Virginia Commonwealth University, and a PhD in Rhetoric and Writing at Bowling Green State University. He joined the faculty at Eastern Michigan University in 1998.

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2 2. Starting your research project

Chapter outline.

• Choosing a research topic (10 minute read time)
• Your research proposal (14 minute read time)
• Practical and ethical considerations (14 minute read time)
• Raw data (10 minute read time)
• Critical considerations (5 minute read time)

Content warning: Examples in this chapter discuss substance use disorders, mental health disorders and therapies, obesity, poverty, gun violence, gang violence, school discipline, racism and hate groups, domestic violence, trauma and triggers, incarceration, child neglect and abuse, bullying, self-harm and suicide, racial discrimination in housing, burnout in helping professions, and sex trafficking of indigenous women.

2.1 Choosing a research topic

Learning Objectives

Learners will be able to…

• Brainstorm topics you may want to investigate as part of a research project
• Explore your feelings and existing knowledge about the topic
• Develop a working question

Research methods is a unique class in that you get to decide what you want to learn about. Perhaps you came to your MSW program with a specific issue you were passionate about. In my MSW program, I wanted to learn about the best interventions to use with people who have substance use disorders. This was in line with my future career plans, which included working in a clinical setting with clients with co-occurring mental health and substance use issues.  I suggest you start by thinking about your future practice goals and create a research project that addresses a topic that represents an area of social work you are passionate about.

For those of you without a specific direction, don’t worry. Many people enter their MSW program without an exact topic in mind they want to study.  Throughout the program, you will be exposed to different populations, theories, practice interventions, and policies that will spark your interest. Think back to papers you enjoyed researching and writing in other classes. You may want to continue studying the same topic.  Research methods will enable you to gain a deeper, more nuanced understanding of a topic or issue. If you haven’t found an interesting topic yet, here are some other suggestions for seeking inspiration for a research project:

• If you already have practice experience in social work through employment, an internship, or volunteer work, think about practice issues you noticed in the placement.  Do you have any idea of how to better address client needs?  Do you need to learn more about existing interventions or the programs that fund your agency?  Use this class as an opportunity to engage with your previous field experience in greater detail.  Begin with “what” and “why” questions and then expand on those. For example, what are the most effective methods of treating severe depression among a specific population? Or why are people receiving food assistance more likely to be obese?  
• You could also a sk a professor at your school about possible topics.  Read departmental information on faculty research interests, which may surprise you.  Most departmental websites post the curriculum vitae (CV) of faculty, which lists their publications, credentials, and interests.  For those of you interested in doctoral study, this process is particularly important.  Students often pick schools based on professors they want to learn from or research programs they want to join.  

Once you have a potential idea, start reading!  A simple Google search should bring you some basic information about your topic.  News articles can reveal new or controversial information.  You may also want to identify and browse journals related to your research interests. Faculty and librarians can help you identify relevant journals in your field and specific areas of interest.  We’ll also review more detailed strategies for searching the literature in Chapter 3.  As you read, look for what’s missing. These may be “gaps in the literature” that you might explore in your own study.

It’s a good idea to keep it simple when you’re starting your project. Choose a topic that can be easily defined and explored. Your study cannot focus on everything that is important about your topic. A study on gun violence might address only one system, for example schools, while only briefly mentioning other systems that impact gun violence. That doesn’t mean it’s a bad study! The sooner you can arrive at something specific and clear that you want to study, the better off your project will be.

Writing a working question

There are lots of great research topics. Perhaps your topic is a client population—for example, youth who identify as LGBTQ+ or visitors to a local health clinic. In other cases, your topic may be a social problem, such as gang violence, or a social policy or program, such as zero-tolerance policies in schools. Alternately, maybe there are interventions such as dialectical behavioral therapy or applied behavior analysis that interest you.

Whatever your topic idea, begin to think about it in terms of a question. What do you really want to know about the topic? As a warm-up exercise, try dropping a possible topic idea into one of the blank spaces below. The questions may help bring your subject into sharper focus and bring you closer towards developing your topic.

• What does ___ mean?
• What are the causes of ___?
• What are the consequences of ___?
• What are the component parts of ___?
• How does ___ impact ___?
• What is it like to experience ___?
• What is the relationship between _____ and the outcome of ____?
• What case can be made for or against ___?
• What are the risk/protective factors for ___?
• How do people think about ___?

Take a minute right now and write down a question you want to answer. Even if it doesn’t seem perfect, it is important to start somewhere. Make sure your research topic is relevant to social work. You’d be surprised how much of the world that encompasses. It’s not just research on mental health treatment or child welfare services. Social workers can study things like the pollution of irrigation systems and entrepreneurship in women, among other topics. The only requirement is your research must inform action to fight social problems faced by target populations.

Because research is an iterative process , one that you will revise over and over, your question will continue to evolve.  As you progress through this textbook, you’ll learn how to refine your question and include the necessary components for proper qualitative and quantitative research questions. Your question will also likely change as you engage with the literature on your topic. You will learn new and important concepts that may shift your focus or clarify your original ideas.  Trust that a strong question will emerge from this process. A good researcher must be comfortable with altering their question as a result of scientific inquiry.

Very often, our students will email me in the first few weeks of class and ask if they have a good research topic. We love student emails! But just to reassure you if you’re about to send a panicked email to your professor, as long as you are interested in dedicating a semester or two learning about your topic, it will make a good research topic. That’s why we would advise you to focus on how much you like this topic, so that three months from now you are still motivated to complete your project.

How do you feel about your topic?

Now that you have an idea of what you might want to study, it’s time to consider what you think and feel about that topic. Your motivation for choosing a topic does not have to be objective. Because social work is a value-based profession, scholars often find themselves motivated to conduct research that furthers social justice or fights oppression. Just because you think a policy is wrong or a group is being marginalized, for example, does not mean that your research will be biased. It means you must understand what you feel, why you feel that way, and what would cause you to feel differently about your topic.

Start by asking yourself how you feel about your topic.  Sometimes the best topics to research are those about which you feel strongly. What better way to stay engaged with your research project than to study something you are passionate about? However, you must be able to accept that people may have a different perspective, and you must represent their viewpoints fairly in the research report you produce. If you feel prepared to accept all findings, even those that may be unflattering or distinct from your personal perspective, then perhaps you should begin your research project by intentionally studying a topic about which you have strong feelings.

Kathleen Blee (2002) [1] has taken this route in her research. Blee studies groups whose racist ideologies may be different than her own. You can listen to her lecture Women in Organized Racism that details some of her findings. Her scientific research is so impactful because she was willing to report her findings and observations honestly, even those contrary to her beliefs and feelings. If you believe that you may have personal difficulty sharing findings with which you disagree, then you may want to study a different topic. Knowing your own hot-button issues is an important part of self-knowledge and reflection in social work, and there is nothing wrong with avoiding topics that are likely to cause you unnecessary stress.

Social workers often use personal experience as a starting point to identify topics of interest. As we’ve discussed here, personal experience can be a powerful motivator to learn more about a topic. However, social work researchers should be mindful of their own mental health during the research process. A social worker who has experienced a mental health crisis or traumatic event should approach researching related topics cautiously. There is no need to trigger yourself or jeopardize your mental health for a research project. For example, a student who has just experienced domestic violence may want to know about Eye Movement Desensitization and Reprocessing (EMDR) therapy. While the student might gain some knowledge about potential treatments for domestic violence, they will likely have to read through many stories and reports about domestic violence as part of the research process. Unless the student’s trauma has been processed in therapy, conducting a research project on this topic may negatively impact the student’s mental health.

What do you think about your topic?

Once you figure out what you feel about your topic, consider what you think about it. There are many ways we know what we know. Perhaps your mother told you something is so. Perhaps it came to you in a dream. Perhaps you took a class last semester and learned something about your topic there. Or you may have read something about your topic in your local newspaper. We discussed the strengths and weaknesses associated with some of these different sources of knowledge in Chapter 1, and we’ll talk about other scientific sources of knowledge in Chapter 3 and 4. For now, take some time to think of everything you know about your topic. Thinking about what you already know will help you identify any biases you may have, and it will help as you begin to frame a question about your topic.

You might consider creating a concept map, just to get your thoughts and ideas on paper and beginning to organize them. Consider this video from the University of Guelph Library (CC-BY-NC-SA 4.0).

Key Takeaways

• You should pick a topic for your research proposal that you are interested in, since you will be working with it for several months.
• Investigate your own feelings and thoughts about a topic, and make sure you can be objective and fair in your investigation.
• Research projects are guided by a working question that develops and changes as you learn more about your topic.

Just as a reminder, exercises are designed to help you create your individual research proposal. We designed these activities to break down your proposal into small but manageable chunks. We suggest completing each exercise so you can apply what you are learning to your individual research project, as the exercises in each section and each chapter build on one another.

If you haven’t done so already, you can download this chapter’s exercises or the entire workbook in Google Drive. You might also create a document in a word processor on your computer or in a written notebook with your answers to each exercise.

Brainstorm at least 4-5 topics of interest to you and pick the one you think is the most promising for a research project.

• For your chosen topic, outline what you currently know about the topic and your feelings towards the topic. Make sure you are able to be objective and fair in your research.
• Formulate at least one working question to guide your inquiry.  It is common for topics to change and develop over the first few weeks of a project, but think of your working question as a place to start.

2.2 Your research proposal

• Describe the stages of a research project
• Define your target population and describe how your study will impact that population
• Identify the aim of your study
• Classify your project as descriptive, exploratory, explanatory, or evaluative

Most research methods courses are designed to help students propose a research project. But what is a research project? Figure 2.1 indicates the steps of the research project. Right now, we are in the top right corner, using your informal observations from your practice experience and lived experience to form a working draft of your research question. In the next two chapters, you’ll learn how to find and evaluate scholarly literature on your topic. After thoroughly evaluating the literature, you’ll conceptualize an empirical study based on a research question you create. In many courses, students will have to carry out these designs, and in so doing, their conclusions make a contribution to the research literature in their topic area.

The subtitle of this book is “a project-based approach” because the authors’ courses use this approach. In an introductory research methods course, students often have to create a research proposal followed by a more advanced research class in which they conduct quantitative and qualitative data analysis. The research proposal , is a document produced by researchers that reviews the literature relevant to their topic and describes the methods they will use to conduct their study. Part 1 of this textbook is designed to help you with your literature review. Parts 2-4 are designed to help you figure out which methods you will use in your study.

Parts 3 and 4 should also help you conduct the study you propose to do, analyze your data (though you will probably need additional resources for that), and share it as part of the body of social science literature on your topic. Check with your professor on whether you are required to carry out the project you propose to do in your research proposal. Some of you may be off the hook! But for many of you, this book is designed to help you find a reasonable and practical project for you to complete, moving through all of the steps in Figure 2.1.

A research proposal is focused on a question. Right now, this is your working question from Section 2.1. If you haven’t created one yet, this is a good time to pause and complete the exercises from section 2.1. [2] It is likely you will revise your working question many times as you read more literature about your topic. Consider yourself in the cycle between (re)creating your research question and reviewing the research literature for Part 1 of the textbook.

Student research proposals

Student research projects are a big undertaking, but they are well within your capability as a graduate student.  Let’s start with the research proposal.  Think about the research proposal as a communication device.  You are telling the reader (your professor, usually) everything they need to know in order to understand your topic and the study you plan to do. You are also demonstrating to the reader that you are competent and informed enough to conduct the study.

You can think of a research proposal like creating a recipe.  If you are a chef trying to cook a new dish from scratch, you would probably start by looking at other recipes.  You might cook a few of them and come up with ideas about how to create your own version of the dish.  Writing your recipe is a process of trial and error, and you will likely revise your proposal many times over the course of the semester.  This textbook and workbook are designed to get you working on your project little by little, so that by the time you turn in your final research proposal, you’ll be confident it represents the best way to answer your question. Of course, like with any time I cook, you never quite know how it will turn out.

Is writing a research proposal a useful skill for a social worker? On one hand, you probably won’t be writing research proposals for a living. But the same structure of a research proposal (literature review + methods) is used in grant applications. Writing proposals is often a part of practice, particularly in agency-based and policy practice.  Instead of finding a gap in the literature to study, practitioners write grant proposals describing a program they will use to address an issue in their community, as well as the research methods they will use to evaluate whether it worked (see Chapter 23 for more details).  Similarly, a policy advocate or public administrator might sketch out a proposed program and its evaluation as part of a proposal.  Proposal writing may differ somewhat in practice, but the general idea is the same.

Focusing your project

Based on your work in Section 2.1, you should have a working question—a place to start.  Think about what you hope to accomplish with your study.  This is the aim of your research project.  Often, social work researchers begin with a target population in mind.  As you will recall from section 1.4, social work research is research  for action .  Social workers engage in research to help people.  Think about your working question.  Why do you want to answer it?  What impact would answering your question have?

In my MSW program, I began my research by looking at ways to intervene with people who have substance use disorders.  My foundation year placement was in an inpatient drug treatment facility that used 12-step facilitation as its primary treatment modality.  I observed that this approach differed significantly from others I had been exposed to, especially the idea of powerlessness over drugs and drug use.  My working question started as “what are the alternatives to 12-step treatment for people with substance use issues and are they more effective?”  The aim of my project was to determine whether different treatment approaches might be more effective, and I suspected that self-determination and powerlessness were important.

It’s important to note that my working question contained a target population —people with substance use disorders.  A target population is the group of people that will benefit the most.  I envisioned I would help the field of social work to think through how to better meet clients where they were at, specific to the problem of substance use.  I was studying to be a clinical social worker, so naturally, I formulated a micro-level question.  Yet, the question also has implications for meso- and macro-level practice.  If other treatment methods are more effective than 12-step facilitation, then we should direct more public money towards providing more effective therapies for people who use substances. We may also need to train the substance use professionals to use new treatment methodologies.

• Is it more oriented towards micro, meso, or macro-level practice?
• What implications would answering your question have at each level of the ecosystem?

Asking yourself whether your project is more micro, meso, or macro is a good check to see if your project is well-focused. A project that seems like it could be all of those might have too many components or try to study too much. Consider identifying one ecosystemic level your project will focus on, and you can interpret and contextualize your findings at the other levels of analysis.

Exploration, description, and explanation

Social science is a big place. Looking at the various empirical studies in the literature, there is a lot of diversity—from focus groups with clients and families to multivariate statistical analysis of large population surveys conducted online. Ultimately, all of social science can be described as one of three basic types of research studies. As you develop your research question, consider which of the following types of research studies fits best with what you want to learn about your topic. In subsequent chapters, we will use these broad frameworks to help craft your study’s final research question and choose quantitative and qualitative research methods to answer it.

Exploratory research

Researchers conducting  exploratory research are typically at the early stages of examining their topics. Exploratory research projects are carried out to test the feasibility of conducting a more extensive study and to figure out the “lay of the land” with respect to the particular topic. Usually, very little prior research has been conducted on this topic. For this reason, a researcher may wish to do some exploratory work to learn what method to use in collecting data, how best to approach research subjects, or even what sorts of questions are reasonable to ask.

Often, student projects begin as exploratory research.  Because students don’t know as much about the topic area yet, their working questions can be general and vague.  That’s a great place to start!  An exploratory question is great for delving into the literature and learning more about your topic.  For example, the question “what are common social work interventions for parents who neglect their children?” is a good place to start when looking at articles and textbooks to understand what interventions are commonly used with this population.  However, it is important for a student research project to progress beyond exploration unless the topic truly has very little existing research. 

In my classes, I often read papers where students say there is not a lot of literature on a topic, but a quick search of library databases shows a deep body of literature on the topic. The skills you develop in Chapter 3 and 4 should assist you with finding relevant research, and working with a librarian can definitely help with finding information for your research project. That said, there are a few students each year who pick a topic for which there is in fact little existing research. Perhaps, if you were looking at child neglect interventions for parents who identify as transgender or parents who are refugees from the Syrian civil war, less would be known about child neglect for those specific populations. In that case, an exploratory design would make sense as there is little, if any, literature about your specific topic.

Descriptive research

Another purpose of a research project is to describe or define a particular phenomenon. This is called descriptive research . For example, researchers at the Princeton Review conduct descriptive research each year when they set out to provide students and their parents with information about colleges and universities around the United States. They describe the social life at a school, the cost of admission, and student-to-faculty ratios (to name just a few of the categories reported).  If our topic were child neglect, we might seek to know the number of people arrested for child neglect in our community and whether they are more likely to have other problems, such as poverty, mental health issues, or substance use.

Social workers often rely on descriptive research to tell them about their service area. Keeping track of the number of parents receiving child neglect interventions, their demographic makeup (e.g., race, sex, age), and length of time in care are excellent examples of descriptive research. On a more macro-level, the Centers for Disease Control provides a remarkable amount of descriptive research on mental and physical health conditions. In fact, descriptive research has many useful applications, and you probably rely on such findings without realizing you are reading descriptive research.

Explanatory research

Lastly, social work researchers often aim to explain why particular phenomena operate in the way that they do. Research that answers “why” questions is referred to as explanatory research . Asking “why” means the researcher is trying to identify cause-and-effect relationships in their topic.  For example, explanatory research may try to identify risk and protective factors for parents who neglect their children.  Explanatory research may attempt to understand how religious affiliation impacts views on immigration, for example. All explanatory research tries to study cause-and-effect relationships between two or more variables. A specific offshoot of explanatory research that comes up often is evaluation research , which investigates the impact of an intervention, program, or policy on a group of people.  Evaluation research is commonly practiced in agency-based social work settings, and Chapter 23 discusses some of the basics for conducting a program evaluation.

There are numerous examples of explanatory social scientific investigations. For example, Dominique Simons and Sandy Wurtele (2010) [3] sought to understand whether receiving corporal punishment from parents led children to turn to violence in solving their interpersonal conflicts with other children. In their study of 102 families with children between the ages of 3 and 7, the authors found that experiencing frequent spanking did in fact result in children being more likely to accept aggressive problem-solving techniques. Another example of explanatory research can be seen in Robert Faris and Diane Felmlee’s (2011) [4] research study on the connections between popularity and bullying. From their study of 8th, 9th, and 10th graders in nineteen North Carolina schools, they found that aggression increased as adolescents’ popularity increased. [5]

• Think back to your working question from section 2.1. Which type of research—exploratory, descriptive, or explanatory—best describes your working question?
• Try writing a question about your topic that fits with each type of research.

