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September 8, 2021

Explaining How Research Works

We’ve heard “follow the science” a lot during the pandemic. But it seems science has taken us on a long and winding road filled with twists and turns, even changing directions at times. That’s led some people to feel they can’t trust science. But when what we know changes, it often means science is working.

Explaining the scientific process may be one way that science communicators can help maintain public trust in science. Placing research in the bigger context of its field and where it fits into the scientific process can help people better understand and interpret new findings as they emerge. A single study usually uncovers only a piece of a larger puzzle.

Questions about how the world works are often investigated on many different levels. For example, scientists can look at the different atoms in a molecule, cells in a tissue, or how different tissues or systems affect each other. Researchers often must choose one or a finite number of ways to investigate a question. It can take many different studies using different approaches to start piecing the whole picture together.

Sometimes it might seem like research results contradict each other. But often, studies are just looking at different aspects of the same problem. Researchers can also investigate a question using different techniques or timeframes. That may lead them to arrive at different conclusions from the same data.

Using the data available at the time of their study, scientists develop different explanations, or models. New information may mean that a novel model needs to be developed to account for it. The models that prevail are those that can withstand the test of time and incorporate new information. Science is a constantly evolving and self-correcting process.

Scientists gain more confidence about a model through the scientific process. They replicate each other’s work. They present at conferences. And papers undergo peer review, in which experts in the field review the work before it can be published in scientific journals. This helps ensure that the study is up to current scientific standards and maintains a level of integrity. Peer reviewers may find problems with the experiments or think different experiments are needed to justify the conclusions. They might even offer new ways to interpret the data.

It’s important for science communicators to consider which stage a study is at in the scientific process when deciding whether to cover it. Some studies are posted on preprint servers for other scientists to start weighing in on and haven’t yet been fully vetted. Results that haven't yet been subjected to scientific scrutiny should be reported on with care and context to avoid confusion or frustration from readers.

We’ve developed a one-page guide, "How Research Works: Understanding the Process of Science" to help communicators put the process of science into perspective. We hope it can serve as a useful resource to help explain why science changes—and why it’s important to expect that change. Please take a look and share your thoughts with us by sending an email to  [email protected].

Below are some additional resources:

• Discoveries in Basic Science: A Perfectly Imperfect Process
• When Clinical Research Is in the News
• What is Basic Science and Why is it Important?
• ​ What is a Research Organism?
• What Are Clinical Trials and Studies?
• Basic Research – Digital Media Kit
• Decoding Science: How Does Science Know What It Knows? (NAS)
• Can Science Help People Make Decisions ? (NAS)

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Overview of research process.

The Research Process

Anything you write involves organization and a logical flow of ideas, so understanding the logic of the research process before beginning to write is essential. Simply put, you need to put your writing in the larger context—see the forest before you even attempt to see the trees.

In this brief introductory module, we’ll review the major steps in the research process, conceptualized here as a series of steps within a circle, with each step dependent on the previous one. The circle best depicts the recursive nature of the process; that is, once the process has been completed, the researcher may begin again by refining or expanding on the initial approach, or even pioneering a completely new approach to solving the problem.

Identify a Research Problem

You identify a research problem by first selecting a general topic that’s interesting to you and to the interests and specialties of your research advisor. Once identified, you’ll need to narrow it. For example, if teenage pregnancy is your general topic area, your specific topic could be a comparison of how teenage pregnancy affects young fathers and mothers differently.

Review the Literature

Find out what’s being asked or what’s already been done in the area by doing some exploratory reading. Discuss the topic with your advisor to gain additional insights, explore novel approaches, and begin to develop your research question, purpose statement, and hypothesis(es), if applicable.

Determine Research Question

A good research question is a question worth asking; one that poses a problem worth solving. A good question should:

• Be clear . It must be understandable to you and to others.
• Be researchable . It should be capable of developing into a manageable research design, so data may be collected in relation to it. Extremely abstract terms are unlikely to be suitable.
• Connect with established theory and research . There should be a literature on which you can draw to illuminate how your research question(s) should be approached.
• Be neither too broad nor too narrow. See Appendix A for a brief explanation of the narrowing process and how your research question, purpose statement, and hypothesis(es) are interconnected.

Appendix A Research Questions, Purpose Statement, Hypothesis(es)

Develop Research Methods

Once you’ve finalized your research question, purpose statement, and hypothesis(es), you’ll need to write your research proposal—a detailed management plan for your research project. The proposal is as essential to successful research as an architect’s plans are to the construction of a building.

See Appendix B to view the basic components of a research proposal.

Appendix B Components of a Research Proposal

Collect & Analyze Data

In Practical Research–Planning and Design (2005, 8th Edition), Leedy and Ormrod provide excellent advice for what the researcher does at this stage in the research process. The researcher now

• collects data that potentially relate to the problem,
• arranges the data into a logical organizational structure,
• analyzes and interprets the data to determine their meaning, 
• determines if the data resolve the research problem or not, and
• determines if the data support the hypothesis or not.

Document the Work

Because research reports differ by discipline, the most effective way for you to understand formatting and citations is to examine reports from others in your department or field. The library’s electronic databases provide a wealth of examples illustrating how others in your field document their research.

Communicate Your Research

Talk with your advisor about potential local, regional, or national venues to present your findings. And don’t sell yourself short: Consider publishing your research in related books or journals.

Refine/Expand, Pioneer

Earlier, we emphasized the fact that the research process, rather than being linear, is recursive—the reason we conceptualized the process as a series of steps within a circle. At this stage, you may need to revisit your research problem in the context of your findings. You might also investigate the implications of your work and identify new problems or refine your previous approach.

The process then begins anew . . . and you’ll once again move through the series of steps in the circle.

Continue to Module Two

Appendix C - Key Research Terms

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• CAREER COLUMN
• 15 March 2019

A student’s guide to undergraduate research

• Shiwei Wang 0

Shiwei Wang is a junior undergraduate student studying Integrated Science and Chemistry at Northwestern University in Evanston, Illinois. Twitter: @W_Shiwei

You can also search for this author in PubMed   Google Scholar

I have thoroughly enjoyed my experience working in a materials-chemistry laboratory at Northwestern University in Evanston, Illinois, for the past two years. Being able to mix an undergraduate education with original research in a proper laboratory has been a fantastic opportunity.

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doi: https://doi.org/10.1038/d41586-019-00871-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Wang, S. et al. Preprint at ChemRxiv https://doi.org/10.26434/chemrxiv.7824707.v2 (2019).

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How to Do Research

Last Updated: March 13, 2023 References

This article was co-authored by Matthew Snipp, PhD and by wikiHow staff writer, Jennifer Mueller, JD . C. Matthew Snipp is the Burnet C. and Mildred Finley Wohlford Professor of Humanities and Sciences in the Department of Sociology at Stanford University. He is also the Director for the Institute for Research in the Social Science’s Secure Data Center. He has been a Research Fellow at the U.S. Bureau of the Census and a Fellow at the Center for Advanced Study in the Behavioral Sciences. He has published 3 books and over 70 articles and book chapters on demography, economic development, poverty and unemployment. He is also currently serving on the National Institute of Child Health and Development’s Population Science Subcommittee. He holds a Ph.D. in Sociology from the University of Wisconsin—Madison. This article has been viewed 226,662 times.

The idea of doing research may seem daunting, but as long as you keep yourself organized and focus on the question you want to answer, you'll be fine. If you're curious and interested in the topic, you might even find it fun! We here at wikiHow have gathered answers to all your most common questions about how to do research, from finding a good topic to identifying the best sources and writing your final paper.

How do I find a topic to research?

• For example, if you're researching in the political science field, you might be interested in determining what leads people to believe that the 2020 US presidential election was illegitimate.

How do I get started on my research?

• For example, if you're researching the 2020 election, you might find that "absentee ballots" and "voting by mail" come up frequently. Those are issues you could look into further to figure out how they impacted the final election results.
• You don't necessarily have to use the overview articles you look at as resources in your actual paper. Even Wikipedia articles can be a good way to learn more about a topic and you can check the references for more reputable sources that might work for your paper.

What's the best way to keep track of my sources?

• Research papers typically discuss 2 or 3 separate things that work together to answer the research question. You might also want to make a note on the front of which thing that source relates to. That'll make it easier for you to organize your sources later.
• For example, if you're researching the 2020 election, you might have a section of your paper discussing voting by mail. For the sources that directly address that issue, write "voting by mail" in the corner.

What kind of notes should I be taking as I research?

• If you find something that you think would make a good quote, copy it out exactly with quote marks around it, then add the page number where it appears so you can correctly cite it in your paper without having to go back and hunt for it again.

How do I evaluate the quality of a source?

• Does the article discuss or reference another article? (If so, use that article instead.)
• What expertise or authority does the author have?
• When was the material written? (Is it the most up-to-date reference you could use?)
• Why was the article published? (Is it trying to sell you something or persuade you to adopt a certain viewpoint?)
• Are the research methods used consistent and reliable? (Appropriate research methods depend on what was studied.)

What if I'm having a hard time finding good sources?

• For example, if you're writing about the 2020 election, you might find tons of stories online, but very little that is reputable enough for you to use in your paper. Because the election happened so recently, it might be too soon for there to be a lot of solid academic research on it. Instead, you might focus on the 2016 election.
• You can also ask for help. Your instructor might be able to point you toward good sources. Research librarians are also happy to help you.

How do I organize my research for my paper?

• For example, if you're researching the effect of the COVID-19 pandemic on the 2020 election, you might have sections on social distancing and cleaning at in-person voting locations, the accessibility of mail-in ballots, and early voting.

What's the best way to start writing my paper?

• Include an in-text citation for everything that needs one, even in your initial rough draft. That'll help you make sure that you don't inadvertently misattribute or fail to cite something as you work your way through substantive drafts.
• Write your introduction and conclusion only after you're satisfied that the body of your paper is essentially what you want to turn in. Then, you can polish everything up for the final draft.

How can I make sure I'm not plagiarizing?