Important things are more rewarding to do

Another consideration in starting a research project is whether the question is important enough to answer. For the researcher, answering the question should be important enough to put in the effort and time required to complete a research project. As we discussed in section 2.1, you should choose a topic that is important to you—one you wouldn’t mind learning about for at least a few months, if not a few years. Time is your most precious resource as a student. Make sure you dedicate it to topics and projects you consider genuinely important.

Your research question should also be contribute to the larger expanse of research in that area. For example, if your research question is “does cognitive behavioral therapy (CBT) effectively treat depression?” you are a few decades late to be asking that question. Hundreds of scientists have published articles demonstrating its effectiveness in treating depression. However, a student interested in learning more about CBT can still find new areas to research. Perhaps there is a new population—for example, older adults in a nursing home—or a new problem—like mobile phone addiction—for which there is little research on the impact of CBT.

Your project contribute something new to social science.  It should address a gap in what we know and what is written in the literature. This can seem intimidating for students whose projects involve learning a totally new topic. How could I add something new when other researchers have studied this for decades? Trust us, by thoroughly reviewing the existing literature, you can find new and unresolved research questions to answer.  Google Scholar’s motto at the bottom of their search page is “stand on the shoulders of giants.” Social science research rests on the work of previous scholars, and builds off of what they discovered to learn more about the social world. Ensure that your question will bring our scientific understanding of your topic to new heights.

Finally, your research question should be of import to the social world. Social workers conduct research on behalf of individuals, groups, and communities to promote change as part of their mission to advance human rights and further social and economic justice. Your research should matter to the people you are trying to help.  Your research project should aim to improve the lives of people in your target population by helping the world understand their needs more holistically.

Research projects, obviously, do not need to address all aspects of a problem. As social workers, our goal in enacting social justice isn’t to accomplish it all in one semester (or even one lifetime). Our goal is to move the world in the right direction and make small, incremental progress.  I encourage all students to think about how they will make their work accessible and relevant to the broader public and use their results to promote change.  

• Research exists in a cycle. Your research project will follow this cycle, beginning from reading literature (where you are now), to proposing a study, to completing a research project, and finally, to publishing the results.
• Social work researchers should identify a target population and understand how their project will impact them.
• Research projects can be exploratory, descriptive, evaluative, or a combination therein. While you are likely still exploring your topic, you may settle on another type of research, particularly if your topic has been previously addressed extensively in the literature.
• Your research project should be important to you, fill a gap or address a controversy in the scientific literature, and make a difference for your target population and broader society.
• State why your working question is an important one to answer, keeping in mind that your statement should address the scientific literature, target population, and the social world.

2.3 Practical and ethical considerations

• Identify potential stakeholders and gatekeepers
• Differentiate between raw data and the results of scientific studies
• Evaluate whether you can feasibly complete your project

Are you interested in better understanding the day-to-day experiences of maximum security prisoners? This sounds fascinating, but unless you plan to commit a crime that lands you in a maximum security prison, gaining access to that particular population would be difficult for a graduate student project. While the topics about which social work questions can be asked may seem limitless, there are limits to which aspects of topics we can study or at least to the ways we can study them.  This is particularly true for student research projects.

Feasibility refers to whether you can practically conduct the study you plan to do, given the resources and ethical obligations you have. In this section, we assume that you will have to actually conduct the research project that you write about in your research proposal. It’s a good time to check with your professor about your program’s expectations for student research projects. For students who do not have to carry out their projects, feasibility is less of a concern because, well, you don’t actually have to carry out your project. Instead, you’ll propose a project that could work in theory. However, for students who have to carry out the projects in their research proposals, feasibility is incredibly important. There are important practical and ethical considerations student researchers should start thinking about from the beginning of a research project.

Access, consent, and ethical obligations

One of the most important feasibility issues is gaining access to your target population. For example, let’s say you wanted to better understand middle-school students who engaged in self-harm behaviors.  That is a topic of social importance, so why might it make for a difficult student project?  Let’s say you proposed to identify students from a local middle school and interview them about self-harm.  Methodologically, that sounds great.  But practically, that sounds challenging. Think about the ethical obligations a social worker has to practice with adolescents who are engaging in self-harm (e.g., competence, respect). In research, we are concerned mostly with the benefits and harms of what you propose to do as well as the openness and honesty you

Gatekeepers

If you were the principal at your local middle school, would you allow an MSW student to interview kids in your schools about self-harm? What if the results of the study showed that self-harm was a big problem that your school was not addressing?  What if the researcher’s interviews led to an increase in self-harming behaviors among the children?  The principal in this situation is a gatekeeper .  Gatekeepers are the individuals or organizations who control access to the population you want to study.  The school board would also likely need to give consent for the research to take place at their institution. Gatekeepers must weigh these ethical questions because they have a responsibility to protect the safety of the people at their organization, just as you have an ethical obligation to protect the people in your research study.

For student projects, it can be a challenge to get consent from gatekeepers to conduct your research project. As a result, students often conduct research projects at their place of employment or field work, as they have established trust with gatekeepers in those locations.  I’m still doubtful an MSW student interning at the middle school would be able to get consent for this study, but they probably have a better chance than a researcher with no relationship to the school.  In the case where the population (children who self-harm) are too vulnerable, student researchers may collect data from people who have secondary knowledge about the topic.  For example, the principal may be more willing to let you talk to teachers, rather than children.  I commonly see student projects that focus on studying practitioners rather than clients for this reason.

Stakeholders

In some cases, researchers and gatekeepers partner on a research project.  When this happens, the gatekeepers become stakeholders .  Stakeholders are individuals or groups who have an interest in the outcome of the study you conduct. As you think about your project, consider whether there are formal advisory groups or boards (like a school board) or advocacy organizations who already serve or work with your target population.  Approach them as experts an ask for their review of your study to see if there are any perspectives or details you missed that would make your project stronger.

There are many advantages to partner your research with stakeholders. As an example, in order to obtain access to interview children at this middle school, you will have to consider other stakeholders’ goals. School administrators also want to help students struggling with self-harm, so they may want to use the results to form new programs. But they may also need to avoid scandal and panic if the results show high levels of self-harm. Most likely, they want to provide support to students without making the problem worse.  By bringing in school administrators as stakeholders, you can better understand what the school is currently doing to address the issue and get an informed perspective on your project’s questions.  Negotiating the boundaries of a stakeholder relationship requires strong meso-level practice skills.

Of course, partnering with administrators probably sounds quite a bit easier than bringing on board the next group of stakeholders—parents.  It’s not ethical to ask children to participate in a study without their parents’ consent.  We will review the parameters of parental and child consent in Chapter 8.  Parents may be understandably skeptical of a researcher who wants to talk to their child about self-harm, and they may fear potential harms to the child and family from your study. Would you let a researcher you didn’t know interview your children about a very sensitive issue?

Social work research must often satisfy multiple stakeholders.  This is especially true if a researcher receives a grant to support the project, as the funder has goals it wants to accomplish by funding the research project.  Your MSW program and university are also stakeholders in your project.  When you conduct research, it reflects on your school.  If you discover something of great importance, your school looks good.  If you harm someone, they may be liable.  Your school also provides you with support through instruction and access to resources like the library and data analysis software.

Target population

So far, we’ve talked about access in terms of gatekeepers and stakeholders.  Let’s assume all of those people agree that your study should proceed.  But what about the people in the target population?  They are the most important stakeholder of all!  Think about the children in your proposed study on self-harm.  How open do you think they would be to talking to you about such a sensitive issue?  Would they consent to talk to you at all?

Maybe you are thinking about simply asking clients on your caseload. As we talked about before, leveraging existing relationships created through field work can help with accessing your target population.  However, they introduce other ethical issues for researchers.  Asking clients on your caseload or at your agency to participate in your project creates a dual relationship between you and your client.  What if you learn something in the research project that you want to share with your clinical team?  More importantly, would your client feel uncomfortable if they do not consent to your study?  Social workers have power over clients, and any dual relationship would require strict supervision in the rare case it was allowed.

Resources and scope

Let’s assume everyone consented to your project and you have adequately addressed any ethical issues with gatekeepers, stakeholders, and your target population. That means everything is ready to go, right? Not quite yet. As a researcher, you will need to carry out the study you propose to do. Depending on how big or how small your proposed project is, you’ll need a little or a lot of resources. Generally, student projects should err on the side of small and simple. We will discuss the limitations of this advice in section 2.5.

One thing that all projects need is raw data . It’s extremely important to note that raw data is not just the information you read in journal articles and books. Every year, I get at least one student research proposal that simply proposes to read articles. It’s a very understandable mistake to make. Most graduate school assignments are simply to read about a topic and write a paper. A research project involves doing the same kind of research that the authors of journal articles do when they conduct quantitative or qualitative studies. The raw data that is often a part of student projects are the results of a survey they give to participants or transcripts of interviews and focus groups.

Some social work researchers do not collect raw data of their own, but instead use secondary data analysis to analyze raw data that has been shared by other researchers. One common source of raw data in student projects from their internship or employer. By looking at client charts or data from previous grant reports or program evaluations, you can use raw data already collected by your agency to answer your research question. Whether a researcher should use secondary data or collect their own raw data is an important choice which we will discuss in greater detail in section 2.4. Nevertheless, without raw data there can be no research project. Reading the literature about your topic is only the first step in a research project.

Time is a student’s most precious resource.  MSW students are overworked and underpaid, so it is important to be upfront with yourself about the time needed to answer your question.  Every hour spent on your research project is not spent doing other things.  Make sure that your proposal won’t require you to spend years collecting and analyzing data.  Think realistically about the timeline for this research project. If you propose to interview fifty mental health professionals in their offices in your community about your topic, make sure you can dedicate fifty hours to conduct those interviews, account for travel time, and think about how long it will take to transcribe and analyze those interviews.

• What is reasonable for you to do over this semester and potentially another semester of advanced research methods?
• How many hours each week can you dedicate to this project considering what you have to do for other MSW courses, your internship and job, as well as family or social responsibilities?

In many cases, focusing your working question on something simple, specific, and clear can help avoid time issues in research projects. Another thing that can delay a research project is receiving approval from the i nstitutional review board (IRB), the research ethics committee at your university. If your study exposes people who participate to potential harm, you may have to formally propose your study to the IRB and get their approval before gathering your data. A well-prepared study is likely to gain IRB approval with minimal revisions needed, but the process can take weeks to complete and must be done before data collection can begin. We will address the ethical obligations of researchers in greater detail in Chapter 8.

Most research projects cost some amount of money, but for student projects, most of that money is already paid.  You paid for access to a university library that provides you with all of the journals, books, and other sources you might need.  You paid for a computer for homework and may use your car to drive to go to class or collect your data.  You paid for this class.  You are not expected to spend any additional money on your student research project.

However, it is always worth looking to see if there are grant opportunities to support student research in your school or program.  Often, these will cover small expenses like travel or incentives for people who participate in the study. Alternately, you could use university grant funds to travel to academic conferences to present on your findings and network with other students, practitioners, and researchers. Chapter 24 reviews academic conferences relevant to social work practice and education with a focus on the United States.

Knowledge, competence, and skills

Another student resource is knowledge. By engaging with the literature on your topic and learning the content in your research methods class, you will learn how to study your topic using social scientific research methods.  The core social work value of competence is key here.  Here’s an example from my work on one of my former university’s research ethics board.  A student from the design department wanted to study suicide by talking to college students in a suicide prevention campus group.  While meeting with the student researcher, someone on the board asked what she would do if one of the students in her study disclosed that they were currently suicidal.  The researcher responded that she never considered that possibility, and that she envisioned a more “fun” discussion.  I hope this example set off alarm bells for you, as it did for the review board.

Clearly, researchers need to know enough about their target population in order to conduct ethical research. Because students usually have little experience in the research world, their projects should pose fewer potential risks to participants. That means posing few, if any, questions about sensitive issues, such as trauma.  A common way around this challenge is by collecting data from less vulnerable populations such as practitioners or administrators who have second-hand knowledge of target populations based on professional relationships.

Knowledge and the social work value of ethical competence go hand in hand.  I see the issue of competence often in student projects if their question is about whether an intervention, for example dialectical behavioral therapy (DBT), is effective.  A student would have to be certified in DBT in order to gather raw data by practicing it with clients and tracking their progress.  That’s well outside the scope of practice competency for an MSW student and better suited to a licensed practitioner. It would be more ethical and feasible for a student researcher to analyze secondary data from a practitioner certified to use DBT or analyze raw data from another researcher’s study.

If your working question asks about which interventions are effective for a problem, don’t panic.  Often questions about effectiveness are good places to start, but the project will have to shift in order be workable for a student.  Perhaps the student would like to learn more about the cost of getting trained in DBT, which aspects of it practitioners find the most useful, whether insurance companies will reimburse for it, or other topics that require fewer resources to answer.  In the process of investigating a smaller project like this, you will learn about the effectiveness of DBT by reading the scholarly literature but the actual research project will be smaller and more feasible to conduct as a student.

Another idea to keep in mind is the level of data collection and analysis skills you will gain during your MSW program.  Most MSW programs will seek to give you the basics of quantitative and qualitative research. However, there are limits to what your courses will cover just as there are limits to what we could include in this textbook.  If you feel your project may require specific education on data collection or analysis techniques, it’s important to reach out to your professor to see if it is feasible for you to gain that knowledge before conducting your study.  For example, you may need to take an advanced statistics course or an independent study on community-engaged research in order to competently complete your project.

In summary, here are a few questions you should ask yourself about your project to make sure it’s feasible.  While we present them early on in the research process (we’re only in Chapter 2), these are certainly questions you should ask yourself throughout the proposal writing process. We will revisit feasibility again in Chapter 7 when we work on finalizing your research question.

• Do you have access to the data you need or can you collect the data you need?
• Will you be able to get consent from stakeholders, gatekeepers, and your target population?
• Does your project pose risk to individuals through direct harm, dual relationships, or breaches in confidentiality?
• Are you competent enough to complete the study?
• Do you have the resources and time needed to carry out the project?
• People will have to say “yes” to your research project. Evaluate whether your project might have gatekeepers or potential stakeholders. They may control access to data or potential participants.
• Researchers need raw data, which may include raw bits of information such as survey responses, interview transcripts, or client charts. Your research project must involve more than looking at the analyses conducted by other researchers, as the literature review is only the first step of a research project.
• Make sure you have enough resources (time, money, and knowledge) to complete your research project during your MSW program.
• Identify any gatekeepers and stakeholders.
• Do you think it is likely you will get access to the people or records you need for your study?
• Would the benefits of your study outweigh the risks?

2.4 Raw data

• Identify potential sources of available data
• Weigh the challenges and benefits of collecting your own data

In our previous section, we addressed some of the challenges researchers face in collecting and analyzing raw data. Just as a reminder, raw data are unprocessed, unanalyzed data that researchers analyze using social science research methods. It is not just the statistics or qualitative themes provided in journal articles, but the actual data from which those statistics or themes are derived (e.g., interview transcripts or survey responses).

There are two approaches to getting raw data. First, students can analyze data that are publicly available or from agency records. Using secondary data like this can make projects more feasible, but you may not find existing data that are useful for answering your working question. For that reason, many students gather their own raw data. As we discussed in the previous section, potential harms that come from addressing sensitive topics mean that surveys and interviews of practitioners or other less-vulnerable populations may be the most feasible and ethical way to approach data collection.

Using secondary data

Within the agency setting, there are two main sources of raw data.  One option is to examine client charts.  For example, if you wanted to know if substance use was related to parental reunification for youth in foster care, you could look at client files and compare how long it took for families with differing levels of substance use to be reunified.  You will have to negotiate with the agency the degree to which your analysis can be public. Agencies may be okay with you using client files for a class project but less comfortable with you presenting your findings at a city council meeting. When analyzing data from your agency, you will have to manage a stakeholder relationship.

Another great example from my class this year was a student who used existing program evaluations at their agency as raw data in her student research project.  If you are practicing at a grant funded agency, administrators and clinicians are likely producing data for grant reporting.  Your agency may consent to have you look at the raw data and run your own analysis.  Larger agencies may also conduct internal research—for example, surveying employees or clients about new initiatives.  These, too, can be good sources of available data.  Generally, if your agency has already collected the data, you can ask to use them.  Again, it is important to be clear on the boundaries and expectations of your agency.  And don’t be angry if they say no!

Some agencies, usually government agencies, publish their data in formal reports.  You could take a look at some of the websites for county or state agencies to see if there are any publicly available data relevant to your research topic. As an example, perhaps there are annual reports from the state department of education that show how seclusion and restraint is disproportionately applied to black children with disabilities, as students found in Virginia .  In my class last year, one student matched public data from our city’s map of criminal incidents with historically redlined neighborhoods.  For this project, she is using publicly available data from Mapping Inequality , which digitized historical records of redlined housing communities and the Roanoke, VA crime mapping webpage .  By matching historical data on housing redlining with current crime records, she is testing whether redlining still impacts crime to this day.

Not all public data are easily accessible, though.  The student in the previous example was lucky that scholars had digitized the records of how Virginia cities were redlined by race. Sources of historical data are often located in physical archives, rather than digital archives. If your project uses historical data in an archive, it would require you to physically go to the archive in order to review the data.  Unless you have a travel budget, you may be limited to the archival data in your local libraries and government offices.  Similarly, government data may have to be requested from an agency, which can take time.  If the data are particularly sensitive or if the department would have to dedicate a lot of time to your request, you may have to file a Freedom of Information Act request.  This process can be time-consuming, and in some cases, it will add financial cost to your study.

Another source of secondary data is shared by researchers as part of the publication and review process.  There is a growing trend in research to publicly share data so others can verify your results and attempt to replicate your study.  In more recent articles, you may notice links to data provided by the researcher.  Often, these have been de-identified by eliminating some information that could lead to violations of confidentiality.  You can browse through the data repositories in Table 2.1 to find raw data to analyze.  Make sure that you pick a data set with thorough and easy to understand documentation.

Ultimately, you will have to weigh the strengths and limitations of using secondary data on your own. Engel and Schutt (2016, p. 327) [6] propose six questions to ask before using secondary data:

• What were the agency’s or researcher’s goals in collecting the data?
• What data were collected, and what were they intended to measure?
• When was the information collected?
• What methods were used for data collection? Who was responsible for data collection, and what were their qualifications? Are they available to answer questions about the data?
• How is the information organized (by date, individual, family, event, etc.)? Are identifiers used to indicate different types of data available?
• What is known about the success of the data collection effort? How are missing data indicated and treated? What kind of documentation is available? How consistent are the data with data available from other sources?

In this section, we’ve talked about data as though it is always collected by scientists and professionals.  But that’s definitely not the case!  Think more broadly about sources of data that are already out there in the world.  Perhaps you want to examine the different topics mentioned in the past 10 State of the Union addresses by the President.  One of my students this past semester is examining whether the websites and public information about local health and mental health agencies use gender-inclusive language.  People share their experiences through blogs, social media posts, videos, performances, among countless other sources of data.  When you think broadly about data, you’ll be surprised how much you can answer with available data.

Collecting your own raw data

The primary benefit of collecting your own data is that it allows you to collect and analyze the specific data you are looking for, rather than relying on what other people have shared.  You can make sure the right questions are asked to the right people. For a student project, data collection is going to look a little different than what you read in most journal articles.  Established researchers probably have access to more resources than you do, and as a result, are able to conduct more complicated studies.  Student projects tend to be smaller in scope.  This isn’t necessarily a limitation.  Student projects are often the first step in a long research trajectory in which the same topic is studied in increasing detail and sophistication over time.

Students in my class often propose to survey or interview practitioners.  The focus of these projects should be about the practice of social work and the study will uncover how practitioners understand what they do.  Surveys of practitioners often test whether responses to questions are related to each other.  For example, you could propose to examine whether someone’s length of time in practice was related to the type of therapy they use or their level of burnout.  Interviews or focus groups can also illuminate areas of practice.  A student in my class proposed to conduct focus groups of individuals in different helping professions in order to understand how they viewed the process of leaving an abusive partner.  She suspected that people from different disciplines would make unique assumptions about the survivor’s choices.

It’s worth remembering here that you need to have access to practitioners, as we discussed in the previous section. Resourceful students will look at publicly available databases of practitioners, draw from agency and personal contacts, or post in public forums like Facebook groups.  Consent from gatekeepers is important, and as we described earlier, you and your agency may be interested in collaborating on a project.  Bringing your agency on board as a stakeholder in your project may allow you access to company email lists or time at staff meetings as well as access to practitioners.  One of our students last year partnered with her internship placement at a local hospital to measure the burnout of that nurses experienced in their department.  Her project helped the agency identify which departments may need additional support.

Another possible way you could collect data is by partnering with your agency on evaluating an existing program.  Perhaps they want you to evaluate the early stage of a program to see if it’s going as planned and if any changes need to be made.  Maybe there is an aspect of the program they haven’t measured but would like to, and you can fill that gap for them.  Collaborating with agency partners in this way can be a challenge, as you must negotiate roles, get stakeholder buy-in, and manage the conflicting time schedules of field work and research work.  At the same time, it allows you to make your work immediately relevant to your specific practice and client population.

In summary, many student projects fall into one of the following categories. These aren’t your only options!  But they may be helpful in thinking about what students projects can look like.

• Analyzing chart or program evaluations at an agency
• Analyzing existing data from an agency, government body, or other public source
• Analyzing popular media or cultural artifacts
• Surveying or interviewing practitioners, administrators, or other less-vulnerable groups
• Conducting a program evaluation in collaboration with an agency
• All research projects require analyzing raw data.
• Student projects often analyze available data from agencies, government, or public sources. Doing so allows students to avoid the process of recruiting people to participate in their study.  This makes projects more feasible but comes with some limitations based on the data that are available.
• Student projects should avoid potentially harmful or sensitive topics when surveying or interviewing clients and other vulnerable populations. Since many social work topics are sensitive, students often elect to collect data from less-vulnerable populations such as practitioners and administrators.
• Describe the difference between raw data and the results of research articles.
• Consider browsing around the data repositories in Table 2.1.
• Identify one of the common types of student projects (e.g., surveys of practitioners) and how that might help you answer your working question.

2.5 Critical considerations

• Critique the traditional role of researchers and identify how action research addresses these issues

So far in this chapter, we have presented the steps of student research projects as follows:

• Find a topic that is important to you and read about it.
• Pose a question that is important to the literature and to your community.
• Propose to use specific research methods to answer your question.
• Carry out your project and report the results.

These were depicted in Figure 2.1 earlier in this chapter. There are important limitations to this approach, and this section examines those problems and how to address them.

Whose knowledge is privileged?

First, let’s critically examine your role as the researcher.  Following along with the steps in a research project, you start studying the literature your topic, find a place where you can add to scientific knowledge, and conduct your study.  But why are you the person who gets to decide what is important?  Just as clients are the experts on their lives, members of your target population are the experts on their lives. What does it mean for a group of people to be researched on, rather than researched with?  How can we better respect the knowledge and self-determination of our community members?

A different way of approaching your research project is to start by talking with members of the target population and those who are knowledgeable about that community.  Perhaps there is a community organization you can partner with on a research project.  The researcher’s role in this case would be more similar to a consultant, someone with specialized knowledge about research who can help communities study problems they consider to be important.  The social worker is a co-investigator, and community members are equal partners in the research project.  Each has a type of knowledge—scientific expertise vs. lived experience—that should inform the research process.

The community focus highlights something important about student projects: they are localized.  Student projects can dedicate themselves to issues at a single agency or within a service area.  With a local scope, student researchers can bring about change in their community.  This is the purpose behind action research.

Action research

Action research   is research that is conducted for the purpose of creating social change. When engaging in action research, scholars collaborate with community stakeholders to conduct research that will be relevant to the community. Social workers who engage in action research don’t just go it alone; instead, they collaborate with the people who are affected by the research at each stage in the process. Stakeholders, particularly those with the least power, should be consulted on the purpose of the research project, research questions, design, and reporting of results.

Action research also distinguishes itself from other research in that its purpose is to create change on an individual and community level. Kristin Esterberg puts it quite eloquently when she says, “At heart, all action researchers are concerned that research not simply contribute to knowledge but also lead to positive changes in people’s lives” (2002, p. 137). [7] Action research has multiple origins across the globe, including Kurt Lewin’s psychological experiments in the US and Paulo Friere’s literacy and education programs (Adelman, 1993; Reason, 1994). [8] Over the years, action research has become increasingly popular among scholars who wish for their work to have tangible outcomes that benefit the groups they study.

A traditional scientist might look at the literature or use their practice wisdom to formulate a question for quantitative or qualitative research, as we suggested earlier in this chapter. An action researcher, on the other hand, would consult with people in target population and community to see what they believe the most pressing issues are and what their proposed solutions may be. In this way, action research flips traditional research on its head. Scientists are not the experts on the research topic. Instead, they are more like consultants who provide the tools and resources necessary for a target population to achieve their goals and to address social problems using social science research.

According to Healy (2001), [9] the assumptions of participatory-action research are that (a) oppression is caused by macro-level structures such as patriarchy and capitalism; (b) research should expose and confront the powerful; (c) researcher and participant relationships should be equal, with equitable distribution of research tasks and roles; and (d) research should result in consciousness-raising and collective action. Consistent with social work values, action research supports the self-determination of oppressed groups and privileges their voice and understanding through the conceptualization, design, data collection, data analysis, and dissemination processes of research. We will return to similar ideas in Part 4 of the textbook when we discuss qualitative research methods, though action research can certainly be used with quantitative research methods, as well.

Student projects can make a difference!

One last thing. We’ve told you all to think small and simple with your projects.  The adage that “a good project is a done project” is true.  At the same time, this advice might unnecessarily limit an ambitious and diligent student who wanted to investigate something more complex.  For example, here is a Vice News article about MSW student Christine Stark’s work on sex trafficking of indigenous women.  Student projects have the potential to address sensitive and politically charged topics.  With support from faculty and community partners, student projects can become more comprehensive.  The results of your project should accomplish something.  Social work research is about creating change, and you will find the work of completing a research project more rewarding and engaging if you can envision the change your project will create.

In addition to broader community and agency impacts, student research projects can have an impact on a university or academic program. Consider this resource on how to research your institution by Rine Vieth. As a student, you are one of the groups on campus with the least power (others include custodial staff, administrative staff, contingent and adjunct faculty). It is often necessary that you organize within your cohort of MSW students for change within the program. Not only is it an excellent learning opportunity to practice your advocacy skills, you can use raw data that is publicly available (such as those linked in the guide) or create your own raw data to inform change. The collaborative and transformative focus of student research projects like these can be impactful learning experiences, and students should consider projects that will lead to some small change in both themselves and their communities.

• Traditionally, researchers did not consult target populations and communities prior to formulating a research question. Action research proposes a more community-engaged model in which researchers are consultants that help communities research topics of import to them.
• Just because we’ve advised you to keep your project simple and small doesn’t mean you must do so! There are excellent examples of student research projects that have created real change in the world.
• Apply the key concepts of action research to your project.  How might you incorporate the perspectives and expertise of community members in your project?
• Blee, K. (2002).  Inside organized racism: Women and men of the hate movement . Berkeley, CA: University of California Press; Blee, K. (1991).  Women of the Klan: Racism and gender in the 1920s . Berkeley, CA: University of California Press. ↵
• The exercises we created for this textbook are designed to break down the research proposal into bite-sized chunks. Completing the exercises as you read the textbook helps you apply the knowledge you've gained right away and remember what you thought about concepts you read about a few weeks ago. ↵
• Simons, D. A., & Wurtele, S. K. (2010). Relationships between parents’ use of corporal punishment and their children’s endorsement of spanking and hitting other children. Child Abuse & Neglect, 34 , 639–646. ↵
• Faris, R., & Felmlee, D. (2011). Status struggles: Network centrality and gender segregation in same- and cross-gender aggression. American Sociological Review, 76 , 48–73. The study has also been covered by several media outlets: Pappas, S. (2011). Popularity increases aggression in kids, study finds. Retrieved from:  http://www.livescience.com/11737-popularity-increases-aggression-kids-study-finds.html ↵
• This pattern was found until adolescents reached the top 2% in the popularity ranks. After that, aggression declined. ↵
• Engel, R. J. & Schutt, R. K. (2016). The practice of research in social work (4th ed.). Washington, DC: SAGE Publishing. ↵
• Esterberg, K. G. (2002).  Qualitative methods in social research . Boston, MA: McGraw-Hill. ↵
• Adelman, C. (1993). Kurt Lewin and the origins of action research.  Educational Action Research, 1,  7-24.; Reason, P. (1994).  Participation in human inquiry . London, UK: Sage. ↵
• Healy, K. (2001). Participatory action research and social work: A critical appraisal.  International Social Work, 44 , 93-105. ↵

a nonlinear process in which the original product is revised over and over again to improve it

a document produced by researchers that reviews the literature relevant to their topic and describes the methods they will use to conduct their study

what a researcher hopes to accomplish with their study

the group of people whose needs your study addresses

conducted during the early stages of a project, usually when a researcher wants to test the feasibility of conducting a more extensive study or if the topic has not been studied in the past

research that describes or defines a particular phenomenon

explains why particular phenomena work in the way that they do; answers “why” questions

research that evaluates the outcomes of a policy or program

whether you can practically and ethically complete the research project you propose

whether you can actually reach people or documents needed to complete your project

the people or organizations who control access to the population you want to study

individuals or groups who have an interest in the outcome of the study you conduct

study publicly available information or data that has been collected by another person

research that is conducted for the purpose of creating social change

Graduate research methods in social work Copyright © 2020 by Matthew DeCarlo, Cory Cummings, Kate Agnelli is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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5.4 Components of a Research Project

Learning objectives.

• Describe useful strategies to employ when searching for literature.
• Describe why sociologists review prior literature and how they organize their literature reviews.
• Identify the main sections contained in scholarly journal articles.
• Identify and describe the major components researchers need to plan for when designing a research project.

In this section, we’ll examine the most typical components that make up a research project, bringing in a few additional components to those we have already discussed. Keep in mind that our purpose at this stage is simply to provide a general overview of research design. The specifics of each of the following components will vary from project to project. Further, the stage of a project at which each of these components comes into play may vary. In later chapters, we will consider more specifically how these components work differently depending on the research method being employed.

Searching for Literature

Familiarizing yourself with research that has already been conducted on your topic is one of the first stages of conducting a research project and is crucial for coming up with a good research design. But where to start? How to start? In Chapter 4 "Beginning a Research Project" , you learned about some of the most common databases that house information about published sociological research. As you search for literature, you may have to be fairly broad in your search for articles.

I’m guessing you may feel you’ve heard enough about electronic gadget addiction in this chapter, so let’s consider a different example here. On my campus, much to the chagrin of a group of student smokers, smoking was recently banned. These students were so upset by the idea that they would no longer be allowed to smoke on university grounds that they staged several smoke-outs during which they gathered in populated areas around campus and enjoyed a puff or two together.

A student in my research methods class wanted to understand what motivated this group of students to engage in activism centered around what she perceived to be, in this age of smoke-free facilities, a relatively deviant act. Were the protesters otherwise politically active? How much effort and coordination had it taken to organize the smoke-outs? The student researcher began her research by attempting to familiarize herself with the literature on her topic. Yet her search in Sociological Abstracts for “college student activist smoke-outs,” yielded no results. Concluding there was no prior research on her topic, she informed me that she would need an alternative assignment to the annotated bibliography A list of sources relevant to a person’s research project. The list is usually presented in alphabetical order, using the citation format of the researcher’s profession. It includes a brief summary of each source’s point of focus, theoretical argument, and major findings underneath each citation. Some annotated bibliographies also contain a brief critique or evaluation of each source. I required since there was no literature for her to review. How do you suppose I responded to this news? What went wrong with this student’s search for literature?

In her first attempt, the student had been too narrow in her search for articles. But did that mean she was off the hook for completing the annotated bibliography assignment? Absolutely not. Instead, she went back to Sociological Abstracts and searched again using different combinations of search terms. Rather than searching for “college student activist smoke-outs” she tried, among other sets of terms, “college student activism.” This time her search yielded a great many articles. Of course, they were not focused on prosmoking activist efforts, but they were focused on her population of interest, college students, and on her broad topic of interest, activism. I suggested that reading articles on college student activism might give her some idea about what other researchers have found in terms of what motivates college students to become involved in activist efforts. I also suggested she could play around with her search terms and look for research on activism centered on other sorts of activities that are perceived by some as deviant, such as marijuana use or veganism. In other words, she needed to be broader in her search for articles.

While this student found success by broadening her search for articles, her reading of those articles needed to be narrower than her search. Once she identified a set of articles to review by searching broadly, it was time to remind herself of her specific research focus: college student activist smoke-outs. Keeping in mind her particular research interest while reviewing the literature gave her the chance to think about how the theories and findings covered in prior studies might or might not apply to her particular point of focus. For example, theories on what motivates activists to get involved might tell her something about the likely reasons the students she planned to study got involved. At the same time, those theories might not cover all the particulars of student participation in smoke-outs. Thinking about the different theories then gave the student the opportunity to focus her research plans and even to develop a few hypotheses about what she thought she was likely to find.

Reviewing the Literature

Developing an annotated bibliography is often one of the early steps that researchers take as they begin to familiarize themselves with prior research on their topic. A second step involves a literature review in which a researcher positions his or her work within the context of prior scholarly work in the area. A literature review addresses the following matters: What sorts of questions have other scholars asked about this topic? What do we already know about this topic? What questions remain? As the researcher answers these questions, he or she synthesizes what is contained in the literature, possibly organizing prior findings around themes that are relevant to his or her particular research focus.

I once advised an undergraduate student who conducted a research project on speciesism, the belief that some species are superior to or have more value and rights than others. Her research question was “Why and how do humans construct divisions between themselves and animals?” This student organized her review of literature around the two parts of her research question: the why and the how. In the “why” section of her literature review, she described prior research that addressed questions of why humans are sometimes speciesist. She organized subsections around the three most common answers that were presented in the scholarly literature. She used the same structure in the “how” section of her literature review, arranging subsections around the answers posed in previous literature about how humans construct divisions between themselves and animals. This organizational scheme helped readers understand what we already know about the topic and what theories we rely on to help make sense of the topic. In addition, by also highlighting what we still don’t know, it helped the student set the stage for her own empirical research on the topic.

The preceding discussion about how to organize a review of scholarly literature assumes that we all know how to read scholarly literature. Yes, yes, I understand that you must know how to read. But reading scholarly articles can be a bit more challenging than reading a textbook. Here are a few pointers about how to do it successfully. First, it is important to understand the various sections that are typically contained in scholarly journals’ reports of empirical research. One of the most important and easiest to spot sections of a journal article is its abstract A short paragraph at the beginning of a journal article that summarizes the author’s research question(s), research method(s), and key findings. , the short paragraph at the beginning of an article that summarizes the author’s research question, methods used to answer the question, and key findings. The abstract may also give you some idea about the theoretical proclivities of the author. As a result, reading the abstract gives you both a framework for understanding the rest of the article and the punch line. It tells you what the author(s) found and whether the article is relevant to your area of inquiry.