• If you have any doubt over whether you should cite something, go ahead and do it. You're better off to err on the side of over-citing than to look like you're taking credit for an idea that isn't yours.
• ↑ https://www.nhcc.edu/student-resources/library/doinglibraryresearch/basic-steps-in-the-research-process
• ↑ Matthew Snipp, PhD. Sociology Professor, Stanford University. Expert Interview. 26 March 2020.
• ↑ https://library.taylor.edu/eng-212/research-paper
• ↑ http://www.butte.edu/departments/cas/tipsheets/research/research_paper.html
• ↑ https://www.potsdam.edu/sites/default/files/documents/support/tutoring/cwc/6-Simple-Steps-for-Writing-a-Research-Paper.pdf
• ↑ https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter4/ch4-05.html

Expert Q&A

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About This Article

If you need to do research on a particular topic, start by searching the internet for any information you can find on the subject. In particular, look for sites that are sourced by universities, scientists, academic journals, and government agencies. Next, visit your local library and use the electric card catalog to research which books, magazines, and journals will have information on your topic. Take notes as you read, and write down all of the information you’ll need to cite your sources in your final project. To learn how interviewing a first-hand source can help you during your research, read on! Did this summary help you? Yes No

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What does a researcher do?

Would you make a good researcher? Take our career test and find your match with over 800 careers.

What is a Researcher?

A researcher is trained to conduct systematic and scientific investigations in a particular field of study. Researchers use a variety of techniques to collect and analyze data to answer research questions or test hypotheses. They are responsible for designing studies, collecting data, analyzing data, and interpreting the results. Researchers may work in a wide range of fields, including science, medicine, engineering, social sciences, humanities, and many others.

To become a researcher, individuals usually need to obtain a graduate degree in their chosen field of study. They may also need to gain experience working as an assistant or intern in a research setting before becoming a full-fledged researcher. Researchers may work in academic or industrial settings, or they may work independently as consultants or freelance researchers. Regardless of the setting, researchers play a vital role in advancing knowledge and finding solutions to real-world problems.

What does a Researcher do?

Researchers are essential to the advancement of knowledge in various fields, including science, technology, medicine, social sciences, and humanities. Their work involves conducting systematic investigations to gather data, analyze it, and draw meaningful conclusions. Through their research, they can identify new problems and challenges, develop innovative solutions, and test hypotheses to validate theories.

Researchers also play a critical role in improving existing practices and policies, identifying gaps in knowledge, and creating new avenues for future research. They provide valuable insights and information that can inform decision-making, shape public opinion, and drive progress in society.

Duties and Responsibilities The duties and responsibilities of researchers can vary depending on the field of study and the type of research being conducted. However, here are some common duties and responsibilities that researchers are typically expected to fulfill:

• Develop research proposals: Developing a research proposal typically involves identifying a research question or problem, reviewing the relevant literature, selecting appropriate research methods and techniques, and outlining the expected outcomes of the research. Researchers must also ensure that their proposal aligns with the funding agency's objectives and guidelines.
• Conduct literature reviews: Literature reviews involve searching for and reviewing existing research papers, articles, books, and other relevant publications to identify gaps in knowledge and to build upon previous research. Researchers must ensure that they are using credible and reliable sources of information and that their review is comprehensive.
• Collect and analyze data: Collecting and analyzing data is a key aspect of research. This may involve designing and conducting experiments, surveys, interviews, or observations. Researchers must ensure that their data collection methods are valid and reliable, and that their analysis is appropriate and accurate.
• Ensure ethical considerations: Research ethics involve ensuring that the research is conducted in a manner that protects the rights, welfare, and dignity of all participants, as well as the environment. Researchers must obtain informed consent from human participants, ensure that animal research is conducted ethically and humanely, and comply with relevant regulations and guidelines.
• Communicate research findings: Researchers must communicate their research findings clearly and effectively to a range of audiences, including academic peers, policymakers, and the general public. This may involve writing research papers, presenting at conferences, and producing reports or other materials.
• Manage research projects: Managing a research project involves planning, organizing, and coordinating resources, timelines, and budgets to ensure that the project is completed on time and within budget. Researchers must ensure that they have the necessary resources, such as funding, personnel, and equipment, and that they are managing these resources effectively.
• Collaborate with others: Collaboration is an important aspect of research, and researchers often work with other researchers, academic institutions, funding agencies, and industry partners to achieve research objectives. Collaboration can help to facilitate the sharing of resources, expertise, and knowledge.
• Stay up-to-date with developments in their field: Research is an evolving field, and researchers must stay up-to-date with the latest developments and trends in their field to ensure that their research remains relevant and impactful. This may involve attending conferences, workshops, and seminars, reading academic journals and other publications, and participating in professional development opportunities.

Types of Researchers There are many types of researchers, depending on their areas of expertise, research methods, and the types of questions they seek to answer. Here are some examples:

• Basic Researchers: These researchers focus on understanding fundamental concepts and phenomena in a particular field. Their work may not have immediate practical applications, but it lays the groundwork for applied research.
• Applied Researchers: These researchers seek to apply basic research findings to real-world problems and situations. They may work in fields such as engineering, medicine, or psychology.
• Clinical Researchers: These researchers conduct studies with human subjects to better understand disease, illness, and treatment options. They may work in hospitals, universities, or research institutes.
• Epidemiologists : These researchers study the spread and distribution of disease in populations, and work to develop strategies for disease prevention and control.
• Social Scientists: These researchers study human behavior and society, using methods such as surveys, experiments, and observations. They may work in fields such as psychology, sociology, or anthropology.
• Natural Scientists: These researchers study the natural world, including the physical, chemical, and biological processes that govern it. They may work in fields such as physics, chemistry, or biology.
• Data Scientists : These researchers use statistical and computational methods to analyze large datasets and derive insights from them. They may work in fields such as machine learning, artificial intelligence, or business analytics.
• Policy Researchers: These researchers study policy issues, such as healthcare, education, or environmental regulations, and work to develop evidence-based policy recommendations. They may work in government agencies, think tanks, or non-profit organizations.

What is the workplace of a Researcher like?

The workplace of a researcher can vary greatly depending on the field and area of study. Researchers can work in a variety of settings, including academic institutions, government agencies, non-profit organizations, and private companies.

In academic settings, researchers often work in universities or research institutions, conducting experiments and analyzing data to develop new theories and insights into various fields of study. They may also teach courses and mentor students in their area of expertise.

In government agencies, researchers may work on projects related to public policy, health, and safety. They may be responsible for conducting research to support the development of new regulations or programs, analyzing data to assess the effectiveness of existing policies, or providing expertise on specific issues.

Non-profit organizations often employ researchers to study social and environmental issues, such as poverty, climate change, and human rights. These researchers may conduct surveys and collect data to understand the impact of various programs and initiatives, and use this information to advocate for policy changes or other interventions.

Private companies also employ researchers, particularly in industries such as technology and healthcare. These researchers may be responsible for developing new products, improving existing technologies, or conducting market research to understand consumer preferences and behaviors.

Regardless of the setting, researchers typically spend a significant amount of time conducting research, analyzing data, and communicating their findings through presentations, reports, and publications. They may also collaborate with other researchers or professionals in their field, attend conferences and workshops, and stay up-to-date with the latest research and developments in their area of expertise.

Frequently Asked Questions

Academic writer vs researcher.

An academic writer is someone who produces written material for academic purposes, such as research papers, essays, and other scholarly works. Academic writers may work as freelance writers, editors, or as staff writers for academic institutions or publishers.

On the other hand, a researcher is someone who conducts original research to generate new knowledge or validate existing knowledge. Researchers may work in academic settings, government agencies, private companies, or non-profit organizations. They typically design and execute experiments, surveys, or other data collection methods, analyze the data, and draw conclusions based on their findings.

While there may be some overlap between the skills required for academic writing and research, they are distinct activities with different goals. Academic writers often rely on the research of others to support their arguments, while researchers generate new knowledge through their own experiments and data analysis. However, academic writers may also be researchers who write about their own research findings.

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How to Conduct Responsible Research: A Guide for Graduate Students

Alison l. antes.

1 Department of Medicine, Division of General Medical Sciences, Washington University School of Medicine, St. Louis, Missouri, 314-362-6006

Leonard B. Maggi, Jr.

2 Department of Medicine, Division of Molecular Oncology, Siteman Cancer Center, Washington University School of Medicine, St. Louis, Missouri, 314-362-4102

Researchers must conduct research responsibly for it to have an impact and to safeguard trust in science. Essential responsibilities of researchers include using rigorous, reproducible research methods, reporting findings in a trustworthy manner, and giving the researchers who contributed appropriate authorship credit. This “how-to” guide covers strategies and practices for doing reproducible research and being a responsible author. The article also covers how to utilize decision-making strategies when uncertain about the best way to proceed in a challenging situation. The advice focuses especially on graduate students but is appropriate for undergraduates and experienced researchers. The article begins with an overview of the responsible conduct of research, research misconduct, and ethical behavior in the scientific workplace. The takeaway message is that responsible conduct of research requires a thoughtful approach to doing research to ensure trustworthy results and conclusions and that researchers receive fair credit.

INTRODUCTION

Doing research is stimulating and fulfilling work. Scientists make discoveries to build knowledge and solve problems, and they work with other dedicated researchers. Research is a highly complex activity, so it takes years for beginning researchers to learn everything they need to know to do science well. Part of this large body of knowledge is learning how to do research responsibly. Our purpose in this article is to provide graduate students a guide for how to perform responsible research. Our advice is also relevant to undergraduate researchers and for principal investigators (PIs), postdocs, or other researchers who mentor beginning researchers and wish to share our advice.

We begin by introducing some fundamentals about the responsible conduct of research (RCR), research misconduct, and ethical behavior. We focus on how to do reproducible science and be a responsible author. We provide practical advice for these topics and present scenarios to practice thinking through challenges in research. Our article concludes with decision-making strategies for addressing complex problems.

What is the responsible conduct of research?

To be committed to RCR means upholding the highest standards of honesty, accuracy, efficiency, and objectivity ( Steneck, 2007 ). Each day, RCR requires engaging in research in a conscientious, intentional fashion that yields the best science possible ( “Research Integrity is Much More Than Misconduct,” 2019 ). We adopt a practical, “how-to” approach, discussing the behaviors and habits that yield responsible research. However, some background knowledge about RCR is helpful to frame our discussion.