After the abstract, most journal articles will contain the following sections (although exact section names are likely to vary): introduction, literature review, methodology, findings, and discussion. Of course, there will also be a list of references cited, Lists of references cited are a useful source for finding additional literature in an area. and there may be a few tables, figures, or appendices at the end of the article as well. While you should get into the habit of familiarizing yourself with articles you wish to cite in their entirety , there are strategic ways to read journal articles that can make them a little easier to digest. Once you have read the abstract and determined that this is an article you’d like to read in full, read through the discussion section at the end of the article next. Because your own review of literature is likely to emphasize findings from previous literature, you should make sure that you have a clear idea about what those findings are. Reading an article’s discussion section helps you understand what the author views as the study’s major findings and how the author perceives those findings to relate to other research.

As you read through the rest of the article, think about the elements of research design that we have covered in this chapter. What approach does the researcher take? Is the research exploratory, descriptive, or explanatory? Is it inductive or deductive? Idiographic or nomothetic? Qualitative or quantitative? What claims does the author make about causality? What are the author’s units of analysis and observation? Use what you have learned in this chapter about the promise and potential pitfalls associated with each of these research elements to help you responsibly read and understand the articles you review. Future chapters of this text will address other elements of journal articles, including choices about measurement, sampling, and research method. As you learn about these additional items, you will increasingly gain more knowledge that you can apply as you read and critique the scholarly literature in your area of inquiry.

Additional Important Components

Thinking about the overarching goals of your research project and finding and reviewing the existing literature on your topic are two of the initial steps you’ll take when designing a research project. Forming a clear research question, as discussed in Chapter 4 "Beginning a Research Project" , is another crucial step. There are a number of other important research design components you’ll need to consider, and we will discuss those here.

At the same time that you work to identify a clear research question, you will probably also think about the overarching goals of your research project. Will it be exploratory, descriptive, or explanatory? Will your approach be idiographic or nomothetic, inductive or deductive? How you design your project might also be determined in part by whether you aim for your research to have some direct application or if your goal is to contribute more generally to sociological knowledge about your topic. Next, think about what your units of analysis and units of observation will be. These will help you identify the key concepts you will study. Once you have identified those concepts, you’ll need to decide how to define them, and how you’ll know that you’re observing them when it comes time to collect your data. Defining your concepts, and knowing them when you see them, has to do with conceptualization and operationalization, the focus of Chapter 6 "Defining and Measuring Concepts" . Of course, you also need to know what approach you will take to collect your data. Thus identifying your research method is another important part of research design. You also need to think about who your research participants will be and what larger group(s) they may represent. These topics will be the focus of Chapter 7 "Sampling" . Last, but certainly not least, you should consider any potential ethical concerns that could arise during the course of your research project. These concerns might come up during your data collection, but they might also arise when you get to the point of analyzing or sharing your research results.

Decisions about the various research components do not necessarily occur in sequential order. In fact, you may have to think about potential ethical concerns even before zeroing in on a specific research question. Similarly, the goal of being able to make generalizations about your population of interest could shape the decisions you make about your method of data collection. Putting it all together, the following list shows some of the major components you’ll need to consider as you design your research project:

• Research question
• Literature review
• Research strategy (idiographic or nomothetic, inductive or deductive)
• Research goals (basic or applied)
• Units of analysis and units of observation
• Key concepts (conceptualization and operationalization)
• Method of data collection
• Research participants (sample and population)
• Ethical concerns

Key Takeaways

• When identifying and reading relevant literature, be broad in your search for articles, but be narrower in your reading of articles.
• Writing an annotated bibliography can be a helpful first step to familiarize yourself with prior research in your area of interest.
• Literature reviews summarize and synthesize prior research.
• Literature reviews are typically organized around substantive ideas that are relevant to one’s research question rather than around individual studies or article authors.
• When designing a research project, be sure to think about, plan for, and identify a research question, a review of literature, a research strategy, research goals, units of analysis and units of observation, key concepts, method(s) of data collection, population and sample, and potential ethical concerns.
• Find and read a complete journal article that addresses a topic that is of interest to you (perhaps using Sociological Abstracts, which is introduced in Chapter 4 "Beginning a Research Project" ). In four to eight sentences, summarize the author’s research question, theoretical framing, methods used, and major findings. Reread the article, and see how close you were in reporting these key elements. What did you understand and remember best? What did you leave out? What reading strategies may have helped you better recall relevant details from the article?
• Using the example of students’ electronic gadget addictions, design a hypothetical research project by identifying a plan for each of the nine components of research design that are presented in this section.

Designing Social Science Research pp 73–96 Cite as

Design of Research Projects

• Oddbjørn Bukve 2  
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This chapter takes its starting point in the definition of research designs that I presented in the introduction: A research design is a plan for how to carry out a research project. This plan or structure has two parts. One is the purpose of the project, in other words what knowledge we want to develop about what. I distinguish between different purposes that can govern the research interest in a research project: Theory testing, theory development, theoretical interpretation, and lastly an intervention orientation. The other element in the design has to do with how we construct data to answer our questions. Here I distinguish between variable-centred and case-centred strategies as two main forms of data construction and show how they lead to different approaches in the production and analysis of data. Used for different research purposes, these two basic strategies for data construction constitute a number of design variants discussed in the next two chapters about variable-centred designs and case designs. We can also combine the main strategies for design in various ways. Depending on the purpose, such combinations are the basis of integrated designs, comparative designs, and intervention-oriented designs, all of which are introduced in the following chapters.

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This totality of perspective on and techniques of data production is sometimes called a research methodology. This concept is used to distinguish between a complete methodology for data construction, and the technical questions belonging to the method (Gobo, 2008 ). I prefer the concept of strategy for the simple reason that it is more easily kept apart from the concept of method, and because a common use of the strategy concept is to regard strategy as an approach to realise a given goal.

Altogether, Gobo categorises six types of cognitive modes: the listening, the inquiring, the observing, the reading, the operative, and the reflective modes. He relates them to six corresponding methodologies: the discursive, the survey, the ethnographic, the documenting, the transformative, and the speculative methodologies. Except for the survey methodology, he believes that the methodologies can be used for structured as well as unstructured data. However, his philosophy is complicated and it is not easy to identify specific research designs outside his special area, which is ethnography. For instance, it is not easy to understand that the listening, inquiring, and reading ways of assessing data should lead to different methodological choices on a more fundamental level. In practice, Gobo’s detailed classifications reduce methodology to an approach for data collection.

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HKGAI Debuts Cutting Edge AI Projects at InnoEx 2024 | The Hong Kong University of Science and Technology

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HKGAI Debuts Cutting Edge AI Projects at InnoEx 2024

HKUST Provost and HKGAI Director Prof. GUO Yike (middle row third right) and the HKGAI team at their booth at the InnoEx 2024.

Prof. Guo and his AI-generated figure in the HKGAI introduction video.

Prof. Guo (front row second left) introduces various research projects and achievements of HKGAI to Mr. Ivan LEE Kwok-Bun (front row first right), Commissioner for Innovation & Technology, and Ms. Winnie CHAN Chor-Wing (front row second right), Assistant Commissioner for Innovation and Technology (Research Clusters) of the Hong Kong Special Administrative Region Government, who visit the booth.

The HKGAI showcases for the first time an array of its AI projects covering applications in various areas at InnoEx 2024.

The Hong Kong Generative AI R&D Center (HKGAI), a joint-university collaborative venture, led by the Hong Kong University of Science and Technology (HKUST), announced today an array of its AI projects covering applications in various areas at InnoEx 2024. 

With funding from the HKSAR government’s InnoHK initiative, HKGAI has established eight projects on AI aimed at developing foundation models tailored for applications in various industries including legal, medical and creative fields in Hong Kong and the Greater Bay Area (GBA). Backed by its independently developed model, HKGAI showcases for the first time ten generative AI services and applications at the InnoEx 2024 to allow expo-goers to experience firsthand:  

• Expert Consultation Service Chatbot: An expert real-time consultation service Chatbot, which can provide an array of advice as lawyers, tour guides, and more;
• An Encounter Across Time And Space: Creating animated sequences and composited photos with an user upload photo;
• Let deepfakes nowhere to hide under AI’s sharp eyes: Deep-fake Detection Technology, which differentiates the real from digital manipulations;
• Resurrecting Glory: A Rebirth of the Past: Bringing back legendary singers and stars to life to reinterpret today’s popular songs;
• AI Instantly Transforms Stories into Videos: Text to Video Conversion, which transforms texts instantly into feature length videos;
• 3D Image Content Generation: A showcase of high quality 2D-to-3D assets created by AI;
• Future Writing-Copilot: an AI-powered office assistant, which can assist with all daily writing tasks to boost work efficiency;
• AI Illustrates: Future Greater Bay Area Of A Thousand Miles: A stunning visual rendering of the 11 cities in the GBA;
• AI Singer App: An application that allows users to upload a voice sample and hear any songs sang in their own voices; and
• Smart Photo Diary: a photo diary, where AI analyses photos uploaded by users and create stories fitting to their emotions and actions.

“HKGAI has preliminarily completed the first independently trained foundation model, supporting both Chinese and English languages. This milestone marks Hong Kong's first locally developed foundation model, signifying a breakthrough in AI innovation,” said Prof. GUO Yike, HKUST Provost and an internationally leading researcher in the field of AI who also serves as the Director of HKGAI. 

“Positioned in Hong Kong and the Greater Bay Area, HKGAI will continue to leverage its unique strengths and role, actively promoting the cultivation of local AI talents and addressing ethical, safety, and governance issues related to AI technology and applications. We are committed to harnessing the economic driving force of the innovation sector in Hong Kong, continuously enhancing Hong Kong's global influence in AI research and applications,” Prof. Guo added.

HKGAI, founded in October 2023, is the sole R&D center focusing on generative AI under InnoHK. The center is led by HKUST in collaboration on research with five top-tier universities in the region – The University of Hong Kong, The Chinese University of Hong Kong, City University of Hong Kong, The Hong Kong Polytechnic University, and the National University of Singapore.

Organized by the Innovation, Technology and Industry Bureau of the HKSAR Government and the Hong Kong Trade Development Council, the InnoEX 2024 is being held at the Hong Kong Convention and Exhibition Center from April 13 to 16. Interested parties are invited to visit booth 3E-B03 to experience HKGAI’s innovations and technologies.

About The Hong Kong University of Science and Technology  The Hong Kong University of Science and Technology (HKUST) (https://hkust.edu.hk/) is a world-class research intensive university that focuses on science, technology and business as well as humanities and social science. HKUST offers an international campus, and a holistic and interdisciplinary pedagogy to nurture well-rounded graduates with global vision, a strong entrepreneurial spirit and innovative thinking. Over 80% of our research work were rated “Internationally excellent” or “world leading” in the Research Assessment Exercise 2020 of Hong Kong’s University Grants Committee. We were ranked 2nd in Times Higher Education’s Young University Rankings 2023, and our graduates were ranked 29th worldwide and among the best from universities from Asia in Global Employability University Ranking 2023. As of September 2023, HKUST members have founded 1,747 active start-ups, including 9 Unicorns and 13 exits (IPO or M&A), generating economic impact worth over HK$ 400 billion. InvestHK cited QS World University Rankings by Subject 2021 to demonstrate the performance of five world’s top 100 local universities in several innovation-centric areas, among which HKUST ranked top in four engineering and materials science subjects.

About The Hong Kong Generative AI Research & Development Center The Hong Kong Generative AI Research & Development Center (HKGAI) was established in October 2023, focusing on the research and development of generative artificial intelligence technologies. It is one of the research centers under the InnoHK program, a key initiative of the Hong Kong SAR Government. Led by Prof. GUO Yike, the Provost of The Hong Kong University of Science and Technology, HKGAI collaborates with four local top-tier institutions: The University of Hong Kong, The Chinese University of Hong Kong, The Hong Kong Polytechnic University, City University of Hong Kong, as well as the internationally renowned National University of Singapore. HKGAI focuses on developing a series of Multimodal, Multilingual Foundation Models, vertical Foundation Models, and the tailor-made applications for Hong Kong society. In addition, HKGAI conducts research on ethics, security, and governance in generative AI technologies and applications, providing consultation and recommendations to the HK SAR Government. HKGAI will strive to enhance the role of Hong Kong's innovation and technology industry in promoting economic progress in the Greater Bay Area, cultivating AI talent and ecosystem in Hong Kong, and increasing Hong Kong's global influence in the fields of AI research and application.

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Five things our research uncovered when we recreated 16th century beer (and barrels)

It’s true that our 16th-century ancestors drank much more than Irish people do today. But why they did so and what their beer was like are questions shrouded in myth. The authors were part of a team who set out to find some answers.

As part of a major study of food and drink in early modern Ireland, funded by the European Research Council, we recreated and analysed a beer last brewed at Dublin Castle in 1574. Combining craft, microbiology, brewing science, archaeology, as well as history, this was the most comprehensive interdisciplinary study of historical beer ever undertaken. Here are five things that we discovered.

1. People didn’t drink beer because water was unhealthy

It’s often assumed that lack of access to clean water led people to drink beer instead. We know this isn’t true for many reasons, not least because brewers needed a constant source of fresh water to make the best beer.

Water was certainly viewed as less healthy, but not because of any understanding of microbial contamination. According to a system of medicine and treatment used at the time, Galenic humorism , water was a “cold” drink that affected digestion, causing fluctuations and windiness. Meanwhile, beer was “warm and comforting”, balancing the “humours” and quenching thirst.

2. Beer was a payment for work

Beer was taken as medicine, often mixed with curious ingredients. Treatments for conditions such as flux or bed wetting, for example, required ground kid’s hoof or grated stag’s penis to be taken with a drink of beer.

People drank at work, commonly receiving drink as part of their wages. The quantities were staggering. At Christchurch Cathedral in Dublin, masons received up to 15 pints per day when undertaking heavy work.

More typical was a range of five to ten pints, as was the case at Dublin Castle. There, servants imbibed up to 2,700 calories a day in beer alone, the cost of which exceeded what the household spent on bread.

3. Beer had some different ingredients then

In many ways, 16th-century beer would be recognisable today. The key ingredients were malt (made from barley or oats depending on the region), water, yeast and hops.

The addition of hops, a Dutch innovation, spread throughout Europe in this period. This resulted in a longer lasting drink, accelerating the development of the brewing industry as we know it today.

But there are differences between pre-modern and modern beers, relating primarily to the nature of the ingredients. Four centuries ago, cereals were grown as landraces .

A landrace has a wide range of characteristics distinct from those of standardised modern varieties, through adaptation to their regional climate, soils and topography. Shrinking cultivation of these landraces meant that sourcing heritage ingredients was challenging.

The variety of barley we chose was bere . This is the only landrace barley still grown commercially, thanks to the conservation efforts of agronomists and farmers in Orkney , Scotland.

The experiment was a unique opportunity to examine the significance of these varieties to the taste and quality of drinks in the past, and the benefits of saving heritage crops for future generations.

4. Making beer required skills in short supply today

Industrial brewing today produces the same beer every time. Brewing in the past, using simpler equipment and in a more open environment, was much more challenging. Brewers were deeply in tune with their working conditions and didn’t have modern devices such as thermometers.

They used their senses and knowledge to make adjustments as they worked. As the project team learned the hard way, small mistakes could be disastrous, resulting in spoiled beer and accidental porridge.

Recreating the technology of the past also highlighted the wider craft skills, such as coopering (making barrels), wicker-weaving, woodworking, and coppersmithing, that went into making all the equipment needed to make a pint. Much like heritage crops, these skills are in worrying decline.

Our oak fermenting barrels and mash tuns (a vessel used in brewing) were made by Les Skinner , at the time one of the last two master coopers in England. He has since retired. We had to go all the way to Portugal to find coppersmiths who could build a large freestanding boiler.

5. Even everyday beer was strong

One enduring misconception is that people were able to drink so much in the 16th century because their beer was relatively weak. Based on little evidence, it is assumed that beer of around 2% alcohol by volume (abv) was the most common drink of the working classes. But we know this so called “small beer” was widely rejected by workers, as well as by physicians, dietary writers, and government officials, who all deemed it dangerous to health.

Our experiment showed that a typical beer of middling strength actually had the potential to be around 5% abv, comparable to modern lager. This means people could have been extremely inebriated from merely what they drank alongside work. Unsurprisingly, there were loud and frequent calls for drinkers to show moderation.

Those calls often came, however, from the same people who liberally supplied their workers with beer. This suggests that the context in which people drank was very important. If having a pint or two at breakfast and dinner was acceptable, even expected, many more at the village alehouse was seen as more troublesome.

Susan Flavin , Associate professor of history, Trinity College Dublin and Charlie Taverner , Research fellow, history, Trinity College Dublin

This article is republished from The Conversation under a Creative Commons license. Read the original article .

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Chapter 4: Economic Growth for Every Generation

On this page:, 4.1 boosting research, innovation, and productivity, 4.2 attracting investment for a net-zero economy, 4.3 growing businesses to create more jobs.

• 4.4 A Strong Workforce for a Strong Economy

To ensure every Canadian succeeds in the 21 st century, we must grow our economy to be more innovative and productive. One where every Canadian can reach their full potential, where every entrepreneur has the tools they need to grow their business, and where hard work pays off. Building the economy of the future is about creating jobs: jobs in the knowledge economy, jobs in manufacturing, jobs in mining and forestry, jobs in the trades, jobs in clean energy, and jobs across the economy, in all regions of the country.

To do this, the government's economic plan is investing in the technologies, incentives, and supports critical to increasing productivity, fostering innovation, and attracting more private investment to Canada. This is how we'll build an economy that unlocks new pathways for every generation to earn their fair share.

The government is targeting investments to make sure Canada continues to lead in the economy of the future, and these are already generating stronger growth and meaningful new job opportunities for Canadians. New jobs—from construction to manufacturing to engineering—in clean technology, in clean energy, and in innovation, are just the start. All of this, helping to attract further investment to create more opportunities, will raise Canada's productivity and competitiveness. This will create more good jobs, and in turn, raise the living standards of all Canadians.

We are at a pivotal moment where we can choose to renew and redouble our investments in the economy of the future, to build an economy that is more productive and more competitive—or risk leaving an entire generation behind. We will not make that mistake. We owe it to our businesses, to our innovators, and most of all, to the upcoming generations of workers, to make sure that the Canadian economy is positioned to thrive in a changing world.