The scientific community uses many terms to refer to ethical and responsible behavior in research: responsible conduct of research, research integrity, scientific integrity, and research ethics ( National Academies of Science, 2009 ; National Academies of Sciences Engineering and Medicine, 2017 ; Steneck, 2007 ). A helpful way to think about these concepts is “doing good science in a good manner” ( DuBois & Antes, 2018 ). This means that the way researchers do their work, from experimental procedures to data analysis and interpretation, research reporting, and so on, leads to trustworthy research findings and conclusions. It also includes respectful interactions among researchers both within research teams (e.g., between peers, mentors and trainees, and collaborators) and with researchers external to the team (e.g., peer reviewers). We expand on trainee-mentor relationships and interpersonal dynamics with labmates in a companion article ( Antes & Maggi, 2021 ). When research involves human or animal research subjects, RCR includes protecting the well-being of research subjects.

We do not cover all potential RCR topics but focus on what we consider fundamentals for graduate students. Common topics covered in texts and courses on RCR include the following: authorship and publication; collaboration; conflicts of interest; data management, sharing, and ownership; intellectual property; mentor and trainee responsibilities; peer review; protecting human subjects; protecting animal subjects; research misconduct; the role of researchers in society; and laboratory safety. A number of topics prominently discussed among the scientific community in recent years are also relevant to RCR. These include the reproducibility of research ( Baker, 2016 ; Barba, 2016 ; Winchester, 2018 ), diversity and inclusion in science ( Asplund & Welle, 2018 ; Hofstra et al., 2020 ; Meyers, Brown, Moneta-Koehler, & Chalkley, 2018 ; National Academies of Sciences Engineering and Medicine, 2018a ; Roper, 2019 ), harassment and bullying ( Else, 2018 ; National Academies of Sciences Engineering and Medicine, 2018b ; “ No Place for Bullies in Science,” 2018 ), healthy research work environments ( Norris, Dirnagl, Zigmond, Thompson-Peer, & Chow, 2018 ; “ Research Institutions Must Put the Health of Labs First,” 2018 ), and the mental health of graduate students ( Evans, Bira, Gastelum, Weiss, & Vanderford, 2018 ).

The National Institutes of Health (NIH) ( National Institutes of Health, 2009 ) and the National Science Foundation ( National Science Foundation, 2017 ) have formal policies indicating research trainees must receive education in RCR. Researchers are accountable to these funding agencies and the public which supports research through billions in tax dollars annually. The public stands to benefit from, or be harmed by, research. For example, the public may be harmed if medical treatments or social policies are based on untrustworthy research findings. Funding for research, participation in research, and utilization of the fruits of research all rely on public trust ( Resnik, 2011 ). Trustworthy findings are also essential for good stewardship of scarce resources ( Emanuel, Wendler, & Grady, 2000 ). Researchers are further accountable to their peers, colleagues, and scientists more broadly. Trust in the work of other researchers is essential for science to advance. Finally, researchers are accountable for complying with the rules and policies of their universities or research institutions, such as rules about laboratory safety, bullying and harassment, and the treatment of animal research subjects.

What is research misconduct?

When researchers intentionally misrepresent or manipulate their results, these cases of scientific fraud often make the news headlines ( Chappell, 2019 ; O’Connor, 2018 ; Park, 2012 ), and they can seriously undermine public trust in research. These cases also harm trust within the scientific community.

The U.S. defines research misconduct as fabrication, falsification, and plagiarism (FFP) ( Department of Health and Human Services, 2005 ). FFP violate the fundamental ethical principle of honesty. Fabrication is making up data, and falsification is manipulating or changing data or results so they are no longer truthful. Plagiarism is a form of dishonesty because it includes using someone’s words or ideas and portraying them as your own. When brought to light, misconduct involves lengthy investigations and serious consequences, such as ineligibility to receive federal research funding, loss of employment, paper retractions, and, for students, withdrawal of graduate degrees.

One aspect of responsible behavior includes addressing misconduct if you observe it. We suggest a guide titled “Responding to Research Wrongdoing: A User-Friendly Guide” that provides advice for thinking about your options if you think you have observed misconduct ( Keith-Spiegel, Sieber, & Koocher, 2010 ). Your university will have written policies and procedures for investigating allegations of misconduct. Making an allegation is very serious. As Keith-Spiegel et al.’s guide indicates, it is important to know the evidence that supports your claim, and what to expect in the process. We encourage, if possible, talking to the persons involved first. For example, one of us knew of a graduate student who reported to a journal editor their suspicion of falsified data in a manuscript. It turned out that the student was incorrect. Going above the PI directly to the editor ultimately led to the PI leaving the university, and the student had a difficult time finding a new lab to complete their degree. If the student had first spoken to the PI and lab members, they could have learned that their assumptions about the data in the paper were wrong. In turn, they could have avoided accusing the PI of a serious form of scientific misconduct—making up data—and harming everyone’s scientific career.

What shapes ethical behavior in the scientific workplace?

Responsible conduct of research and research misconduct are two sides of a continuum of behavior—RCR upholds the ideals of research and research misconduct violates them. Problematic practices that fall in the middle but are not defined formally as research misconduct have been labeled as detrimental research practices ( National Academies of Sciences Engineering and Medicine, 2017 ). Researchers conducting misleading statistical analyses or PIs providing inadequate supervision are examples of the latter. Research suggests that characteristics of individual researchers and research environments explain (un)ethical behavior in the scientific workplace ( Antes et al., 2007 ; Antes, English, Baldwin, & DuBois, 2018 ; Davis, Riske-Morris, & Diaz, 2007 ; DuBois et al., 2013 ).

These two influences on ethical behavior are helpful to keep in mind when thinking about your behavior. When people think about their ethical behavior, they think about their personal values and integrity and tend to overlook the influence of their environment. While “being a good person” and having the right intentions are essential to ethical behavior, the environment also has an influence. In addition, knowledge of standards for ethical research is important for ethical behavior, and graduate students new to research do not yet know everything they need to. They also have not fully refined their ethical decision-making skills for solving professional problems. We discuss strategies for ethical decision-making in the final section of this article ( McIntosh, Antes, & DuBois, 2020 ).

The research environment influences ethical behavior in a number of ways. For example, if a research group explicitly discusses high standards for research, people will be more likely to prioritize these ideals in their behavior ( Plemmons et al., 2020 ). A mentor who sets a good example is another important factor ( Anderson et al., 2007 ). Research labs must also provide individuals with adequate training, supervision and feedback, opportunities to discuss data, and the psychological safety to feel comfortable communicating about problems, including mistakes ( Antes, Kuykendall, & DuBois, 2019a , 2019b ). On the other hand, unfair research environments, inadequate supervision, poor communication, and severe stress and anxiety may undermine ethical decision-making and behavior; particularly when many of these factors exist together. Thus, (un)ethical behavior is a complex interplay of individual factors (e.g., personality, stress, decision-making skills) and the environment.

For graduate students, it is important to attend to what you are learning and how the environment around you might influence your behavior. You do not know what you do not know, and you necessarily rely on others to teach you responsible practices. So, it is important to be aware. Ultimately, you are accountable for your behavior. You cannot just say “I didn’t know.” Rather, just like you are curious about your scientific questions, maintain a curiosity about responsible behavior as a researcher. If you feel uncomfortable with something, pay attention to that feeling, speak to someone you trust, and seek out information about how to handle the situation. In what follows, we cover key tips for responsible behavior in the areas of reproducibility and authorship that we hope will help you as you begin.

HOW TO DO REPRODUCIBLE SCIENCE

The foremost responsibility of scientists is to ensure they conduct research in such a manner that the findings are trustworthy. Reproducibility is the ability to duplicate results ( Goodman, Fanelli, & Ioannidis, 2016 ). The scientific community has called for greater openness, transparency, and rigor as key remedies for lack of reproducibility ( Munafò et al., 2017 ). As a graduate student, essential to fostering reproducibility is the rigor of your approach to doing experiments and handling data. We discuss how to utilize research protocols, document experiments in a lab notebook, and handle data responsibly.

Utilize research protocols

1. learn and utilize the lab’s protocols.

Research protocols describe the step-by-step procedures for doing an experiment. They are critical for the quality and reproducibility of experiments. Lab members must learn and follow the lab’s protocols with the understanding that they may need to make adjustments based on the requirements of a specific experiment.

Also, it is important to distinguish between the experiment you are performing and analyzing the data from that experiment. For example, the experiment you want to perform might be to determine if loss of a gene blocks cell growth. Several protocols, each with pros and cons, will allow you to examine “cell growth.” Using the wrong experimental protocol can produce data that leads to muddled conclusions. In this example, the gene does block cell growth, but the experiment used to produce the data that you analyze to understand cell growth is wrong, thus giving a result that is a false negative.

When first joining a lab, it is essential to commit to learning the protocols necessary for your assigned research project. Researchers must ensure they are proficient in executing a protocol and can perform their experiments reliably. If you do not feel confident with a protocol, you should do practice runs if possible. Repetition is the best way to work through difficulties with protocols. Often it takes several attempts to work through the steps of a protocol before you will be comfortable performing it. Asking to watch another lab member perform the protocol is also helpful. Be sure to watch closely how steps are performed, as often there are minor steps taken that are not written down. Also, experienced lab members may do things as second nature and not think to explicitly mention them when working through the protocol. Ask questions of other lab members so that you can improve your knowledge and gain confidence with a protocol. It is better to ask a question than potentially ruin a valuable or hard-to-get sample.

Be cautious of differences in the standing protocols in the lab and how you actually perform the experiment. Even the most minor deviations can seriously impact the results and reproducibility of an experiment. As mentioned above, often there are minor things that are done that might not be listed in the protocol. Paying attention and asking questions are the best ways to learn, in addition to adding notes to the protocol if you find minor details are missing.

2. Develop your own protocols

Often you will find that a project requires a protocol that has not been performed in the lab. If performing a new experiment in the lab and no protocol exists, find a protocol and try it. Protocols can be obtained from many different sources. A great source is other labs on campus, as you can speak directly to the person who performs the experiment. There are many journal sources as well, such as Current Protocols, Nature Protocols, Nature Methods, and Cell STAR Methods . These methods journals provide the most detailed protocols for experiments often with troubleshooting tips. Scientific papers are the most common source of protocols. However, keep in mind that due to the common brevity of methods sections, they often omit crucial details or reference other papers that may not contain a complete description of the protocol.