Canada has the best-educated workforce in the world. We are making investments to ensure every generation of workers has the skills the job market, and the global economy, are looking for—and this will help us attract private investment to grow the economy (Chart 4.1). Building on our talented workforce, we are delivering, on a priority basis, our $93 billion suite of major economic investment tax credits to drive growth, secure the future of Canadian businesses in Canada, and create good jobs for generations to come.

In the first three quarters of 2023, Canada had the highest level of foreign direct investment (FDI) on a per capita basis among G7 countries, and ranked third globally in total FDI, after the U.S. and Brazil (Chart 4.2).

The Canadian economy is adding new, high-paying jobs, in high-growth sectors, like clean tech, clean electricity, and scientific research and development (Chart 4.4). Budget 2024 will continue this momentum by making strategic investments that create opportunities for workers today—driving productivity and economic growth for generations to come.

Impacts report

Find out more about the expected gender and diversity impacts for each measure in section 4.1 Boosting Research, Innovation, and Productivity

Canada's skilled hands and brilliant minds are our greatest resource. Capitalizing on their ideas, innovations, and hard work is an essential way to keep our place at the forefront of the world's advanced economies. Our world-class innovators, entrepreneurs, scientists, and researchers are solving the most pressing challenges of today, and their discoveries help launch the businesses of tomorrow.

Canadian researchers, entrepreneurs, and companies are the driving force of this progress—from scientific discovery to bringing new solutions to market. They also train and hire younger Canadians who will become the next generation of innovators. New investments to boost research and innovation, including enhancing support for graduate students and post-doctoral fellows, will ensure Canada remains a world leader in science and new technologies, like artificial intelligence.

By making strategic investments today in innovation and research, and supporting the recruitment and development of talent in Canada, we can ensure Canada is a world leader in new technologies for the next generation. In turn, this will drive innovation, growth, and productivity across the economy.

Key Ongoing Actions

• Supporting scientific discovery, developing Canadian research talent, and attracting top researchers from around the planet to make Canada their home base for their important work with more than $16 billion committed since 2016.
• Supporting critical emerging sectors, through initiatives like the Pan-Canadian Artificial Intelligence Strategy, the National Quantum Strategy, the Pan-Canadian Genomics Strategy, and the Biomanufacturing and Life Sciences Strategy.
• Nearly $2 billion to fuel Canada's Global Innovation Clusters to grow these innovation ecosystems, promote commercialization, support intellectual property creation and retention, and scale Canadian businesses.
• Investing $3.5 billion in the Sustainable Canadian Agricultural Partnership to strengthen the innovation, competitiveness, and resiliency of the agriculture and agri-food sector.
• Flowing up to $333 million over the next decade to support dairy sector investments in research, product and market development, and processing capacity for solids non-fat, thus increasing its competitiveness and productivity.

Strengthening Canada's AI Advantage

Canada's artificial intelligence (AI) ecosystem is among the best in the world. Since 2017, the government has invested over $2 billion towards AI in Canada. Fuelled by those investments, Canada is globally recognized for strong AI talent, research, and its AI sector.

Today, Canada's AI sector is ranked first in the world for growth of women in AI, and first in the G7 for year-over-year growth of AI talent. Every year since 2019, Canada has published the most AI-related papers, per capita, in the G7. Our AI firms are filing patents at three times the average rate in the G7, and they are attracting nearly a third of all venture capital in Canada. In 2022-23, there were over 140,000 actively engaged AI professionals in Canada, an increase of 29 per cent compared to the previous year. These are just a few of Canada's competitive advantages in AI and we are aiming even higher.

To secure Canada's AI advantage, the government has already:

• Established the first national AI strategy in the world through the Pan-Canadian Artificial Intelligence Strategy;
• Supported access to advanced computing capacity, including through the recent signing of a letter of intent with NVIDIA and a Memorandum of Understanding with the U.K. government; and,
• Scaled-up Canadian AI firms through the Strategic Innovation Fund and Global Innovation Clusters program.

AI is a transformative economic opportunity for Canada and the government is committed to doing more to support our world-class research community, launch Canadian AI businesses, and help them scale-up to meet the demands of the global economy. The processing capacity required by AI is accelerating a global push for the latest technology, for the latest computing infrastructure.

Currently, most compute capacity is located in other countries. Challenges accessing compute power slows down AI research and innovation, and also exposes Canadian firms to a reliance on privately-owned computing, outside of Canada. This comes with dependencies and security risks. And, it is a barrier holding back our AI firms and researchers.

We need to break those barriers to stay competitive in the global AI race and ensure workers benefit from the higher wages of AI transformations; we must secure Canada's AI advantage. We also need to ensure workers who fear their jobs may be negatively impacted by AI have the tools and skills training needed in a changing economy.

To secure Canada's AI advantage Budget 2024 announces a monumental increase in targeted AI support of $2.4 billion, including:

• $2 billion over five years, starting in 2024-25, to launch a new AI Compute Access Fund and Canadian AI Sovereign Compute Strategy, to help Canadian researchers, start-ups, and scale-up businesses access the computational power they need to compete and help catalyze the development of Canadian-owned and located AI infrastructure. 
• $200 million over five years, starting in 2024-25, to boost AI start-ups to bring new technologies to market, and accelerate AI adoption in critical sectors, such as agriculture, clean technology, health care, and manufacturing. This support will be delivered through Canada's Regional Development Agencies.
• $100 million over five years, starting in 2024-25, for the National Research Council's AI Assist Program to help Canadian small- and medium-sized businesses and innovators build and deploy new AI solutions, potentially in coordination with major firms, to increase productivity across the country.
• $50 million over four years, starting in 2025-26, to support workers who may be impacted by AI, such as creative industries. This support will be delivered through the Sectoral Workforce Solutions Program, which will provide new skills training for workers in potentially disrupted sectors and communities.

The government will engage with industry partners and research institutes to swiftly implement AI investment initiatives, fostering collaboration and innovation across sectors for accelerated technological advancement.

Safe and Responsible Use of AI

AI has tremendous economic potential, but as with all technology, it presents important considerations to ensure its safe development and implementation. Canada is a global leader in responsible AI and is supporting an AI ecosystem that promotes responsible use of technology. From development through to implementation and beyond, the government is taking action to protect Canadians from the potentially harmful impacts of AI.

The government is committed to guiding AI innovation in a positive direction, and to encouraging the responsible adoption of AI technologies by Canadians and Canadian businesses. To bolster efforts to ensure the responsible use of AI:

• Budget 2024 proposes to provide $50 million over five years, starting in 2024-25, to create an AI Safety Institute of Canada to ensure the safe development and deployment of AI. The AI Safety Institute will help Canada better understand and protect against the risks of advanced and generative AI systems. The government will engage with stakeholders and international partners with competitive AI policies to inform the final design and stand-up of the AI Safety Institute.
• Budget 2024 also proposes to provide $5.1 million in 2025-26 to equip the AI and Data Commissioner Office with the necessary resources to begin enforcing the proposed Artificial Intelligence and Data Act .
• Budget 2024 proposes $3.5 million over two years, starting in 2024-25, to advance Canada's leadership role with the Global Partnership on Artificial Intelligence, securing Canada's leadership on the global stage when it comes to advancing the responsible development, governance, and use of AI technologies internationally.

Using AI to Keep Canadians Safe

AI has shown incredible potential to toughen up security systems, including screening protocols for air cargo. Since 2012, Transport Canada has been testing innovative approaches to ensure that air cargo coming into Canada is safe, protecting against terrorist attacks. This included launching a pilot project to screen 10 to 15 per cent of air cargo bound for Canada and developing an artificial intelligence system for air cargo screening.

• Budget 2024 proposes to provide $6.7 million over five years, starting in 2024-25, to Transport Canada to establish the Pre-Load Air Cargo Targeting Program to screen 100 per cent of air cargo bound for Canada. This program, powered by cutting-edge artificial intelligence, will increase security and efficiency, and align Canada's air security regime with those of its international partners.

Incentivizing More Innovation and Productivity

Businesses that invest in cutting-edge technologies are a key driver of Canada's economic growth. When businesses make investments in technology—from developing new patents to implementing new IT systems—it helps ensure Canadian workers put their skills and knowledge to use, improves workplaces, and maximizes our workers' potential and Canada's economic growth.

The government wants to encourage Canadian businesses to invest in the capital—both tangible and intangible—that will help them boost productivity and compete productively in the economy of tomorrow.

• To incentivize investment in innovation-enabling and productivity-enhancing assets, Budget 2024 proposes to allow businesses to immediately write off the full cost of investments in patents, data network infrastructure equipment, computers, and other data processing equipment. Eligible investments, as specified in the relevant capital cost allowance classes, must be acquired and put in use on or after Budget Day and before January 1, 2027. The cost of this measure is estimated at $725 million over five years, starting in 2024-25.

Boosting R&D and Intellectual Property Retention

Research and development (R&D) is a key driver of productivity and growth. Made-in-Canada innovations meaningfully increase our gross domestic product (GDP) per capita, create good-paying jobs, and secure Canada's position as a world-leading advanced economy.

To modernize and improve the Scientific Research and Experimental Development (SR&ED) tax incentives, the federal government launched consultations on January 31, 2024, to explore cost-neutral ways to enhance the program to better support innovative businesses and drive economic growth. In these consultations, which closed on April 15, 2024, the government asked Canadian researchers and innovators for ways to better deliver SR&ED support to small- and medium-sized Canadian businesses and enable the next generation of innovators to scale-up, create jobs, and grow the economy.

• Budget 2024 announces the government is launching a second phase of consultations on more specific policy parameters, to hear further views from businesses and industry on specific and technical reforms. This includes exploring how Canadian public companies could be made eligible for the enhanced credit. Further details on the consultation process will be released shortly on the Department of Finance Canada website.
• Budget 2024 proposes to provide $600 million over four years, starting in 2025-26, with $150 million per year ongoing for future enhancements to the SR&ED program. The second phase of consultations will inform how this funding could be targeted to boost research and innovation.

On January 31, 2024, the government also launched consultations on creating a patent box regime to encourage the development and retention of intellectual property in Canada. The patent box consultation closed on April 15, 2024. Submissions received through this process, which are still under review, will help inform future government decisions with respect to a patent box regime.

Enhancing Research Support

Since 2016, the federal government has committed more than $16 billion in research, including funding for the federal granting councils—the Natural Sciences and Engineering Research Council (NSERC), the Canadian Institutes of Health Research (CIHR), and the Social Sciences and Humanities Research Council (SSHRC).

This research support enables groundbreaking discoveries in areas such as climate change, health emergencies, artificial intelligence, and psychological health. This plays a critical role in solving the world's greatest challenges, those that will have impacts for generations.

Canada's granting councils already do excellent work within their areas of expertise, but more needs to be done to maximize their effect. The improvements we are making today, following extensive consultations including with the Advisory Panel on the Federal Research Support System, will strengthen and modernize Canada's federal research support.

• To increase core research grant funding and support Canadian researchers, Budget 2024 proposes to provide $1.8 billion over five years, starting in 2024-25, with $748.3 million per year ongoing to SSHRC, NSERC, and CIHR.
• To provide better coordination across the federally funded research ecosystem, Budget 2024 announces the government will create a new capstone research funding organization. The granting councils will continue to exist within this new organization, and continue supporting excellence in investigator-driven research, including linkages with the Health portfolio. This new organization and structure will also help to advance internationally collaborative, multi-disciplinary, and mission-driven research. The government is delivering on the Advisory Panel's observation that more coordination is needed to maximize the impact of federal research support across Canada's research ecosystem.
• To help guide research priorities moving forward, Budget 2024 also announces the government will create an advisory Council on Science and Innovation. This Council will be made up of leaders from the academic, industry, and not-for-profit sectors, and be responsible for a national science and innovation strategy to guide priority setting and increase the impact of these significant federal investments.
• Budget 2024 also proposes to provide a further $26.9 million over five years, starting in 2024-25, with $26.6 million in remaining amortization and $6.6 million ongoing, to the granting councils to establish an improved and harmonized grant management system.

The government will also work with other key players in the research funding system—the provinces, territories, and Canadian industry—to ensure stronger alignment, and greater co-funding to address important challenges, notably Canada's relatively low level of business R&D investment.

More details on these important modernization efforts will be announced in the 2024 Fall Economic Statement.

World-Leading Research Infrastructure

Modern, high-quality research facilities and infrastructure are essential for breakthroughs in Canadian research and science. These laboratories and research centres are where medical and other scientific breakthroughs are born, helping to solve real-world problems and create the economic opportunities of the future. World-leading research facilities will attract and train the next generation of scientific talent. That's why, since 2015, the federal government has made unprecedented investments in science and technology, at an average of $13.6 billion per year, compared to the average from 2009-10 to 2015-16 of just $10.8 billion per year. But we can't stop here.

To advance the next generation of cutting-edge research, Budget 2024 proposes major research and science infrastructure investments, including:

• $399.8 million over five years, starting in 2025-26, to support TRIUMF, Canada's sub-atomic physics research laboratory, located on the University of British Columbia's Vancouver campus. This investment will upgrade infrastructure at the world's largest cyclotron particle accelerator, positioning TRIUMF, and the partnering Canadian research universities, at the forefront of physics research and enabling new medical breakthroughs and treatments, from drug development to cancer therapy.
• $176 million over five years, starting in 2025‑26, to CANARIE, a national not-for-profit organization that manages Canada's ultra high-speed network to connect researchers, educators, and innovators, including through eduroam. With network speeds hundreds of times faster, and more secure, than conventional home and office networks, this investment will ensure this critical infrastructure can connect researchers across Canada's world-leading post-secondary institutions.
• $83.5 million over three years, starting in 2026-27 to extend support to Canadian Light Source in Saskatoon. Funding will continue the important work at the only facility of its kind in Canada. A synchrotron light source allows scientists and researchers to examine the microscopic nature of matter. This specialized infrastructure contributes to breakthroughs in areas ranging from climate-resistant crop development to green mining processes.
• $45.5 million over five years, starting in 2024-25, to support the Arthur B. McDonald Canadian Astroparticle Physics Research Institute, a network of universities and institutes that coordinate astroparticle physics expertise. Headquartered at Queen's University in Kingston, Ontario, the institute builds on the legacy of Dr. McDonald's 2015 Nobel Prize for his work on neutrino physics. These expert engineers, technicians, and scientists design, construct, and operate the experiments conducted in Canada's underground and underwater research infrastructure, where research into dark matter and other mysterious particles thrives. This supports innovation in areas like clean technology and medical imaging, and educates and inspires the next wave of Canadian talent.
• $30 million over three years, starting in 2024-25, to support the completion of the University of Saskatchewan's Centre for Pandemic Research at the Vaccine and Infectious Disease Organization in Saskatoon. This investment will enable the study of high-risk pathogens to support vaccine and therapeutic development, a key pillar in Canada's Biomanufacturing and Life Sciences Strategy. Of this amount, $3 million would be sourced from the existing resources of Prairies Economic Development Canada.

These new investments build on existing federal research support:

• The Strategic Science Fund, which announced the results of its first competition in December 2023, providing support to 24 third-party science and research organizations starting in 2024-25;
• Canada recently concluded negotiations to be an associate member of Horizon Europe, which would enable Canadians to access a broader range of research opportunities under the European program starting this year; and,
• The steady increase in federal funding for extramural and intramural science and technology by the government which was 44 per cent higher in 2023 relative to 2015.

Investing in Homegrown Research Talent

Canada's student and postgraduate researchers are tackling some of the world's biggest challenges. The solutions they come up with have the potential to make the world a better place and drive Canadian prosperity. They are the future Canadian academic and scientific excellence, who will create new innovative businesses, develop new ways to boost productivity, and create jobs as they scale-up companies—if they get the support they need.

To build a world-leading, innovative economy, and improve our productive capacity, the hard work of top talent must pay off; we must incentivize our top talent to stay here.

Federal support for master's, doctoral, and post-doctoral students and fellows has created new research opportunities for the next generation of scientific talent. Opportunities to conduct world-leading research are critical for growing our economy. In the knowledge economy, the global market for these ideas is highly competitive and we need to make sure talented people have the right incentives to do their groundbreaking research here in Canada.

• To foster the next generation of research talent, Budget 2024 proposes to provide $825 million over five years, starting in 2024-25, with $199.8 million per year ongoing, to increase the annual value of master's and doctoral student scholarships to $27,000 and $40,000, respectively, and post-doctoral fellowships to $70,000. This will also increase the number of research scholarships and fellowships provided, building to approximately 1,720 more graduate students or fellows benefiting each year. To make it easier for students and fellows to access support, the enhanced suite of scholarships and fellowship programs will be streamlined into one talent program.
• To support Indigenous researchers and their communities, Budget 2024 also proposes to provide $30 million over three years, starting in 2024-25, to support Indigenous participation in research, with $10 million each for First Nation, Métis, and Inuit partners.

Boosting Talent for Innovation

Advanced technology development is a highly competitive industry and there is a global race to attract talent and innovative businesses. Canada must compete to ensure our economy is at the forefront of global innovation.

To spur rapid growth in innovation across Canada's economy, the government is partnering with organizations whose mission it is to train the next generation of innovators. This will ensure innovative businesses have the talent they need to grow, create jobs at home, and drive Canada's economic growth.

• Budget 2024 announces the government's intention to work with Talent for Innovation Canada to develop a pilot initiative to build an exceptional research and development workforce in Canada. This industry-led pilot will focus on attracting, training, and deploying top talent across four key sectors: bio-manufacturing; clean technology; electric vehicle manufacturing; and microelectronics, including semiconductors.

Advancing Space Research and Exploration

Canada is a leader in cutting-edge innovation and technologies for space research and exploration. Our astronauts make great contributions to international space exploration missions. The government is investing in Canada's space research and exploration activities.