3. Handle mistakes or problems promptly

At some point, everyone encounters problems with a protocol, or realizes they made a mistake. You should be prepared to handle this situation by being able to detail exactly how you performed the experiment. Did you skip a step? Shorten or lengthen a time point? Did you have to make a new buffer or borrow a labmate’s buffer? There are too many ways an experiment can go wrong to list here but being able to recount all the steps you performed in detail will help you work through the problem. Keep in mind that often the best way to understand how to perform an experiment is learning from when something goes wrong. This situation requires you to critically think through what was done and understand the steps taken. When everything works perfectly, it is easy to pay less attention to the details, which can lead to problems down the line.

It is up to you to be attentive and meticulous in the lab. Paying attention to the details may feel like a pain at first, or even seem overwhelming. Practice and repetition will help this focus on details become a natural part of your lab work. Ultimately, this skill will be essential to being a responsible scientist.

Document experiments in a lab notebook

1. recognize the importance of a lab notebook.

Maintaining detailed documentation in a lab notebook allows researchers to keep track of their experiments and generation of data. This detailed documentation helps you communicate about your research with others in the lab, and serves as a basis for preparing publications. It also provides a lasting record for the lab that exists beyond your time in the lab. After graduate students leave the lab, sometimes it is necessary to go back to the results of older experiments. A complete and detailed notebook is essential, or all of the time, effort, and resources are lost.

2. Learn the note-keeping practices in your lab

When you enter a new lab, it is important to understand how the lab keeps notebooks and the expectations for documentation. Being conscientious about documentation will make you a better scientist. In some labs, the PI might routinely examine your notebook, while in other labs you may be expected to maintain a notebook, but it may not be regularly viewed by others. It is tempting to become relaxed in documentation if you think your notebook may not be reviewed. Avoid this temptation; documentation of your ideas and process will improve your ability to think critically about research. Further, even if the PI or lab members do not physically view your notebook, you will need to communicate with them about your experiments. This documentation is necessary to communicate effectively about your work.

3. Organize your lab notebook

Different labs use different formats; some use electronic notebooks while others handwritten notebooks. The contents of a good notebook include the purpose of the experiment, the details of the experimental procedure, the data, and thoughts about the results. To effectively document your experiment, there are 5 critical questions that the information you record should be able to answer.

• Why I am doing this experiment? (purpose)
• What did I do to perform the experiment? (protocol)
• What are the results of what I did? (data, graphs)
• What do I think about the results?
• What do I think are the next steps?

We also recommend a table of contents. It will make the information more useful to you and the lab in the future. The table of contents should list the title of the experiment, the date(s) it was performed, and the page numbers on which it is recorded. Also, make sure that you write clearly and provide a legend or explanation of any shorthand or non-standard abbreviation you use. Often labs will have a combination of written lab notebooks and electronic data. It is important to reference where electronic data are located that go with each experiment. The idea is to make it as easy as possible to understand what you did and where to find all the data (electronic and hard copy) that accompanies your experiment.

Keeping a lab notebook becomes easier with practice. It can be thought of almost like journaling about your experiment. Sometimes people think of it as just a place to paste their protocol and a graph or data. We strongly encourage you to include your thoughts about why you made the decisions you made when conducting the experiment and to document your thoughts about next steps.

4. Commit to doing it the right way

A common reason to become lax in documentation is feeling rushed for time. Although documentation takes time, it saves time in the long-run and fosters good science. Without good notes, you will waste time trying to recall precisely what you did, reproduce your findings, and remember what you thought would be important next steps. The lab notebook helps you think about your research critically and keep your thoughts together. It can also save you time later when writing up results for publication. Further, well-documented data will help you draft a cogent and rigorous dissertation.

Handle data responsibly

1. keep all data.

Data are the product of research. Data include raw data, processed data, analyzed data, figures, and tables. Many data today are electronic, but not all. Generating data requires a lot of time and resources and researchers must treat data with care. The first essential tip is to keep all data. Do not discard data just because the experiment did not turn out as expected. A lot of experiments do not turn out to yield publishable data, but the results are still important for informing next steps.

Always keep the original, raw data. That is, as you process and analyze data, always maintain an unprocessed version of the original data.

Universities and funding agencies have data retention policies. These policies specify the number of years beyond a grant that data must be kept. Some policies also indicate researchers need to retain original data that served as the basis for a publication for a certain number of years. Therefore, your data will be important well beyond your time in graduate school. Most labs require you to keep samples for reanalysis until a paper is published, then the analyzed data are enough. If you leave a lab before a paper is accepted for publication, you are responsible for ensuring your data and original samples are well documented for others to find and use.

2. Document all data

In addition to keeping all data, data must be well-organized and documented. This means that no matter the way you keep your data (e.g., electronic or in written lab notebooks), there is a clear guide—in your lab notebook, a binder, or on a lab hard drive—to finding the data for a particular experiment. For example, it must be clear which data produced a particular graph. Version control of data is also critical. Your documentation should include “metadata” (data about your data) that tracks versions of the data. For example, as you edit data for a table, you should save separate versions of the tables, name the files sequentially, and note the changes that were made to each version.

3. Backup your data

You should backup electronic data regularly. Ideally, your lab has a shared server or cloud storage to backup data. If you are supposed to put your data there, make sure you do it! When you leave the lab, it must be possible to find your data.

4. Perform data analysis honestly and competently

Inappropriate use of statistics is a major concern in the scientific community, as the results and conclusions will be misleading if done incorrectly ( DeMets, 1999 ). Some practices are clearly an abuse of statistics, while other inappropriate practices stem from lack of knowledge. For example, a practice called “p-hacking” describes when researchers “collect or select data or statistical analyses until nonsignificant results become significant” ( Head, Holman, Lanfear, Kahn, & Jennions, 2015 ). In addition to avoiding such misbehavior, it is essential to be proficient with statistics to ensure you do statistical procedures appropriately. Learning statistical procedures and analyzing data takes many years of practice, and your statistics courses may only cover the basics. You will need to know when to consult others for help. In addition to consulting members in your lab or your PI, your university may have statistical experts who can provide consultations.

5. Master pressure to obtain favored results

When you conduct an experiment, the results are the results. As a beginning researcher, it is important to be prepared to manage the frustration of experiments not turning out as expected. It is also important to manage the real or perceived pressure to produce favored results. Investigators can become wedded to a hypothesis, and they can have a difficult time accepting the results. Sometimes you may feel this pressure coming from yourself; for example, if you want to please your PI, or if you want to get results for a certain publication. It is important to always follow the data no matter where it leads.

If you do feel pressure, this situation can be uncomfortable and stressful. If you have been meticulous and followed the above recommendations, this can be one great safeguard. You will be better able to confidently communicate your results to the PI because of your detailed documentation, and you will be more confident in your procedures if the possibility of error is suggested. Typically, with enough evidence that the unexpected results are real, the PI will concede. We recommend seeking the support of friends or colleagues to vent and cope with stress. In the rare case that the PI does not relent, you could turn to an advisor outside the lab if you need advice about how to proceed. They can help you look at the data objectively and also help you think about the interpersonal aspects of navigating this situation.

6. Communicate about your data in the lab

A critical element of reproducible research is communication in the lab. Ideally, there are weekly or bi-weekly meetings to discuss data. You need to develop your communication skills for writing and speaking about data. Often you and your labmates will discuss experimental issues and results informally during the course of daily work. This is an excellent way to hone critical thinking and communication skills about data.

Scenario 1 – The Protocol is Not Working

At the beginning of a rotation during their first year, a graduate student is handed a lab notebook and a pen and is told to keep track of their work. There does not appear to be a specific format to follow. There are standard lab protocols that everyone follows, but minor tweaks to the protocols do not seem to be tracked from experiment to experiment in the standard lab protocol nor in other lab notebooks. After two weeks of trying to follow one of the standard lab protocols, the student still cannot get the experiment to work. The student has included the appropriate positive and negative controls which are failing, making the experiment uninterpretable. After asking others in the lab for help, the graduate student learns that no one currently in the lab has performed this particular experiment. The former lab member who had performed the experiment only lists the standard protocol in their lab notebook.

How should the graduate student start to solve the problem?

Speaking to the PI would be the next logical step. As a first-year student in a lab rotation, the PI should expect this type of situation and provide additional troubleshooting guidance. It is possible that the PI may want to see how the new graduate student thinks critically and handles adversity in the lab. Rather than giving an answer, the PI might ask the student to work through the problem. The PI should give guidance, but it may not be an immediate fix for the problem. If the PI’s suggestions fail to correct the problem, asking a labmate or the PI for the contact information of the former lab member who most recently performed the experiment would be a reasonable next step. The graduate student’s conversations with the PI and labmates in this situation will help them learn a lot about how the people in the lab interact.

Most of the answers for these types of problems will require you as a graduate student to take the initiative to answer. They will require your effort and ingenuity to talk to other lab members, other labs at the university, and even scour the literature for alternatives. While labs have standard protocols, there are multiple ways to do many experiments, and working out an alternative will teach you more than when everything works. Having to troubleshoot problems will result in better standard protocols in the lab and better science.

HOW TO BE A RESPONSIBLE AUTHOR

Researchers communicate their findings via peer-reviewed publications, and publications are important for advancing in a research career. Many graduate students will first author or co-author publications in graduate school. For good advice on how to write a research manuscript, consult the Current Protocols article “How to write a research manuscript” ( Frank, 2018 ). We focus on the issues of assigning authors and reporting your findings responsibly. First, we describe some important basics: journal impact factors, predatory journals, and peer review.

What are journal impact factors?

It is helpful to understand journal impact factors. There is criticism about an overemphasis on impact factors for evaluating the quality or importance of researchers’ work ( DePellegrin & Johnston, 2015 ), but they remain common for this purpose. Journal impact factors reflect the average number of times articles in a journal were cited in the last two years. Higher impact factors place journals at a higher rank. Approximately 2% of journals have an impact factor of 10 or higher. For example, Cell, Science, and Nature have impact factors of approximately 39, 42, and 43, respectively. Journals can be great journals but have lower impact factors; often this is because they focus on a smaller specialty field. For example, Journal of Immunology and Oncogene are respected journals, but their impact factors are about 4 and 7, respectively.

Research trainees often want to publish in journals with the highest possible impact factor because they expect this to be viewed favorably when applying to future positions. We encourage you to bear in mind that many different journals publish excellent science and focus on publishing where your work will reach the desired audience. Also, keep in mind that while a high impact factor can direct you to respectable, high-impact science, it does not guarantee that the science in the paper is good or even correct. You must critically evaluate all papers you read no matter the impact factor.

What are predatory journals?

Predatory journals have flourished over the past few years as publishing science has moved online. An international panel defined predatory journals as follows ( Grudniewicz et al., 2019 ):

Predatory journals and publishers are entities that prioritize self-interest at the expense of scholarship and are characterized by false or misleading information, deviation from best editorial and publication practices, a lack of transparency, and/or the use of aggressive and indiscriminate solicitation practices. (p. 211)

Often young researchers receive emails soliciting them to submit their work to a journal. There are typically small fees (around $99 US) requested but these fees will be much lower than open access fees of reputable journals (often around $2000 US). A warning sign of a predatory journal is outlandish promises, such as 24-hour peer review or immediate publication. You can find a list of predatory journals created by a postdoc in Europe at BeallsList.net ( “Beall’s List of Potential Predatory Journals and Publishers,” 2020 ).

What is peer review?

Peer reviewers are other scientists who have the expertise to evaluate a manuscript. Typically 2 or 3 reviewers evaluate a manuscript. First, an editor performs an initial screen of the manuscript to ensure its appropriateness for the journal and that it meets basic quality standards. At this stage, an editor can decide to reject the manuscript and not send it to review. Not sending a paper for peer review is common in the highest impact journals that receive more submissions per year than can be reviewed and published. For average-impact journals and specialty journals, typically your paper will be sent for peer review.

In general, peer review focuses on three aspects of a manuscript: research design and methods, validity of the data and conclusions, and significance. Peer reviewers assess the merit and rigor of the research design and methodology, and they evaluate the overall validity of the results, interpretations, and conclusions. Essentially, reviewers want to ensure that the data support the claims. Additionally, reviewers evaluate the overall significance, or contribution, of the findings, which involves the novelty of the research and the likelihood that the findings will advance the field. Significance standards vary between journals. Some journals are open to publishing findings that are incremental advancements in a field, while others want to publish only what they deem as major advancements. This feature can distinguish the highest impact journals which seek the most significant advancements and other journals that tend to consider a broader range of work as long as it is scientifically sound. It is important to keep in mind that determining at the stage of review and publication whether a paper is “high impact” is quite subjective. In reality, this can only really be determined in retrospect.

The key ethical issues in peer review are fairness, objectivity, and confidentiality ( Shamoo & Resnik, 2015 ). Peer reviewers are to evaluate the manuscript on its merits and not based on biases related to the authors or the science itself. If reviewers have a conflict of interest, this should be disclosed to the editor. Confidentiality of peer review means that the reviewers should keep private the information; they should not share the information with others or use it to their benefit. Reviewers can ultimately recommend that the manuscript is rejected, revised, and resubmitted (major or minor revisions), or accepted. The editor evaluates the reviewers’ feedback and makes a judgment about rejecting, accepting, or requesting a revision. Sometimes PIs will ask experienced graduate students to assist with peer reviewing a manuscript. This is a good learning opportunity. The PI should disclose to the editor that they included a trainee in preparing the review.

Assign authorship fairly

Authorship gives credit to the people who contributed to the research. This includes thinking of the ideas, designing and performing experiments, interpreting the results, and writing the paper. Two key questions regarding authorship include: 1 - Who will be an author? 2 - What will be the order in which authors are listed? These seem simple on the surface but can get quite complex.

1. Know authorship guidelines

Authorship guidelines published by journals, professional societies, and universities communicate key principles of authorship and standards for earning authorship. The core ethical principle of assigning authorship is fairness in who receives credit for the work. The people who contributed to the work should get credit for it. This seems simply enough, but determining authorship can (and often does) create conflict.

Many universities have authorship guidelines, and you should know the policies at your university. The International Committee of Medical Journal Editors (ICMJE) provides four criteria for determining who should be an author ( International Committee of Medical Journal Editors, 2020 ). These criteria indicate that an author should do all of the following: 1) make “substantial contributions” to the development of the idea or research design, or to acquiring, analyzing, or interpreting the data, 2) write the manuscript or revise it a substantive way, 3) give approval of the final manuscript (i.e., before it is submitted for review, and after it is revised, if necessary), and 4) agree to be responsible for any questions about the accuracy or integrity of the research.

Several types of authorship violate these guidelines and should be avoided. Guest authorship is when respected researchers are added out of appreciation, or to have the manuscript be perceived more favorably to get it published or increase its impact. Gift authorship is giving authorship to reward an individual, or as a favor. Ghost authorship is when someone made significant contributions to the paper but is not listed as an author. To increase transparency, some journals require authors to indicate how each individual contributed to the research and manuscript.

2. Apply the guidelines

Conflicts often arise from disagreements about how much people contributed to the research and whether those contributions merit authorship. The best approach is an open, honest, and ongoing discussion about authorship, which we discuss in #3 below. To have effective, informed conversations about authorship, you must understand how to apply the guidelines to your specific situation. The following is a simple rule of thumb that indicates there are three components of authorship. We do not list giving final approval of the manuscript and agreeing to be accountable, but we do consider these essentials of authorship.

• Thinking – this means contributing to the ideas leading to the hypothesis of the work, designing experiments to address the hypothesis, and/or analyzing the results in the larger context of the literature in the field.
• Doing – this means performing and analyzing the experiments.
• Writing – this means editing a draft, or writing the entire paper. The first author often writes the entire first draft.

In our experience, a first author would typically do all three. They also usually coordinate the writing and editing process. Co-authors are typically very involved in at least two of the three, and are somewhat involved in the other. The PI, who oversees and contributes to all three, is often the last, or “senior author.” The “senior author” is typically the “corresponding author”—the person listed as the individual to contact about the paper. The other co-authors are listed between the first and senior author either alphabetically, or more commonly, in order from the largest to smallest contribution.

Problems in assigning authorship typically arise due to people’s interpretations of #1 (thinking) and #2 (doing)—what and how much each individual contributed to a project’s design, execution, and analysis. Different fields or PIs may have their own slight variations on these guidelines. The potential conflicts associated with assigning authorship lead to the most common recommendation for responsibly assigning authorship: discuss authorship expectations early and revisit them during the project.

3. Discuss authorship with your collaborators

Publications are important for career advancement, so you can see why people might be worried about fairness in assigning authorship. If the problem arises from a lack of a shared understanding about contributions to the research, the only way to clarify this is an open discussion. This discussion should ideally take place very early at the beginning of a project, and should be ongoing. Hopefully you work in a laboratory that makes these discussions a natural part of the research process; this makes it much easier to understand the expectations upfront.

We encourage you to speak up about your interest in making a contribution that would merit authorship, especially if you want to earn first authorship. Sometimes norms about authoring papers in a lab make it clear you are expected to first and co-author publications, but it is best to communicate your interest in earning authorship. If the project is not yours, but you wish to collaborate, you can inquire what you may be able to contribute that would merit authorship.

If it is not a norm in your lab to discuss authorship throughout the life of projects, then as a graduate student you may feel reluctant to speak up. You could initiate a conversation with a more senior graduate student, a postdoc, or your PI, depending on the dynamics in the group. You could ask generally about how the lab approaches assignment of authorship, but discussing a specific project and paper may be best. It may feel awkward to ask, but asking early is less uncomfortable than waiting until the end of the project. If the group is already drafting a manuscript and you are told that your contribution is insufficient for authorship, this situation is much more discouraging than if you had asked earlier about what is expected to earn authorship.

How to report findings responsibly

The most significant responsibility of authors is to present their research accurately and honestly. Deliberately presenting misleading information is clearly unethical, but there are significant judgment calls about how to present your research findings. For example, an author can mislead by overstating the conclusions given what the data support.

1. Commit to presenting your findings honestly

Any good scientific manuscript writer will tell you that you need to “tell a good story.” This means that your paper is organized and framed to draw the reader into the research and convince them of the importance of the findings. But, this story must be sound and justified by the data. Other authors are presenting their findings in the best, most “publishable” light, so it is a balancing act to be persuasive but also responsible in presenting your findings in a trustworthy manner. To present your findings honestly, you must be conscious of how you interpret your data and present your conclusions so that they are accurate and not overstated.

One misbehavior known as “HARKing,” Hypothesis After the Results are Known, occurs when hypotheses are created after seeing the results of an experiment, but they are presented as if they were defined prior to collecting the data ( Munafò et al., 2017 ). This practice should be avoided. HARKing may be driven, in part, by a concern in scientific publishing known as publication bias. This bias is a preference that reviewers, editors, and researchers have for papers describing positive findings instead of negative findings ( Carroll, Toumpakari, Johnson, & Betts, 2017 ). This preference can lead to manipulating one’s practices, such as by HARKing, so that positive findings can be reported.

It is important to note that in addition to avoiding misbehaviors such as HARKing, all researchers are susceptible to a number of more subtle traps in judgment. Even the most well-intentioned researcher may jump to conclusions, discount alternative explanations, or accept results that seem correct without further scrutiny ( Nuzzo, 2015 ). Therefore, researchers must not only commit to presenting their findings honestly but consider how they can counteract such traps by slowing down and increasing their skepticism towards their findings.

2. Provide an appropriate amount of detail

Providing enough detail in a manuscript can be a challenge with the word limits imposed by most journals. Therefore, you will need to determine what details to include and which to exclude, or potentially include in the supplemental materials. Methods sections can be long and are often the first to be shortened, but complete methods are important for others to evaluate the research and to repeat the methods in other studies. Even more significant is making decisions about what experimental data to include and potentially exclude from the manuscript. Researchers must determine what data is required to create a complete scientific story that supports the central hypothesis of the paper. On the other hand, it is not necessary or helpful to include so much data in the manuscript, or in supplemental material, that the central point of the paper is difficult to discern. It is a tricky balance.