• Budget 2024 proposes to provide $8.6 million in 2024-25 to the Canadian Space Agency for the Lunar Exploration Accelerator Program to support Canada's world-class space industry and help accelerate the development of new technologies. This initiative empowers Canada to leverage space to solve everyday challenges, such as enhancing remote health care services and improving access to healthy food in remote communities, while also supporting Canada's human space flight program.
• Budget 2024 announces the establishment of a new whole-of-government approach to space exploration, technology development, and research. The new National Space Council will enable the level of collaboration required to secure Canada's future as a leader in the global space race, addressing cross-cutting issues that span commercial, civil, and defence domains. This will also enable the government to leverage Canada's space industrial base with its world-class capabilities, workforce, and track record of innovation and delivery.

Accelerating Clean Tech Intellectual Property Creation and Retention

Canadian clean technology companies are turning their ideas into the solutions that the world is looking for as it races towards net-zero. Encouraging these innovative companies to maintain operations in Canada and retain ownership of their intellectual property secures the future of their workforce in Canada, helping the clean economy to thrive in Canada.

As part of the government's National Intellectual Property Strategy, the not-for-profit organization Innovation Asset Collective launched the patent collective pilot program in 2020. This pilot program is helping innovative small- and medium-sized enterprises in the clean tech sector with the creation and retention of intellectual property.

• To ensure that small- and medium-sized clean tech businesses benefit from specialized intellectual property support to grow their businesses and leverage intellectual property, Budget 2024 proposes to provide $14.5 million over two years, starting in 2024-25, to Innovation, Science and Economic Development Canada for the Innovation Asset Collective.

Find out more about the expected gender and diversity impacts for each measure in section 4.2 Attracting Investment for a Net-Zero Economy

In the 21 st century, a competitive economy is a clean economy. There is no greater proof than the $2.4 trillion worth of investment made around the world, last year, in net-zero economies. Canada is at the forefront of the global race to attract investment and seize the opportunities of the clean economy, with the government announcing a net-zero economic plan that will invest over $160 billion. This includes an unprecedented suite of major economic investment tax credits, which will help attract investment through $93 billion in incentives by 2034-35.

All told, the government's investments will crowd in more private investment, securing Canadian leadership in clean electricity and innovation, creating economic growth and more good-paying jobs across the country.

Investors at home and around the world are taking notice of Canada's plan. In defiance of global economic headwinds, last year public markets and private equity capital flows into Canada's net-zero economy grew—reaching $14 billion in 2023, according to RBC. Proof that Canada's investments are working—driving new businesses to take shape, creating good jobs, and making sure that we have clean air and clean water for our kids, grandkids, and for generations to come.

Earlier this year, BloombergNEF ranked Canada's attractiveness to build electric vehicle (EV) battery supply chains first in the world, surpassing China which has held the top spot since the ranking began. From resource workers mining the critical minerals for car batteries, to union workers on auto assembly lines, to the truckers that get cars to dealerships, Canada's advantage in the supply chain is creating high-skilled, good-paying jobs across the country, for workers of all ages.

This first place ranking of Canada's EV supply chains is underpinned by our abundant clean energy, high labour standards, and rigorous standards for consultation and engagement with Indigenous communities. That's what Canada's major economic investment tax credits are doing—seizing Canada's full potential, and doing it right.

By 2050, clean energy GDP could grow fivefold—up to $500 billion, while keeping Canada on track to reach net-zero by 2050. Proof, once again, that good climate policy is good economic policy.

Helping innovative Canadian firms scale-up is essential to increasing the pace of economic growth in Canada. Already, the Cleantech Group's 2023 list of the 100 most innovative global clean technology companies featured 12 Canadian companies, the second highest number of any country, behind only the U.S. The government is investing in clean technology companies to ensure their full capabilities are unlocked.

Budget 2024 announces the next steps in the government's plan to attract even more investment to Canada to create good-paying jobs and accelerate the development and deployment of clean energy and clean technology.

• Carbon Capture, Utilization, and Storage investment tax credit;
• Clean Technology investment tax credit;
• Clean Hydrogen investment tax credit;
• Clean Technology Manufacturing investment tax credit; and
• Clean Electricity investment tax credit.
• Since the federal government launched the Canada Growth Fund last year, $1.34 billion of capital has been committed to a world-leading geothermal energy technology company, the world's first of its kind carbon contract for difference; and to clean tech entrepreneurs and innovators through a leading Canadian-based climate fund.
• Working with industry, provinces, and Indigenous partners to build an end-to-end electric vehicle battery supply chain, including by securing major investments in 2023.
• Building major clean electricity and clean growth infrastructure projects with investments of at least $20 billion from the Canada Infrastructure Bank.
• $3.8 billion for Canada's Critical Minerals Strategy, to secure our position as the world's supplier of choice for critical minerals and the clean technologies they enable.
• $3 billion to recapitalize the Smart Renewables and Electrification Pathways Program, which builds more clean, affordable, and reliable power, and to support innovation in electricity grids and spur more investments in Canadian offshore wind.

A New EV Supply Chain Investment Tax Credit

The automotive industry is undergoing a major transformation. As more and more electric vehicles are being produced worldwide, it is essential that Canada's automotive industry has the support it needs to retool its assembly lines and build new factories to seize the opportunities of the global switch to electric vehicles. With our world-class natural resource base, talented workforce, and attractive investment climate, Canada will be an electric vehicle supply chain hub for all steps along the manufacturing process. This is an opportunity for Canada to secure its position today at the forefront of this growing global supply chain and secure high-quality jobs for Canadian workers for a generation to come.

Businesses that manufacture electric vehicles and their precursors would already be able to claim the 30 per cent Clean Technology Manufacturing investment tax credit on the cost of their investments in new machinery and equipment, as announced in Budget 2023. Providing additional support to these businesses so they choose Canada for more than one stage in the manufacturing process would secure more jobs for Canadians and help cement Canada's position as a leader in this sector.

• electric vehicle assembly;
• electric vehicle battery production; and,
• cathode active material production.

For a taxpayer's building costs in any of the specified segments to qualify for the tax credit, the taxpayer (or a member of a group of related taxpayers) must claim the Clean Technology Manufacturing investment tax credit in all three of the specified segments, or two of the three specified segments and hold at least a qualifying minority interest in an unrelated corporation that claims the Clean Technology Manufacturing tax credit in the third segment. The building costs of the unrelated corporation would also qualify for the new investment tax credit.

The EV Supply Chain investment tax credit would apply to property that is acquired and becomes available for use on or after January 1, 2024. The credit would be reduced to 5 per cent for 2033 and 2034, and would no longer be in effect after 2034.

The EV Supply Chain investment tax credit is expected to cost $80 million over five years, starting in 2024-25, and an additional $1.02 billion from 2029-30 to 2034-35.

The design and implementation details of the EV Supply Chain investment tax credit will be provided in the 2024 Fall Economic Statement . Its design would incorporate elements of the Clean Technology Manufacturing investment tax credit, where applicable.

Delivering Major Economic Investment Tax Credits

To seize the investment opportunities of the global clean economy, we are delivering our six major economic investment tax credits. These will provide businesses and other investors with the certainty they need to invest and build in Canada. And they are already attracting major, job-creating projects, ensuring we remain globally competitive.

From new clean electricity projects that will provide clean and affordable energy to Canadian homes and businesses, to carbon capture projects that will decarbonize heavy industry, our major economic investment tax credits are moving Canada forward on its track to achieve a net-zero economy by 2050.

In November 2023, the government introduced Bill C-59 to deliver the first two investment tax credits and provide businesses with the certainty they need to make investment decisions in Canada today. Bill C-59 also includes labour requirements to ensure workers are paid prevailing union wages and apprentices have opportunities to gain experience and succeed in the workforce. With the support and collaboration of Parliamentarians, the government anticipates Bill C-59 receiving Royal Assent before June 1, 2024.

• Carbon Capture, Utilization, and Storage investment tax credit: would be available as of January 1, 2022;
• Clean Technology investment tax credit: would be available as of March 28, 2023; and,
• Clean Hydrogen investment tax credit; and,

The government will soon introduce legislation to deliver the next two investment tax credits:

• Clean Hydrogen investment tax credit: available as of March 28, 2023; and,
• Clean Technology Manufacturing investment tax credit: available as of January 1, 2024.

As a priority, the government will work on introducing legislation for the remaining investment tax credits, including the new EV Supply Chain investment tax credit, as well as proposed expansions and enhancements:

• Clean Electricity investment tax credit: would be available as of the day of Budget 2024, for projects that did not begin construction before March 28, 2023;
• The expansion of the Clean Technology investment tax credit would be available as of November 21, 2023; and,
• The expansion of the Clean Electricity investment tax credit would be available from the day of Budget 2024, for projects that did not begin construction before March 28, 2023.
• Clean Technology Manufacturing investment tax credit enhancements to provide new clarity and improve access for critical minerals projects. Draft legislation will be released for consultation in summer 2024 and the government targets introducing legislation in fall 2024.
• The EV Supply Chain investment tax credit : would be available as of January 1, 2024.

Given that the major economic investment tax credits will be available, including retroactively, from their respective coming into force dates, businesses are already taking action to break ground on projects that will reduce emissions, create jobs, and grow the economy. Passing the major economic investment tax credits into law will secure a cleaner, more prosperous future for Canadians today, and tomorrow.

Implementing the Clean Electricity Investment Tax Credit

As the economy grows, Canada's electricity demand is expected to double by 2050 (Chart 4.7). To meet this increased demand with a clean, reliable, and affordable grid, our electricity capacity must increase by 1.7 to 2.2 times compared to current levels (Chart 4.8). Investing in clean electricity today will reduce Canadians' monthly energy costs by 12 per cent (Chart 4.9) and create approximately 250,000 good jobs by 2050 (Chart 4.10).

Canada already has one of the cleanest electricity grids in the world, with 84 per cent of electricity produced by non-emitting sources of generation. Quebec, British Columbia, Manitoba, Newfoundland and Labrador, and Yukon are already clean electricity leaders and generate nearly all of their electricity from non-emitting hydropower—and have more untapped clean electricity potential. Other regions of Canada will require major investments to ensure clean, reliable electricity grids, and the federal government is stepping up to support provinces and territories with these investments.

In Budget 2023, the government announced the new Clean Electricity investment tax credit to deliver broad-based support to implement clean electricity technologies and accelerate progress towards a Canada-wide net-zero electricity grid.

• Low-emitting electricity generation systems using energy from wind, solar, water, geothermal, waste biomass, nuclear, or natural gas with carbon capture and storage.
• Stationary electricity storage systems that do not use fossil fuels in operation, such as batteries and pumped hydroelectric storage.
• Transmission of electricity between provinces and territories.
• The Clean Electricity investment tax credit would be available to certain taxable and non-taxable corporations, including corporations owned by municipalities or Indigenous communities, and pension investment corporations.
• Provided that a provincial and territorial government satisfies additional conditions, outlined below, the tax credit would also be available to provincial and territorial Crown corporations investing in that province or territory.
• Robust labour requirements to pay prevailing union wages and create apprenticeship opportunities will need to be met to receive the full 15 per cent tax credit.

The Clean Electricity investment tax credit is expected to cost $7.2 billion over five years starting in 2024-25, and an additional $25 billion from 2029-30 to 2034-35.

The Clean Electricity investment tax credit would apply to property that is acquired and becomes available for use on or after the day of Budget 2024 for projects that did not begin construction before March 28, 2023. The credit would no longer be in effect after 2034. Similar rules would apply for provincial and territorial Crown corporations, with modifications outlined below.

Provincial and Territorial Crown Corporations

The federal government is proposing that, for provincial and territorial Crown corporations to access to the Clean Electricity investment tax credit within a jurisdiction, the government of that province or territory would need to:

• Work towards a net-zero electricity grid by 2035; and,
• Provincial and territorial Crown corporations passing through the value of the Clean Electricity investment tax credit to electricity ratepayers in their province or territory to reduce ratepayers' bills.
• Direct provincial and territorial Crown corporations claiming the credit to publicly report, on an annual basis, on how the tax credit has improved ratepayers' bills.

If a provincial or territorial government satisfies all the conditions by March 31, 2025, then provincial or territorial Crown corporations investing in that jurisdiction would be able to access the Clean Electricity investment tax credit for property that is acquired and becomes available for use on or after the day of Budget 2024 for projects that did not begin construction before March 28, 2023.

If a provincial or territorial government does not satisfy all the conditions by March 31, 2025, then provincial or territorial Crown corporations investing in that jurisdiction would not be able to access the Clean Electricity investment tax credit until all the conditions have been satisfied. In this case, the Clean Electricity investment tax credit would apply to property that is acquired and becomes available for use from the date when the conditions are deemed to have been satisfied for projects that did not begin construction before March 28, 2023.

The Department of Finance Canada will consult with provinces and territories on the details of these conditions before legislation is introduced this fall.

Additional design and implementation details for the tax credit can be found in the Budget Tax Measures Supplementary Information, under "Clean Electricity investment tax credit."

Delivering Clean Electricity with Indigenous, Northern, and Remote Communities

The government has announced significant measures to advance clean electricity projects nationwide. These initiatives include the Clean Electricity investment tax credit, the Smart Renewables and Electrification Pathways Program, and strategic financing through the Canada Infrastructure Bank. Understanding the energy goals and challenges in Indigenous, Northern, and remote communities—such as moving away from diesel—the government has offered unique assistance for projects in these areas, including for planning and feasibility stages. Recent federal investments to support projects with these communities include:

• Up to $535 million in Canada Infrastructure Bank financing and $50 million in funding from the Smart Renewables and Electrification Pathways Program for the 250-MW Oneida Energy storage project in Ontario, which is the largest battery storage project in the country.
• $173 million in Canada Infrastructure Bank financing and $50 million in funding from the Smart Renewables and Electrification Pathways Program for the Bekevar Wind Power project, an Indigenous-led wind power project in Saskatchewan.
• $14.4 million in funding to explore the feasibility of the Kivalliq Hydro Fibre Link, an innovative project that would connect northern Manitoba to southeastern Nunavut to provide electricity and internet access to five communities and one existing mine, helping to transition Northern communities off of diesel and connect them to the rest of Canada.
• $9 million in funding from the Smart Renewables and Electrification Pathways Program for the Salay Prayzaan Solar project, which is 100 per cent owned by the Métis Nation of Alberta.

Implementing the Major Economic Investment Tax Credits

The government's suite of major economic investment incentives is unprecedented in Canadian history, and the government is delivering these supports on a priority basis to attract investment, create good-paying jobs, and grow the economy, while continuing to make progress in the fight against climate change.

To deliver the major economic investment tax credits, without delay, the government is boosting resources to the Canada Revenue Agency, Natural Resources Canada, and the Department of Finance Canada, which each have a role to play in delivering these support measures. To this end:

• Budget 2024 proposes to provide the Canada Revenue Agency up to $90.9 million over 11 years, starting in 2024-25, to administer the new major economic investment tax credits.
• Budget 2024 proposes to provide Natural Resources Canada $7.4 million over five years, starting in 2024-25, to provide expert technical advice on engineering and scientific matters related to the major economic investment tax credits and to support the administration of certain investment tax credits with the Canada Revenue Agency.
• Budget 2024 proposes to provide the Department of Finance Canada $21.4 million over 11 years, starting in 2024-25, to complete the implementation, including legislation, of the major economic investment tax credits, ensure ongoing evaluation and response to emerging issues, and propose appropriate legislative amendments to the Income Tax Act and Income Tax Regulations .

The Canada Growth Fund

The Canada Growth Fund is a $15 billion arm's length public investment vehicle launched by the federal government to attract private capital and invest in Canadian projects and businesses, which is led by Canada's world-leading public sector pension professionals. The Canada Growth Fund investments in clean energy and clean technology are already building Canada's strong, clean economy and creating good-paying jobs across the country:

• On October 25, 2023, the Canada Growth Fund made its first investment—a $90 million investment in a groundbreaking geothermal energy company, Calgary's Eavor Technologies Inc., that is creating meaningful employment opportunities for Albertans and securing the Canadian future of a company at the leading-edge of the global economy. 
• The Canada Growth Fund's second investment was announced on December 20, 2023—a $200 million direct investment, plus complementary carbon contract offtake agreement, in a world-leading carbon capture and sequestration company, Calgary's Entropy Inc. to support the reduction of up to one million tonnes of carbon per year. This major investment will support 1,200 good jobs for Albertans and grow the company's Canadian-based activities.
• The Canada Growth Fund's third investment was announced on March 25, 2024—a $50 million commitment into the Idealist Climate Impact Fund, a clean tech investment fund led by the Montréal-based Idealist Capital. The clean tech fund will manage equity investments into innovative entrepreneurs and businesses that are creating good-paying jobs and accelerating the energy transition.

Carbon Contracts for Difference

A price on pollution is the foundation of Canada's plan to build a prosperous net-zero economy. It is a system that is fair and that promotes market-driven solutions. The government recognizes the substantial demand from industry and other stakeholders for carbon contracts for difference (CCFDs) as a tool to accelerate investment in decarbonization and clean growth technologies by providing certainty around carbon pricing.

The 2023 Fall Economic Statement announced that the Canada Growth Fund will be the principal federal entity to issue CCFDs, including allocating, on a priority basis, up to $7 billion to issue all forms of contracts for difference and offtake agreements. The Canada Growth Fund is fulfilling this important role as a federal issuer of CCFDs. Building on its initial success, the Canada Growth Fund is assessing the opportunity to expand its carbon contract offerings and is developing approaches that can best serve the different carbon credit markets across Canada:

• Budget 2024 announces that the Canada Growth Fund is developing an expanded range of CCFD offerings tailored to different markets and their unique risks and opportunities. The Canada Growth Fund will continue offering bespoke CCFDs and carbon offtake agreements, with a focus on provinces contributing significantly to greenhouse gas emissions reductions.
• Building on the insights gained from these transactions, Budget 2024 announces the Canada Growth Fund will explore ways to broaden its approach, for example, by developing off-the-shelf contracts for certain jurisdictions and ways to offer these contracts on a competitive basis for a set amount of emissions reductions.
• The Canada Growth Fund has around $6 billion remaining to continue issuing, on a priority basis, all forms of CCFDs and carbon offtake agreements. Budget 2024 announces the government will ensure that the Canada Growth Fund continues to have the resources it needs to fulfill its role as federal issuer of CCFDs. The government is also evaluating options to enhance the Canada Growth Fund's capacity to offer CCFDs, including by exploring the possibility of a government backstop of certain CCFD liabilities of the Canada Growth Fund.