3. Follow proper citation practices

Of course, responsible authorship requires avoiding plagiarism. Many researchers think that plagiarism is not a concern for them because they assume it is always done intentionally by “copying and pasting” someone else’s words and claiming them as your own. Sometimes poor writing practices, such as taking notes from references without distinguishing between direct quotes and paraphrased material, can lead to including material that is not quoted properly. More broadly, proper citation practices include accurately and completely referencing prior studies to provide appropriate context for your manuscript.

4. Attend to the other important details

The journal will require several pieces of additional information, such as disclosure of sources of funding and potential conflicts of interest. Typically, graduate students do not have relationships that constitute conflicts of interest, but a PI who is a co-author may. In submitting a manuscript, also make sure to acknowledge individuals not listed as authors but who contributed to the work.

5. Share data and promote transparency

Data sharing is a key facet of promoting transparency in science ( Nosek et al., 2015 ). It will be important to know the expectations of the journals in which you wish to publish. Many top journals now require data sharing; for example, sharing your data files in an online repository so others have access to the data for secondary use. Funding agencies like NIH also increasingly require data sharing. To further foster transparency and public trust in research, researchers must deposit their final peer-reviewed manuscripts that report on research funded by NIH to PubMed Central. PubMed makes biomedical and life science research publicly accessible in a free, online database.

Scenario 2 – Authors In Conflict

To prepare a manuscript for publication, a postdoc’s data is added to a graduate student’s thesis project. After working together to combine the data and write the paper, the postdoc requests co-first authorship on the paper. The graduate student balks at this request on the basis that it is their thesis project. In a weekly meeting with the lab’s PI to discuss the status of the paper, the graduate student states that they should divide the data between the authors as a way to prove that the graduate student should be the sole first author. The PI agrees to this attempt to quantify how much data each person contributed to the manuscript. All parties agree the writing and thinking were equally shared between them. After this assessment, the graduate student sees that the postdoc actually contributed more than half of the data presented in the paper. The graduate student and a second graduate student contributed the remaining data; this means the graduate student contributed much less than half of the data in the paper. However, the graduate student is still adamant that they must be the sole first author of the paper because it is their thesis project.

Is the graduate student correct in insisting that it is their project, so they are entitled to be the sole first author?

Co-first authorship became popular about 10 years ago as a way to acknowledge shared contributions to a paper in which authors worked together and contributed equally. If the postdoc contributed half of the data and worked with the graduate student to combine their interpretations and write the first draft of the paper, then the postdoc did make a substantial contribution. If the graduate student wrote much of the first draft of the paper, contributed significantly to the second half of data, and played a major role in the thesis concept and design, this is also a major contribution. We summarized authorship requirements as contributing to thinking, doing, and writing, and we noted that a first author usually contributes to all of these. The graduate student has met all 3 elements to claim first authorship. However, it appears that the postdoc has also met these 3 requirements. Thus, it is at least reasonable for the postdoc to ask about co-first authorship.

The best way to move forward is to discuss their perspectives openly. Both the graduate student and postdoc want first authorship on papers to advance their careers. The postdoc feels they contributed more to the overall concept and design than the graduate student is recognizing, and the postdoc did contribute half of the data. This is likely frustrating and upsetting for the postdoc. On the other hand, perhaps the postdoc is forgetting how much a thesis becomes like “your baby,” so to speak. The work is the graduate student’s thesis, so it is easy to see why the graduate student would feel a sense of ownership of it. Given this fact, it may be hard for the graduate student to accept the idea that they would share first-author recognition for the work. Yet, the graduate student should consider that the manuscript would not be possible without the postdoc’s contribution. Further, if the postdoc was truly being unreasonable, then the postdoc could make the case for sole first authorship based on contributing the most data to the paper, in addition to contributing ideas and writing the paper. The graduate student should consider that the postdoc may be suggesting co-first authorship in good faith.

As with any interpersonal conflict, clear communication is key. While it might be temporarily uncomfortable to voice their views and address this disagreement, it is critical to avoiding permanent damage to their working relationship. The pair should consider each other’s perspectives and potential alternatives. For example, if the graduate student is first author and the postdoc second, at a minimum they could include an author note in the manuscript that describes the contribution of each author. This would make it clear the scope of the postdoc’s contribution, if they decided not to go with co-first authorship. Also, the graduate student should consider their assumptions about co-first authorship. Maybe they assume it makes it appear they contributed less, but instead, perhaps co-first authorship highlights their collaborative approach to science. Collaboration is a desirable quality many (although arguably not all) research organizations look for when they are hiring.

They will also need to speak with others for advice. The pair should definitely speak with the PI who could provide input about how these cases have been handled in the past. Ultimately, if they cannot reach an agreement, the PI, who is likely to be the last or “senior” author, may make the final decision. They should also speak to the other graduate student who is an author.

If either individual is upset with the situation, they will want to discuss it when they have had time to cool down. This might mean taking a day before discussing, or speaking with someone outside of the lab for support. Ideally, all authors on this paper would have initiated this conversation earlier, and the standards in the lab for first authorship would be discussed routinely. Clear communication may have avoided the conflict.

HOW TO USE DECISION-MAKING STRATEGIES TO NAVIGATE CHALLENGES

We have provided advice on some specific challenges you might encounter in research. This final section covers our overarching recommendation that you adopt a set of ethical decision-making strategies. These strategies help researchers address challenges by helping them think through a problem and possible alternatives ( McIntosh et al., 2020 ). The strategies encourage you to gather information, examine possible outcomes, consider your assumptions, and address emotional reactions before acting. They are especially helpful when you are uncertain how to proceed, face a new problem, or when the consequences of a decision could negatively impact you or others. The strategies also help people be honest with themselves, such as when they are discounting important factors or have competing goals, by encouraging them to identify outside perspectives and test their motivations. You can remember the strategies using the acronym SMART .

1. S eek Help

Obtain input from others who can be objective and that you trust. They can assist you with assessing the situation, predicting possible outcomes, and identifying potential options. They can also provide you with support. Individuals to consult may be peers, other faculty, or people in your personal life. It is important that you trust the people you talk with, but it is also good when they challenge your perspective, or encourage you to think in a new way about a problem. Keep in mind that people such as program directors and university ombudsmen are often available for confidential, objective advice.

2. M anage Emotions

Consider your emotional reaction to the situation and how it might influence your assessment of the situation, and your potential decisions and actions. In particular, identify negative emotions, like frustration, anxiety, fear, and anger, as they particularly tend to diminish decision-making and the quality of interactions with others. Take time to address these emotions before acting, for example, by exercising, listening to music, or simply taking a day before responding.

3. A nticipate Consequences

Think about how the situation could turn out. This includes for you, for the research team, and anyone else involved. Consider the short, middle-term, and longer-term impacts of the problem and your potential approach to addressing the situation. Ideally, it is possible to identify win-win outcomes. Often, however, in tough professional situations, you may need to select the best option from among several that are not ideal.

4. R ecognize Rules and Context

Determine if any ethical principles, professional policies, or rules apply that might help guide your choices. For instance, if the problem involves an authorship dispute, consider the authorship guidelines that apply. Recognizing the context means considering the situational factors that could impact your options and how you proceed. For example, factors such as the reality that ultimately the PI may have the final decision about authorship.

5. T est Assumptions and Motives

Examine your beliefs about the situation and whether any of your thoughts may not be justified. This includes critically examining the personal motivations and goals that are driving your interpretation of the problem and thoughts about how to resolve it.

These strategies do not have to be engaged in order, and they are interrelated. For example, seeking help can help you manage emotions, test assumptions, and anticipate consequences. Go back to the scenarios and our advice throughout this article, and you will see many of our suggestions align with these strategies. Practice applying SMART strategies when you encounter a problem and they will become more natural.

Learning practices for responsible research will be the foundation for your success in graduate school and your career. We encourage you to be reflective and intentional as you learn and hope that our advice helps you along the way.

ACKNOWLEDGEMENTS

This work was supported by the National Human Genome Research Institute (Antes, K01HG008990) and the National Center for Advancing Translational Sciences (UL1 TR002345).

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What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

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• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

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Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

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Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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College Info Geek

How to Do Research in 7 Simple Steps

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It’s 2 am, and you’re on your fifth cup of coffee (or was it your sixth?). You’re crouched at a table in some dark corner of the library surrounded by fifteen open books. Equally as many tabs are open on your laptop, and you still haven’t written a word of the paper that’s due in 7 hours.

Many things can explain how you got to this point, including procrastination , poor organization , and a messy schedule .

Very often, however, the problem is a lack of research skills .

And it’s not your fault. High school does a poor job of teaching you how to do research, and most college classes do little better. It feels like you’re expected to figure it out through trial and error.

I think we can do better than that, however. In this guide, I’m going to show you the 7-step process for researching everything from a 10-page term paper to a final presentation. Not only will you learn how to do better research; you’ll also learn how to research more efficiently.

What Is Research?

Before we go any further, what  is  research?

At its core, research is an attempt to answer a question. This could be anything from “How can we reduce infant mortality rates?” to “Why does salt make food taste good?”

To answer your question, you consult books, academic papers, newspaper articles, historical records, or anything else that could be helpful. The broad term for these things is “sources.”

And, usually, once you’ve done the research, you present or summarize it in some way. In many cases, this means writing an essay or another type of scholarly paper, but it could also mean giving a presentation or even creating a YouTube video.

Even if you have no interest in academia, research is an extremely useful skill to learn. When you know how to do research, it’s much easier to improve your life and work more effectively . Instead of having to ask someone every time you have a question, research will help you solve problems yourself (and help others in turn).

Note:  Research can also mean conducting surveys, performing experiments, or going on archaeological digs. While these activities are crucial for advancing human knowledge, I won’t be discussing them here. This article focuses on the research you can do with only a library and an internet connection.

The 7 Steps of the Research Process

Research can feel overwhelming, but it’s more manageable when you break it down into steps. In my experience, the research process has seven main steps:

• Find a topic
• Refine your topic
• Find key sources
• Take notes on your sources
• Create your paper or presentation
• Do additional research as necessary
• Cite your sources

Let’s look at each of these steps in more detail.

1. Find a Topic

If you don’t have a topic, your research will be undirected and inefficient. You’ll spend hours reading dozens of sources, all because you didn’t take a few minutes to develop a topic.

How do you come up with a topic? My number one suggestion is to create a mind map.

A mind map is a visual way to generate ideas. Here’s how it works:

• Get a piece of paper and a pen. Make sure the paper isn’t too small — you want lots of room for your ideas.
• Draw an oval in the center of the paper.
• Inside that oval, write a super vague topic. Start with whatever your professor has assigned you.
• Draw lines from the oval towards the edges of the paper.
• Draw smaller ovals connected to each of these lines.
• Inside the smaller ovals, write more specific ideas/topics related to the central one.
• Repeat until you’ve found 3-5 topic ideas.

When I write it out step by step, it sounds kind of strange. But trust me, it works . Anytime I’m stuck on a writing assignment, this method is my go-to. It’s basically magic.

To see what mind mapping looks like in practice, check out this clip:

Want to create a digital mind map like the one Thomas uses in the video? Check out Coggle .

2. Refine Your Topic

Okay, so now you have a list of 3-5 topics. They’re all still pretty general, and you need to narrow them down to one topic that you can research in depth.

To do this, spend 15 minutes doing some general research on each topic. Specifically, take each topic and plug it into your library’s catalog and database search tools.

The details of this process will vary from library to library. This is where consulting a librarian can be super helpful. They can show you how to use the tools I mentioned, as well as point you to some you probably don’t know about.

Furthermore, I suggest you ask your professor for recommendations. In some cases, they may even have created a resource page specifically for your assignment.

Once you’ve found out where to search, type in your topic. I like to use a mixture of the library catalog, a general academic database like EBSCO Host , and a search on Google Scholar .

What exactly are you trying to find? Basically, you’re trying to find a topic with a sufficient quantity and variety of sources.

Ideally, you want something with both journal articles and books, as this demonstrates that lots of scholars are seriously engaging with the topic.

Of course, in some cases (if the topic is very cutting edge, for example), you may be only able to find journal articles. That’s fine, so long as there are enough perspectives available.

Using this technique, you’ll be able to quickly eliminate some topics. Be ruthless. If you’re not finding anything after 15 minutes, move on. And don’t get attached to a topic.

Tip: If you find two topics with equal numbers of sources available, ask your professor to help you break the tie. They can give you insight into which topic is super common (and thus difficult to write about originally), as well as which they find more interesting.

Now that you have your topic, it’s time to narrow down your sources.

3. Find Key Sources

If you’ve picked a good topic, then you probably have lots of sources to work with. This is both a blessing and a curse. A variety of sources shows that there’s something worth saying about your topic, and it also gives you plenty of material to cite.

But this abundance can quickly turn into a nightmare in which you spend hours reading dense, mind-numbing material without getting any closer to actually producing a paper.

How do you keep this from happening? Choose 3–5  key sources and focus on them intently. Sure, you may end up needing more sources, especially if this is a long paper or if the professor requires it. But if you start out trying to read 15 sources, you’re likely to get overwhelmed and frustrated.

Focusing on a few key sources is powerful because it:

• Lets you engage deeply with each source.
• Gives you a variety of perspectives.
• Points you to further resources.
• Keeps you focused.

4. Read and Take Notes

But what do you do with these sources, exactly? You need to read them the right way . Follow these steps to effectively read academic books and articles:

Go through the article and look at the section headings. If any words or terms jump out at you, make note of them. Also, glance at the beginning sentences of each section and paragraph to get an overall idea of the author’s argument.

The goal here isn’t to comprehend deeply, but to prime your mind for effective reading .

Write down any questions you have after skimming the article, as well as any general questions you hope the article can answer. Always keep your topic in mind.

Read Actively

Now, start reading. But don’t just passively go through the information like you’re scrolling through Tumblr. Read with a pen or pencil in hand , underlining any unfamiliar terms or interesting ideas.

Make notes in the margins about other sources or concepts that come to mind. If you’re reading a library book, you can make notes on a separate piece of paper.

Once you’ve finished reading, take a short break. Have a cup of tea or coffee. Go for a walk around the library. Stretch. Just get your mind away from the research for a moment without resorting to distracting, low-density fun .

Now come back to the article and look at the things you underlined or noted. Gather these notes and transfer them to a program like Evernote .

If you need to look up a term, do that, and then add that definition to your notes. Also, make note of any sources the author cites that look helpful.

But what if I’m reading a book?   Won’t this take forever?  No, because you’re not going to read the entire book.

For most research you’ll do in college, reading a whole academic book is overkill . Just skim the table of contents and the book itself to find chapters or sections that look relevant.

Then, read each of those in the same way you would read an article. Also, be sure to glance at the book’s bibliography, which is a goldmine for finding additional sources.

Note: The above method is a variation on the classic SQ3R method , adapted slightly since we’re not interested in taking notes from textbooks .

5. Create Your Paper or Presentation

“You can’t turn in raw research.”

Research is crucial to crafting a great paper or presentation, but it’s also a great way to procrastinate. I had classmates in college who would spend 8 hours researching a 5-page paper. That’s way too much!

At some point, you need to stop researching and start writing (or whatever method you’re using to present your research).

How do you decide when to stop researching? There’s no strict rule, but in general I wouldn’t spend more than 30 minutes per page of the final paper.

So if the final paper is supposed to be 10 pages, don’t spend more than 5 hours researching it.

6. Do Additional Research (As Necessary)

Once you’ve started writing the draft of your paper, you’ll probably find a few gaps. Maybe you realize that one scholar’s argument isn’t relevant to your paper, or that you need more information for a particular section. In this case, you are free to return to researching as necessary.

But again, beware the trap of procrastination masquerading as productivity! Only do as much additional research as you need to answer your question. Don’t get pulled into rabbit holes or dragged off on tangents. Get in there, do your research, and get back to writing .

To keep yourself focused, I suggest keeping a separate document or piece of paper nearby to note points that need additional research.

Every time you encounter such a point, make note of it in the document and then keep writing. Only stop when you can’t get any further without additional research.

It’s much better to get a full draft done first. Otherwise, you risk suffering a cognitive switching penalty , making it harder to regain your focus.

7. Cite Your Sources

Whether you’re creating an oral presentation, essay, or video, you’ll need to cite your sources. Plagiarism is a serious offense, so don’t take any chances.

How to cite your sources depends on the subject and the professor’s expectations. Chicago, MLA, and APA are the most common citation formats to use in college, but there are thousands more.

Luckily, you don’t need to painstakingly type each of your citations by hand or slog through a style manual. Instead, you can use a tool like Zotero to track and generate your citations. To make things even easier, install the Zotero Connector browser extension. It can automatically pull citation information from entries in an online library catalog.

Once you’ve collected all of your sources, Zotero can generate a properly formatted works cited page or bibliography at just the click of a button.

For help setting up and using Zotero, read this guide . If you need further assistance, ask a librarian.

Go Research With Confidence

I hope you now understand how to do research with more confidence. If you follow the procedures I’ve covered in this article, you’ll waste less time, perform more effective research, and ultimately have the material for a winning essay.

Curious about how to use your research to write a great research paper? Check out this guide .

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Home Market Research

What is Research: Definition, Methods, Types & Examples

The search for knowledge is closely linked to the object of study; that is, to the reconstruction of the facts that will provide an explanation to an observed event and that at first sight can be considered as a problem. It is very human to seek answers and satisfy our curiosity. Let’s talk about research.

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

Research is the careful consideration of study regarding a particular concern or research problem using scientific methods. According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”

Inductive methods analyze an observed event, while deductive methods verify the observed event. Inductive approaches are associated with qualitative research , and deductive methods are more commonly associated with quantitative analysis .

Research is conducted with a purpose to:

• Identify potential and new customers
• Understand existing customers
• Set pragmatic goals
• Develop productive market strategies
• Address business challenges
• Put together a business expansion plan
• Identify new business opportunities
• Good research follows a systematic approach to capture accurate data. Researchers need to practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated with it.
• It creates a path for generating new questions. Existing data helps create more research opportunities.
• It is analytical and uses all the available data so that there is no ambiguity in inference.
• Accuracy is one of the most critical aspects of research. The information must be accurate and correct. For example, laboratories provide a controlled environment to collect data. Accuracy is measured in the instruments used, the calibrations of instruments or tools, and the experiment’s final result.

What is the purpose of research?

There are three main purposes:

• Exploratory: As the name suggests, researchers conduct exploratory studies to explore a group of questions. The answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to handle new problem areas that haven’t been explored before. This exploratory data analysis process lays the foundation for more conclusive data collection and analysis.

LEARN ABOUT: Descriptive Analysis

• Descriptive: It focuses on expanding knowledge on current issues through a process of data collection. Descriptive research describe the behavior of a sample population. Only one variable is required to conduct the study. The three primary purposes of descriptive studies are describing, explaining, and validating the findings. For example, a study conducted to know if top-level management leaders in the 21st century possess the moral right to receive a considerable sum of money from the company profit.

LEARN ABOUT: Best Data Collection Tools

• Explanatory: Causal research or explanatory research is conducted to understand the impact of specific changes in existing standard procedures. Running experiments is the most popular form. For example, a study that is conducted to understand the effect of rebranding on customer loyalty.

Here is a comparative analysis chart for a better understanding:

It begins by asking the right questions and choosing an appropriate method to investigate the problem. After collecting answers to your questions, you can analyze the findings or observations to draw reasonable conclusions.

When it comes to customers and market studies, the more thorough your questions, the better the analysis. You get essential insights into brand perception and product needs by thoroughly collecting customer data through surveys and questionnaires . You can use this data to make smart decisions about your marketing strategies to position your business effectively.

To make sense of your study and get insights faster, it helps to use a research repository as a single source of truth in your organization and manage your research data in one centralized data repository .

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

Qualitative research is a method that collects data using conversational methods, usually open-ended questions . The responses collected are essentially non-numerical. This method helps a researcher understand what participants think and why they think in a particular way.

Types of qualitative methods include:

• One-to-one Interview
• Focus Groups
• Ethnographic studies
• Text Analysis

Quantitative methods deal with numbers and measurable forms . It uses a systematic way of investigating events or data. It answers questions to justify relationships with measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

Remember, it is only valuable and useful when it is valid, accurate, and reliable. Incorrect results can lead to customer churn and a decrease in sales.