CCFDs can help develop robust carbon credit markets, and the federal government has taken action to ensure their success. For example, in 2022, Environment and Climate Change Canada worked with Alberta to ensure that their TIER market was sufficiently stringent so that the projected demand for carbon credits exceeded projected supply, ensuring robust credit demand even as more major decarbonization projects get built and more credits are generated.

Credit markets are largely the responsibility of provinces, and there are opportunities to improve how these markets function. For example, commitments to maintain their industrial carbon pricing systems over the long-term, tighten the stringency of systems as necessary to avoid an oversupply of credits, publishing the price of carbon credits, and recommitting to maintain a price signal of $170 per tonne by 2030 could help improve carbon price expectations for investors. Increased credit price transparency would greatly improve market functioning and provide greater investment certainty, unlocking more decarbonization projects. It would also facilitate the Canada Growth Fund's efforts to develop off-the-shelf CCFDs and deliver more deals, much quicker across provincial carbon markets.

• Budget 2024 announces that Environment and Climate Change Canada will work with provinces and territories to improve the functioning of carbon credit markets, in order to help unlock additional decarbonization projects throughout Canada.

Getting Major Projects Done

Putting Canada on a path to net-zero requires significant and sustained private sector investment in clean electricity, critical minerals, and other major projects. For these investments to be made, Canada's regulatory system must be efficient and quicker—it shouldn't take over a decade to open a new mine and secure our critical minerals supply chains.

To that end, Budget 2023 announced an intention to develop a plan to improve the efficiency of the impact assessment and permitting processes for major projects. The Ministerial Working Group on Regulatory Efficiency for Clean Growth Projects was launched to coordinate this work, and drive positive, pro-growth culture change throughout government, to ensure major project approvals come quicker. New major projects create thousands of new, good-paying jobs for Canadians, and the government is focused on getting more done.

• Provide $9 million over three years, starting in 2024-25, to the Privy Council Office's Clean Growth Office to implement the recommendations of the Ministerial Working Group and reduce interdepartmental inefficiencies, including preventing fixation on well-studied and low-risk impacts, ensuring new permitting timelines are upheld throughout departments, and improving data sharing between departments to reduce redundant studies.
• Launch work to establish a new Federal Permitting Coordinator within the Privy Council Office's Clean Growth Office.
• Set a target of five years or less to complete federal impact assessment and permitting processes for federally designated projects, and a target of two years or less for permitting of non-federally designated projects;
• Issue a Cabinet Directive to drive culture change , achieve new targets, and set out clear federal roles and responsibilities within and across departments with the objective of getting clean growth projects built in a timely and predictable manner;
• Build a Federal Permitting Dashboard that reports on the status of large projects which require permits, to improve predictability for project proponents, and increase the federal government's transparency and accountability to Canadians; and,
• Set a three-year target for nuclear project reviews , by working with the Canadian Nuclear Safety Commission and Impact Assessment Agency of Canada, and consider how the process can be better streamlined and duplications reduced between the two agencies.
• Amend the Impact Assessment Act to respond to the October 2023 Supreme Court of Canada decision that ruled that elements of the Act are unconstitutional. The proposed amendments will ensure the Act is constitutionally sound, facilitating efficient project reviews while advancing Canada's clean growth and protecting the environment. An amended Act will provide certainty for businesses and investors through measures that include increasing flexibility in substitution of assessments to allow for collaboration and avoid interjurisdictional duplication, clarifying when joint federal-provincial review panels are possible, and allowing for earlier Agency screening decisions as to whether a full impact assessment is required after the Planning phase. The amended Act will remain consistent with the United Nations Declaration on the Rights of Indigenous Peoples Act ;
• Enhance coordination across orders of government using the tools available under the Impact Assessment Act and permitting coordination mechanisms, to reduce duplication and minimize the burden of regulatory processes on project proponents and Indigenous groups; and,
• Engage Northern Premiers, Indigenous communities, industry, and other partners to discuss transformative changes to their unique project review frameworks, to ensure the North is also prepared to assess and build clean growth projects.
• Advance Indigenous participation in major projects, through the Indigenous Loan Guarantee Program detailed in Chapter 6, which will provide more opportunities for Indigenous communities to benefit from the significant number of natural resource and energy projects proposed to take place in their territories;
• Work to establish a Crown Consultation Coordinator to ensure efficient and meaningful Crown consultation with Indigenous peoples on the issuance of federal regulatory permits to projects that do not undergo federal impact assessments. The government will consult First Nations, Inuit, Métis, and Modern Treaty and Self-Governing Indigenous partners on the design of the Crown Consultation Coordinator. The Impact Assessment Agency of Canada will continue to be the Crown consultation body for all federal decisions related to projects that undergo federal impact assessments; and,
• Improve Indigenous capacity for consultation by advancing the co-development and implementation of consultation protocol agreements and resource centres, led by Crown-Indigenous Relations and Northern Affairs Canada.

More details on the Ministerial Working Group's recommendations will be published in an Action Plan in spring 2024. Additionally, further analysis of opportunities for improving the efficiency of the impact assessment process will be undertaken as part of the five-year review of the Impact Assessment Act's designated project list, which will occur later this year, following coming into force of the amended Act. This review will be undertaken in consultation with the public, including with Indigenous partners.

Getting major projects built means more jobs, in more regions across Canada, and more opportunities for the next generation of workers.

Securing the Canadian Biofuels Industry

Biofuels and biogas are renewable energy sources sustainably made from plants or biowaste, such as canola crops and landfill emissions. Not only do they generate fewer greenhouse gas emissions compared to fossil fuels, they also represent a unique opportunity for the Canadian economy. The industry supports agriculture and forestry jobs and can help decarbonize key sectors like marine, aviation, rail, and heavy industry. Canada's Clean Fuel Regulations , in place since 2022, are helping drive the production and adoption of specific biofuels in Canada.

The government is proposing new measures to support biofuels production in Canada, with a focus on renewable diesel, sustainable aviation fuel, and renewable natural gas, aiming to capitalize on the increasing demand for these fuels and strengthen Canada's position in the market. Budget 2024 announces:

• The government's intention to disburse up to $500 million per year from Clean Fuel Regulations compliance payment revenues to support biofuels production in Canada, subject to sufficient compliance payments being made to the federal government. More details will be announced in the 2024 Fall Economic Statement .
• The government will also retool the Clean Fuels Fund to deliver funding faster, and extend the Fund for an additional four years, until 2029-30. With reprofiled funding proposed through this extension, a total of $776.3 million will be available to be deployed from 2024-25 to 2029-30 to support clean fuel projects. The program will shift to a continuous intake process, and streamlined negotiations and decision-making processes will expedite delivery. By the end of this year, Natural Resources Canada will launch another call for proposals under the extended Clean Fuels Fund.
• The Canada Infrastructure Bank will invest at least $500 million in biofuels production under its green infrastructure investment stream.

Advancing Nuclear Energy, Nuclear Research, and Environmental Remediation

Non-emitting, nuclear energy is one of the key tools in helping the world reach net-zero emissions by 2050. Canada stands out as one of the few countries to have developed and deployed its own nuclear technology, the CANDU. And the robust Canadian supply chains built around CANDU not only generate high-skilled jobs and foster research and development but also play a role in creating affordable and clean electricity. Canada's nuclear sector also produces medical isotopes essential for radiation therapy and diagnosing heart disease.

Canada is a Global Nuclear Energy Leader

Over the last few years, the government has announced significant investments and action to advance nuclear energy:

Large Reactors:

• Canada has committed up to $3 billion in export financing to Romania to support the construction of two new CANDU reactors, reducing Romania's reliance on Russian energy while boosting their own energy security and their neighbours', all while supporting Canadian jobs. Canadian supply chains will participate in the construction and maintenance of these reactors over their multi-decade operating life.
• The government announced $50 million in funding to support Bruce Power's large nuclear expansion.

Small Modular Reactors (SMRs):

• The Canada Infrastructure Bank announced a $970 million investment to support Ontario Power Generation in building the first grid-scale SMR among G7 nations at Darlington.
• The Strategic Innovation Fund has committed $94.7 million to accelerate the development of three different next generation SMR designs.
• The government announced $74 million in funding to support SaskPower's SMR development.
• The government announced $120.6 million to enable the deployment of SMRs through various activities such as building regulatory capacity.

Major Economic Investment Tax Credits:

• The Clean Electricity and Clean Technology Manufacturing investment tax credits announced in Budget 2023 would support investments in nuclear electricity generation, nuclear power supply chains, and nuclear fuel production, which are part of the solution for a clean economy transition.

 Sustainable Finance:

• The government updated its Green Bond Framework to make certain nuclear energy expenditures eligible.

Budget 2024 is announcing new measures to help get nuclear projects built in a timely, predictable, and responsible fashion.

Canadian Nuclear Laboratories conducts nuclear science research that helps advance clean energy and medical technologies, as well as environmental remediation and waste management of historic nuclear sites. This work is overseen by Atomic Energy of Canada Limited, a Crown corporation responsible for enabling nuclear science and technology and ensuring environmental protection at nuclear sites.

• Budget 2024 proposes to provide $3.1 billion over 11 years, starting in 2025-26, with $1.5 billion in remaining amortization, to Atomic Energy of Canada Limited to support Canadian Nuclear Laboratories' ongoing nuclear science research, environmental protection, and site remediation work.

Canada-U.S. Energy Transformation Task Force

On March 24, 2023, the Canada-U.S. Energy Transformation Task Force was launched by Prime Minister Trudeau and President Biden, as a one-year joint initiative to support our collective energy security and economic growth as we transition to a clean energy future. Canada is pleased to announce the renewal of the Energy Transformation Task Force for an additional year.

Since its creation, the Energy Transformation Task Force has driven significant progress towards more secure and resilient Canada-U.S. supply chains for critical minerals, nuclear fuels, and green steel and aluminum.

Canada is a global leader in the supply of responsibly sourced critical minerals. The government is investing $3.8 billion through the Canadian Critical Minerals Strategy to further develop Canadian value chains for critical minerals needed for our green and digital economy, including the new Critical Mineral Exploration Tax Credit. The Strategy will be further enabled by enhancements to the Clean Technology Manufacturing investment tax credit, and Canada's new Electric Vehicle Supply Chain investment tax credit.

Canada is building on our strong partnership with the U.S. on critical minerals, underpinned by the Canada-U.S. Joint Action Plan on Critical Minerals Collaboration. Under the Energy Transformation Task Force, we have redoubled efforts to address issues of mutual concern such as bolstering supply security for critical minerals. Our government will continue to work in close collaboration with industry partners and our allies to support cross-border priority critical mineral projects that advance our shared interests.

Nuclear energy will play a key role in achieving net-zero greenhouse gas emissions. Canada is a Tier-1 nuclear nation with over 70 years of technological leadership, including our own national reactor technology, and a strong domestic supply chain that includes the world's largest deposit of high-grade natural uranium. Our government is taking action to support the growth of nuclear energy, including through the Clean Electricity investment tax credit, the Clean Technology Manufacturing investment tax credit, the Strategic Innovation Fund, the Canada Infrastructure Bank, and an updated Green Bond Framework that includes certain nuclear expenditures.

At COP28, the government and likeminded partners reaffirmed their commitment to triple nuclear energy capacity and promote public-private investment to strengthen supply chains and reduce reliance on non-allied countries for nuclear fuel needed for advanced and conventional nuclear energy. Through the Energy Transformation Task Force, Canada will continue to engage industry and international partners with a view to announcing concrete measures later this spring to bolster North American nuclear fuel supply chains.

Canadian steel and aluminum—among the greenest in the world—are important pillars of integrated North American manufacturing supply chains and key products to support the net-zero transition. We have invested significantly to further decarbonize our steel and aluminum sectors and to maintain their competitiveness in the green economy. As well, earlier this year, our government announced actions to increase the transparency of steel import data that will help provide more details on the origins of imported steel and align our practice with the U.S. We will continue to collaborate with the U.S. to promote common approaches for trade in low emissions green steel and aluminum goods.

Canada will continue to advance its work in partnership with the U.S., to reduce our shared exposure to production and supply chains controlled by non-likeminded countries, including by attracting investment in EV supply chains, solar, and more.

Clean Growth Hub

The Clean Growth Hub is the federal government's main source of information and advice on federal funding and other supports for clean technology projects in Canada. It directly supports up to 1,100 companies and organizations every year, ranging from emerging small businesses to Canada's world-leading clean tech companies.

Together, Innovation, Science and Economic Development Canada and Natural Resources Canada partner with 16 other departments and agencies to offer this one-stop shop to help businesses seeking to invest in Canada and create net-zero growth navigate the federal government's numerous clean economy programs and incentives—unlocking new investment and creating good jobs for Canadian workers.

• To continue supporting clean technology stakeholders to identify and access relevant support and advice, Budget 2024 proposes to provide $6.1 million over two years, starting in 2024-25, for the Clean Growth Hub.

Made-in-Canada Sustainable Investment Guidelines

The government recognizes the importance of promoting credible climate investment and combating greenwashing, to protect the integrity and fairness of the clean economy. This is critical for fostering investor confidence and mobilizing the private investment that Canada needs to help achieve a net-zero by 2050 economy.

As announced in the 2023 Fall Economic Statement, the Department of Finance Canada is working with Environment and Climate Change Canada and Natural Resources Canada to undertake next steps, in consultation with regulatory agencies, the financial sector, industry, and independent experts, to develop a taxonomy that is aligned with reaching net-zero by 2050. 

This work is being informed by the Sustainable Finance Action Council's Taxonomy Roadmap Report, which provided the government with recommendations on the design of a taxonomy to identify economic activities that the financial sector could label as "green" or "transition."  The government will provide an update on the development of a Canadian taxonomy later this year.

Find out more about the expected gender and diversity impacts for each measure in section 4.3 Growing Businesses to Create More Jobs

Small- and medium-sized businesses are an integral engine of Canada's economy, and they employ about 64 per cent of Canadian workers. Entrepreneurs, local small business, start-ups, growing medium-sized businesses—everywhere in Canada, there are people with good ideas, ready to grow their businesses and create good jobs. The government is ensuring Canada's investment climate sets businesses up for success.

For economic growth to reach the pace that is needed, existing businesses need support to stay competitive and scale-up. The government is taking action to help businesses scale-up their technological innovations, and implement productivity-raising technology across the economy. By cutting red tape, new and existing businesses can grow faster. Boosting access to financing from financial Crown corporations and encouraging Canada's large public pension funds to put their investments to work here at home will unlock new growth opportunities for Canadian businesses.

Through Budget 2024, the government is making it easier for new businesses to start-up and for existing businesses to grow by cutting red tape, and providing the tools businesses need to scale-up. The government is also taking steps to have Canadian public institutions and Crown corporations put their capital to work here at home and seize opportunities to increase Canada's growth and productivity.

The federal government has set up a range of programs and initiatives to help small and medium businesses thrive, and foster economic growth, including:

• Supporting small- and medium-sized businesses to hire 55,000 first year apprentices in construction and manufacturing Red Seal Trades through a grant of $5,000 towards upfront costs, such as salaries and training.
• Maintaining the lowest marginal effective tax rate (METR) in the G7, and a 5.2 percentage point competitive advantage over the average U.S. METR, to ensure Canada is a competitive place to do business.
• Secured commitments with Visa and Mastercard to lower credit card interchange fees for small businesses while protecting reward programs for consumers. These reductions are expected to save eligible Canadian small businesses approximately $1 billion over five years.
• Budget 2022 cut taxes for Canada's growing small businesses by more gradually phasing out their access to the small business tax rate.
• Ongoing support for small- and medium-sized businesses through Canada's seven Regional Development Agencies, including over $3.7 billion since 2018 to help businesses scale-up and innovate through the Regional Economic Growth through Innovation program.
• Almost $7 billion since 2018 for the Women Entrepreneurship Strategy to help women-owned businesses access the financing, networks, and expertise they need to start-up, scale-up, and access new markets.
• Enhancements to the Canada Small Business Financing Program, increasing annual financing to small businesses by an estimated $560 million.
• Up to $265 million for the Black Entrepreneurship Program to help Black business owners and entrepreneurs succeed and grow their businesses.
• $150 million investment in the Indigenous Growth Fund, to help recruit other investors, and in turn provide a long-term source of capital to support continued success for Indigenous businesses.
• $49 billion in interest-free, partially forgivable loans of up to $60,000 to nearly 900,000 small businesses and not-for-profit organizations through the Canada Emergency Business Account (CEBA).

National Regulatory Alignment

Barriers to internal trade are preventing Canada from reaching its economic potential. These barriers, most commonly the 13 different sets of regulations for each province and territory, hold back businesses from trading across provincial and territorial borders, restrict workers from moving between provinces and territories, and can increase costs for businesses as they work to overcome regulatory hurdles.

By addressing barriers to internal trade, including harmonizing regulations between provinces and territories, we can create more opportunities for Canadian businesses to grow and make life more affordable for all Canadians through greater competition and consumer choice. According to the International Monetary Fund, Canada could increase its gross domestic product (GDP) per capita by as much as 4 per cent—or $2,900 per capita estimated in 2023 dollars through the reduction of internal trade barriers for interprovincial trade of goods.

In 2022, the federal government launched the Federal Action Plan to Strengthen Internal Trade , which is guiding work with the provinces and territories to cut red tape. This includes a rigorous assessment of remaining federal exceptions in the Canadian Free Trade Agreement (CFTA) and important investments in trade data and research.

Two significant milestones have now been reached, with further actions upcoming in 2024:

• The removal and streamlining of one third of all federal exceptions in the CFTA. This means the removal of 14 exceptions related to procurement that will provide Canadian businesses more opportunities to compete to deliver government goods and services. By the end of 2024, the federal government will publicly release the rationale for all remaining exceptions, and encourages provinces and territories to do the same.
• The launch of the new Canadian Internal Trade Data and Information Hub on April 3, 2024. The Hub is an open and accessible data platform that will provide governments, businesses, and workers with timely, free information to help them make choices about where to invest and where to work. The Hub will help shine a light on where labour mobility barriers are highest and where unnecessary red tape costs businesses time and money.

The federal government is committed to working with provinces and territories to ensure goods, services, and workers move seamlessly across the country by advancing the mutual recognition of regulatory standards and eliminating unnecessary red tape for full labour mobility in the construction, health, and child care sectors.

• Budget 2024 announces that the government will launch the first-ever Canadian Survey on Interprovincial Trade in June 2024, to engage thousands of Canadian businesses on the challenges they face when buying, selling, and investing across provincial and territorial borders. The survey's insights will help identify top interprovincial barriers so that they can be eliminated.

As detailed in Chapter 1, the federal government is also leveraging federal housing financing to encourage provinces and territories to align their building codes, including to support modular housing construction, to make it easier to build more homes, faster.

The federal government will announce further progress to align the regulatory environment across the country in due course.

The New Canada Carbon Rebate for Small Businesses

Canada's small- and medium-sized businesses keep main streets flourishing across the country, create jobs, and deliver the dream of entrepreneurship. It is essential that these businesses thrive so they can continue being the bedrock of our communities and our economy.

Pollution has a cost, one which will only rise this century as climate change causes intensifying natural disasters and more severe health effects, as detailed in Chapter 5. Canada's carbon pricing system includes a federal backstop for provinces and territories that don't put their own system in place. It's a system designed to be fair and affordable—for households, Indigenous communities, farmers, and businesses—while reducing the pollution that is causing climate change.

The government is delivering on its commitment to return proceeds from the price on pollution to small- and medium-sized businesses, by announcing an accelerated and automated return process to provide direct refunds to small- and medium-sized businesses in the provinces where the federal fuel charge applies—the new Canada Carbon Rebate for Small Businesses.

• Proceeds would be returned directly to eligible corporations through direct payments from the Canada Revenue Agency (CRA), separately from CRA tax refunds.
• To receive their proceed return for each fuel charge year, corporations would be required to have filed their tax return for 2023 by July 15, 2024.
• The proposal would return proceeds for future fuel charge years, including 2024-25, in a similar manner each year.

Environment and Climate Change Canada continues to consult with Indigenous governments on how best to directly return fuel charge proceeds to their communities, and will announce next steps soon. The share of fuel charge proceeds allocated to Indigenous governments will double to 2 per cent of direct proceeds beginning this year.

Unlocking New Opportunity Through Financial Crown Corporations

Canada's financial Crown corporations support economic growth by helping businesses get the financing they need to grow; helping farmers and agri-businesses invest in new equipment and technology and support their operations; and helping companies sell their products around the world.

Canadians expect the government to make the most of their tax dollars. That is why in the 2023 Fall Economic Statement the government announced it would be reviewing the operations of the Business Development Bank of Canada, Export Development Canada, and Farm Credit Canada. Based on this review:

• The amended Framework has also introduced a target solvency rating for financial Crown corporations in cases where the Office of the Superintendent of Financial Institutions has no legislative supervisory role. The amended Framework can be found in the: Capital and Dividend Policy Framework for Financial Crown Corporations .
• The Business Development Bank of Canada should increase financing for promising new and high-growth businesses and accelerate reorientation of its venture capital investments toward emerging and higher-risk sectors to help attract more private capital.
• Export Development Canada should leverage its full toolkit and authorities, including by updating internal risk management guidance to facilitate greater risk taking across its portfolio. Recognizing that success for Canadian exporters in highly competitive markets and sectors at times requires additional targeted support, Export Development Canada should also create a new stretch capital envelope to maximize potential for exporters in areas of strategic importance for Canada by taking on greater risk in deploying its capital. Having Export Development Canada take on more higher-risk, higher-impact transactions itself will reduce the need for direct support through the Canada Account. Further implementation details, including the scale and scope of the envelope, will be identified over the coming months.
• Farm Credit Canada should continue to pursue opportunities to support agri-food and agribusiness, including through venture capital investment, and further deployment of technologies to mitigate climate change. The government intends to amend the Farm Credit Canada Act to require regular legislative reviews that ensure Farm Credit Canada's activities are aligned with the sector's needs.

In focusing their mandate on driving economic growth and productivity, these Crown corporations are also expected to prioritize new financing, insurance, and advisory support to under-financed business owners, as well as increase their public reporting and engagement with Canadians. The performance incentives of senior leaders are expected to align with their organizations taking on increased risk appetite in support of economic growth objectives. For Export Development Canada, performance incentives should also encourage alignment of business activities with countries that have free trade agreements with Canada.

Investing in Canadian Start-Ups

Venture capital financing gives Canadian entrepreneurs the resources they need to start-up, scale-up, and become the next generation of Canadian anchor companies. Financing can help take new ideas from lab to market, while creating high-quality, middle-class jobs.

The Venture Capital Catalyst Initiative (VCCI) strengthens Canada's venture capital ecosystem by co-investing with the private market, discovering and nurturing the next generation of globally recognized Canadian companies, and generating returns for private and public investors alike. Since 2016, the government has invested $821 million through VCCI, delivering support to over 300 companies across Canada.

• Building on this momentum, Budget 2024 proposes to provide $200 million over two years, starting 2026-27, on a cash basis, to increase access to venture capital for equity-deserving entrepreneurs, and to invest in underserved communities and outside key metropolitan hubs. 

Encouraging Pension Funds to Invest in Canada

Keeping Canada's vibrant economy strong for future generations of Canadians requires significant capital investments in our businesses, industries, and communities. Attracting higher levels of investment into Canada from all sources, including foreign and domestic private and institutional investors will raise Canada's productivity and increase living standards for all Canadians.

Pension plans are a critical pillar in Canada's retirement income system that ensures Canadians can enjoy a secure and dignified retirement. Canadian pension funds hold over $3 trillion in assets, which are invested both at home and abroad to provide secure retirement income for plan members and retirees.

The government believes that encouraging pension funds to invest in Canada more would help grow the Canadian economy and provide the stable long-term returns needed to deliver strong pensions for Canadians. In the 2023 Fall Economic Statement , the government committed to improving transparency around pension funds' investments and to working collaboratively with Canadian pension funds to create an environment that encourages and identifies more domestic investment opportunities for pension funds and other responsible institutional investors.

Canadian pension funds rely on their strong governance practices and diversified portfolios to deliver Canadians' pensions, with assets including public and private equity, infrastructure, real estate, and bonds. Canada's own economy is full of investment opportunities in these asset classes that could provide valuable contributions to pension fund portfolios. Opening up more opportunities for investment by pension funds in these domestic assets would help one of Canada's largest pools of savings contribute to the growth of the Canadian economy.

Further engagement with industry experts and pension funds will guide the government's way forward on ways to make more domestic investments available that meet the needs of pension funds.

• digital infrastructure and AI investment;
• physical infrastructure;
• airport facilities;
• venture capital investments;
• building more homes, including on public lands; and,
• the removal of the 30 per cent rule for domestic investments.

To support investments in airport facilities, the Minister of Transport will release a policy statement this summer that highlights existing flexibilities under the governance model for Canada's National Airport System airports to attract capital, including from pension funds.

• Following up on the 2023 Fall Economic Statement , Budget 2024 also proposes to amend the Pension Benefits Standards Act, 1985 to enable and require the Office of the Superintendent of Financial Institutions to publicly release information related to the plan investments of large federally regulated pension plans.

The information to be disclosed would be set out in regulations and would include the distribution of plan investments by jurisdiction and, within each jurisdiction, by asset class.

The government will continue to engage with provinces and territories to discuss similar disclosures by Canada's largest pension plans in a simple and uniform format.

Boosting Regional Economic Growth

To build a brighter future for communities across the country, Canada's Regional Development Agencies help businesses and innovators grow to fuel economic growth and create good middle class jobs. Through the Regional Economic Growth through Innovation program, businesses can access funding to scale-up, implement new technologies, improve productivity, and find new markets, helping to develop prosperous and inclusive communities across the country.

• To create jobs and boost regional economic growth, Budget 2024 proposes to provide an additional $158.5 million over two years, starting in 2024-25, on a cash basis, to Canada's Regional Development Agencies for the Regional Economic Growth through Innovation program. A portion of this funding will be dedicated to housing innovation.

This support builds on the $200 million that Regional Development Agencies will deliver to businesses for AI adoption.

Cutting Red Tape to Boost Innovation

For innovative businesses to scale-up new ideas, they need certainty that they will be able to bring their product to market. But existing regulation can often be too outdated to fit the needs of new technologies.

To ensure regulation keeps pace with the speed of new innovations, rather than hold innovation back, the government is advancing work on regulatory "sandboxes" to create temporary rules to enable testing of products, services, or new regulatory approaches.

• Budget 2024 announces the government's intent to introduce amendments to the Red Tape Reduction Act to broaden the use of regulatory sandboxes across government. The changes will enable innovation by offering limited exemptions to existing legislation and regulations, streamlining the regulatory system, and reforming regulations to modern business realities.

Supporting the Canadian Chamber of Commerce's Business Data Lab

Since 2022, the Canadian Chamber of Commerce has collaborated with Statistics Canada to provide Canadian businesses with insights and information through the Business Data Lab. This initiative provides access to real-time information and analysis, that helps Canadian businesses stay informed, and make decisions that help them stay strong and support workers.

• To advance this work, Budget 2024 proposes to provide $7.2 million over three years, starting in 2024-25, to support the Canadian Chamber of Commerce's Business Data Lab.  

4.4 A Strong Workforce for a Strong Economy 

Find out more about the expected gender and diversity impacts for each measure in section 4.4 A Strong Workforce for a Strong Economy

Building an economy that is fair for everyone means making sure that every generation can seize the opportunities of the government's investments to grow the economy and create jobs.

Investing in new jobs and skills support for younger Canadians will help them get that first good job or start their first business. Strengthening labour laws and safeguarding the rights of workers will help ensure more jobs are good jobs. Skills and education investments for the next generation of workers will lead to higher productivity and benefit businesses in Canada and looking to invest in Canada who can tap into a robust, highly skilled workforce.

The federal government's generational job-creating investments today lay the groundwork for a brighter tomorrow, where good job opportunities are available to everyone.

• Helping over one million Canadians each year upgrade their skills or find new jobs by investing nearly $3 billion annually in Canada's Labour Market Development Agreements and Workforce Development Agreements with provinces and territories.
• Supporting a trades workforce that is skilled, inclusive, certified, and productive through the Canadian Apprenticeship Strategy.
• Equipping close to 105,000 Canadian workers with the skills they need by increasing access to union-led training through the Union Training and Innovation Program since 2019-20, and supporting over 45,000 apprentices through interest-free Canada Apprentice Loans since 2018-19.
• Introducing labour requirements for prevailing union wages and apprenticeship opportunities in most major economic investment tax credits to ensure Canadian workers thrive in the growing clean economy.
• Ensuring workers have time to recover when they get sick, by providing ten days of paid sick leave for all federally regulated workers.
• Banning the use of replacement workers during a strike or lockout in federally regulated workplaces to protect workers' right to strike and support a fairer collective bargaining process during labour disputes.

Empowering Young Entrepreneurs 

Futurpreneur Canada is a national not-for-profit organization that provides young entrepreneurs with access to financing, mentorship, and other business supports to help them launch and grow their business. For over two decades, Futurpreneur Canada's programs and offerings, supported by $161.5 million in federal funding, have helped over 17,700 young entrepreneurs to launch more than 13,900 businesses across the country, supporting thousands of jobs since its inception.

• To empower young entrepreneurs, Budget 2024 proposes to provide $60 million over five years, starting in 2024-25, for Futurpreneur Canada. Futurpreneur Canada will match this federal investment with funding received from other orders of government and private sector partners.

By 2029, Futurpreneur Canada estimates this investment will enable an estimated 6,250 additional youth-owned businesses to launch and scale-up their businesses.

Futurpreneur Helps Young Entrepreneurs Scale-up Their Businesses

Sarah is a recent university graduate who wants to launch a sustainable clothing manufacturing company, but is unsure where to begin. She learns about Futurpreneur Canada. After visiting their website, she finds resources to help develop and test her business model, write a business plan and even attends a webinar to answer her questions. Now, Sarah feels confident and prepared to launch her business, but is having difficulty securing financing.

She decides to apply to Futurpreneur's Startup Program to take advantage of their financing and mentorship offering. Futurpreneur helps her finalize her business plan and cash flow, collects the necessary documentation, reviews her application and determines her business is a good fit, and provides her with financing and mentoring to help launch her business and start making sales.

Sarah is matched with an experienced business mentor who will provide her with guidance and reassurance over the next two years and receives financing of up to $20,000 from Futurpreneur and up to $40,000 from BDC to help start her business. She is also connected to various networking events with experts and other young entrepreneurs to build her business network and gain peer advice.

Investing in a Strong Workforce for a Strong Economy

Investments since Budget 2017 in skills training measures include:

Labour Market Transfer Agreements: Annual investment of nearly $3 billion enabling provinces and territories to deliver training and employment supports tailored to their unique labour market needs.

Union-based training: Over $200 million through Budget 2022 and Fall Economic Statement 2022 to expand the Union Training and Innovation Program to train more than 30,000 additional apprentices and journeypersons.

Employer-led training: Budget 2021 announced the Sectoral Workforce Solutions Program to help key sectors of the economy, including the construction sector, implement solutions to address their current and emerging workforce needs. Budget 2021 also announced $250 million for the Upskilling for Industry Initiative to support more than 15,000 workers. Budget 2024 proposes $50 million over four years to provide skills training for workers in sectors disrupted by AI, and $10 million over two years to train more early childhood educators, building up the talent needed for the expansion of affordable, high-quality child care.

Apprenticeship Service: Launched the Apprenticeship Service to help first year apprentices in construction and manufacturing Red Seal trades connect with opportunities at small and medium-sized employers. Budget 2024 proposes to provide $90 million over two years for the Apprenticeship Service to help create placements in the residential construction sector.

Skilled Trades Awareness and Readiness Program:   Budget 2018 announced the Skilled Trades Awareness and Readiness Program to help Canadians explore the trades and make informed career choices. Budget 2024 proposes $10 million over two years to continue to encourage Canadians to explore and prepare for careers in the skilled trades.

Sustainable Jobs Training Fund:   Recently launched the Sustainable Jobs Training Fund to help workers upgrade or gain new skills for jobs in the low-carbon economy.

Indigenous-led training: $99.4 million per year through the co-developed Indigenous Skills and Employment Training (ISET) Program to help Indigenous people improve their skills and find employment.

Financial support for adult learners: About $250 million per year for the Canada Training Credit, which covers up to 50 per cent of eligible training fees.

Affordability for Apprentices: Eliminated Elimination of interest on Canada Apprentice Loans, which provides up to $4,000 per period of technical training for tuition, tools, equipment, living expenses and forgone wages.

Apprenticeship Requirements for Clean Economy Investment Tax Credits: to access the highest tax credit rates, projects must dedicate at least 10 per cent of labour hours performed by covered workers to apprentices. This provides apprentices with the crucial hours they need to complete their training.

Establishing a Right to Disconnect

Everyone needs some downtime; it is essential for well-being and mental health. As the nature of work in many industries has become increasingly digital, workers are finding it increasingly difficult to disconnect from their devices and inboxes after hours and on weekends. This has particularly impacted Millennial and Gen Z workers, many of whom have worked their whole careers without firm separation between work and personal time. 

The government is taking action to restore work-life balance for the many workers in federally regulated industries, including but not limited to financial services, telecommunications, and transportation, by moving forward with a right disconnect from work, outside of their working hours.

• This is expected to benefit up to 500,000 employees in federally regulated sectors.

Further, on the topic of worker misclassification, Employment and Social Development Canada and the Canada Revenue Agency will enter into necessary data-sharing agreements to facilitate inspections and enforcement.

Modernizing the Employment Equity Act

Through the Employment Equity Act , the government promotes and improves equality and diversity in federally regulated workplaces. Since the introduction of the Employment Equity Act , continued progress has been made to address inequalities, but some workers are still facing barriers to employment and many federal workplaces fail to reflect the full diversity of Canada's population. That is why, in 2021, the government launched an arm's length Task Force to review the Act and advise on how to modernize the federal employment equity framework.

• Following the recommendations of the Task Force, Budget 2024 announces the government's intention to propose legislative amendments to modernize the Employment Equity Act , including by expanding designated equity groups.

Examining Critical Port Operations

Labour disputes and work stoppages at Canadian ports can lead to serious economic impacts by disrupting supply chains. To protect port workers and resolve the structural issues underlying port labour disputes, in 2023, the government launched the first phase of a formal review in collaboration with industrial relations experts.

• Budget 2024 proposes to provide $3.1 million over two years, starting in 2024-25, to enable the Labour Program at Employment and Social Development Canada to complete the second phase of its review, which will explore long-term solutions to minimize labour disputes, respect the collective bargaining process, and secure the stability of Canada's supply chains. This funding would be sourced from existing departmental resources.

Extending Temporary Support for Seasonal Workers

Many seasonal workers—including in fishing and tourism sectors in Atlantic Canada and Quebec—rely on Employment Insurance for the support they need between work seasons. To address gaps in Employment Insurance support between seasons, the government introduced temporary rules in 2018 to provide up to five additional weeks—for a maximum of 45 weeks—to eligible seasonal workers in 13 economic regions. This support is set to expire in October 2024.

• Budget 2024 proposes to extend this support for seasonal workers in targeted regions until October 2026. The cost of this measure is estimated at $263.5 million over four years, starting in 2024-25. 

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