It is essential to ensure that your data is:

• Valid – founded, logical, rigorous, and impartial.
• Accurate – free of errors and including required details.
• Reliable – other people who investigate in the same way can produce similar results.
• Timely – current and collected within an appropriate time frame.
• Complete – includes all the data you need to support your business decisions.

Gather insights

• Identify the main trends and issues, opportunities, and problems you observe. Write a sentence describing each one.
• Keep track of the frequency with which each of the main findings appears.
• Make a list of your findings from the most common to the least common.
• Evaluate a list of the strengths, weaknesses, opportunities, and threats identified in a SWOT analysis .
• Prepare conclusions and recommendations about your study.
• Act on your strategies
• Look for gaps in the information, and consider doing additional inquiry if necessary
• Plan to review the results and consider efficient methods to analyze and interpret results.

Review your goals before making any conclusions about your study. Remember how the process you have completed and the data you have gathered help answer your questions. Ask yourself if what your analysis revealed facilitates the identification of your conclusions and recommendations.

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How to Become a Research Psychologist

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

Why Become a Research Psychologist

What do research psychologists do, where do research psychologists work, research psychology careers.

What do you do if you love psychology but have no interest in working in mental health? Fortunately, psychology is a very diverse field, and there are plenty of opportunities. One that you might consider is becoming a research psychologist.

Consider the following question from a reader:

" I love psychology, which is why I'm currently working on my bachelor's degree in psychology. I don't want to work in mental health, so my ultimate plan is to become a researcher. While I know that this means I will probably need to go to graduate school, I'm not quite sure exactly where to begin. What type of psychology degree do I need if I want to work in research?"

At a Glance

What do you do if you love psychology but don't want to become a therapist or work in mental health? You might consider becoming a research psychologist. These professionals conduct research and may work in various settings, including universities, research labs, the military, government agencies, and private businesses.

This scenario is not at all uncommon in psychology. Many students love the subject, yet are not at all interested in working in mental health settings. Experimental fields are great options for people who are fascinated by psychology and enjoy performing research.

As a psychology student , you've probably already gotten a taste of just how diverse the field can be. This can be a great thing because it allows for so many different career paths and options, but it can also be confusing for students as they struggle to select an educational path.

Just like many other areas of psychology , becoming a research psychologist is not a "one size fits all" career. There are actually many different degrees that you could potentially pursue.

Start by taking into account what type of research you want to perform and what specific topics interest you the most.

In order to decide if this field is right for you, it is important to first understand exactly what these professionals do:

• Also known as experimental psychologists , research psychologists study a broad range of human and animal behavior.
• They design and conduct experiments exploring how people act, think, behave, interact, learn, feel, and perform under different conditions.
• They also design studies and evaluate research for flaws and bias.
• This can encompass an enormous range of topics, including memory , attention, cognition, decision-making, perception, and just about any psychological topic you can think of!

If you enjoy research and still want to work in mental health, there are also mental health professionals who perform research and conduct studies in clinical settings.

Educational backgrounds and requirements for experimental psychologists can vary depending upon where you want to work.

In most cases, you will start by earning a bachelor's degree in psychology. Some students may then choose to earn a master's, but many will go on to receive a doctorate degree.

Bachelor's Degree

Many students interested in becoming research psychologists begin with a bachelor's in psychology . However, some come from a background in a related area such as social work or even from an entirely unrelated degree area altogether.

Remember, it is possible to switch to psychology for graduate school , even if your undergraduate degree is in an unrelated subject.

Master's Degree

In some cases, students might then choose to pursue a master's degree in experimental psychology. However, it is important to note that job opportunities are generally more limited with a master's degree, which is why many opt to instead go on to earn a doctorate degree in psychology .

Doctorate Degree

While you might think you are limited to earning a PhD in experimental psychology, there are actually many different options that you might opt to pursue.

For example, if you are interested in studying the human brain, you might earn a degree focused on neuropsychology. Have an active interest in social behavior? Then, you might want to consider a doctorate in social psychology .

How to Get Started

While you might not be exactly sure about what specialty you want to pursue, you can now do plenty of things to prepare for your future as a research psychologist . Start by taking as many undergraduate courses in research methods , statistics , and experimental design as possible.

Sign up for research opportunities through your school's psychology department and consider signing up as a research assistant. It's a great way to gain valuable experience while earning college credits.

As you can see, research is something that plays a significant role in virtually every field of psychology . Your goal now is to determine which particular specialty area interests you the most and exactly where you might want to work someday.

Research psychologists are employed in a wide range of sectors, including private research firms, universities, corporations, the military, and government agencies.

So what kind of jobs will you be able to get as a research psychologist? While there are many different options, a few that you might consider include:

College Professor

Many research psychologists work at colleges and universities, teaching undergraduate and graduate students and conducting research.

Research Analyst

A research analyst evaluates data that has been collected. This career involves performing statistical analyses and managing data to ensure it is collected, recorded, and analyzed properly.

Research Scientist

A research scientist conducted grant-funded research. They are often the lead investigators of a study and are responsible for hiring assistants, managing projects, designing experiments, writing journal articles, and sharing the results of their experiments.

If you enjoy research and aren't interested in working in the field of mental health, a career as a research psychologist might be a great choice for you. To enter this field, you should focus on earning an undergraduate degree in psychology before going to graduate school to get your doctorate. Taking coursework in statistics and research methodology can help, but you should also take advantage of any opportunity to participate in research.

Bishop DV. The psychology of experimental psychologists: Overcoming cognitive constraints to improve research: The 47th Sir Frederic Bartlett Lecture .  Q J Exp Psychol (Hove) . 2020;73(1):1-19. doi:10.1177/1747021819886519

Smith KV, Thew GR. Conducting research in clinical psychology practice: Barriers, facilitators, and recommendations .  Br J Clin Psychol . 2017;56(3):347-356. doi:10.1111/bjc.12142

Scholtz SE, de Klerk W, de Beer LT. The use of research methods in psychological research: A systematised review .  Front Res Metr Anal . 2020;5:1. doi:10.3389/frma.2020.00001

American Psychological Association.  Pursuing a Career in Experimental Psychology . Updated March 2014.

The Princeton Review.  Experimental Psychology .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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How to Find Research Opportunities with College Professors

This article was written based on the information and opinions presented by Alexandra Johnson in a CollegeVine Livestream. You can watch the full Livestream for more info.

What’s Covered:

Consider your age and experience, how to reach out, highlight your qualifications.

Research experiences can set you up for success during college and beyond. If you can secure an opportunity with a professor, not only will you develop a relationship with a potential mentor, but you’ll also have hands-on exposure to real-world work.

So, how do you find research opportunities with college professors? And how and when can you reach out? Is high school too early to start?

It’s certainly possible — you just have to find the right professor who has the availability to take you on. It helps if you have some experience, even just in the classroom. For example, if you’ve completed AP Biology and AP Environmental Science, then you might have a case for demonstrating your readiness for real research.

That said, a professor isn’t going to want to have to hold your hand and take you through every step of the research process. You need to think of it not as a guided project, but as a job— you’ll essentially be doing independent research with them as the mentor. You may even be in charge of coming up with the idea and concept.

Networking will come in handy here. You may not end up doing research with a professor at all, but they can direct you to someone with more time and willingness, such as a graduate student. In fact, graduate students tend to have more availability to mentor you. 

For instance, they might be able to give you small tasks here and there where you can contribute and learn the ins and outs. 

Bear in mind that you’ll need to send a lot of emails. Keep at it. Some people might tell you to reach out at a later date, so make sure you mark your calendar to contact them again. 

When you do reach out, be ready to demonstrate your qualifications. Perhaps you’ve taken a certain class that’s relevant to their work and the field that interests you. Include plenty of details — that will make it more likely for them to see it as a real proposal and take you seriously. 

Even though you’re in high school, be professional — you want to show them why you have potential and why they should want to work with you. It’s a mutual relationship, and it’s one that will serve you well now into the future, as you gain more and more experience with research.

Related CollegeVine Blog Posts

15 Steps to Good Research

• Define and articulate a research question (formulate a research hypothesis). How to Write a Thesis Statement (Indiana University)
• Identify possible sources of information in many types and formats. Georgetown University Library's Research & Course Guides
• Judge the scope of the project.
• Reevaluate the research question based on the nature and extent of information available and the parameters of the research project.
• Select the most appropriate investigative methods (surveys, interviews, experiments) and research tools (periodical indexes, databases, websites).
• Plan the research project. Writing Anxiety (UNC-Chapel Hill) Strategies for Academic Writing (SUNY Empire State College)
• Retrieve information using a variety of methods (draw on a repertoire of skills).
• Refine the search strategy as necessary.
• Write and organize useful notes and keep track of sources. Taking Notes from Research Reading (University of Toronto) Use a citation manager: Zotero or Refworks
• Evaluate sources using appropriate criteria. Evaluating Internet Sources
• Synthesize, analyze and integrate information sources and prior knowledge. Georgetown University Writing Center
• Revise hypothesis as necessary.
• Use information effectively for a specific purpose.
• Understand such issues as plagiarism, ownership of information (implications of copyright to some extent), and costs of information. Georgetown University Honor Council Copyright Basics (Purdue University) How to Recognize Plagiarism: Tutorials and Tests from Indiana University
• Cite properly and give credit for sources of ideas. MLA Bibliographic Form (7th edition, 2009) MLA Bibliographic Form (8th edition, 2016) Turabian Bibliographic Form: Footnote/Endnote Turabian Bibliographic Form: Parenthetical Reference Use a citation manager: Zotero or Refworks

Adapted from the Association of Colleges and Research Libraries "Objectives for Information Literacy Instruction" , which are more complete and include outcomes. See also the broader "Information Literacy Competency Standards for Higher Education."

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Does public opinion polling about issues still work?

The 2016 and 2020 presidential elections left many Americans wondering whether polling still works. Pre-election polls in both years struggled to capture the strength of support for former President Donald Trump and other Republican candidates.

But elections are just one of many topics that polls are used to understand. A new analysis from Pew Research Center examines the accuracy of polling on more than 20 topics, ranging from Americans’ employment and vaccination status to whether they’ve served in the military or experienced financial hardship. The analysis shows that, despite low response rates, national polls like the Center’s come within a few percentage points, on average, of benchmarks from high response rate federal surveys . The closer a poll estimate is to the benchmark, the more accurate it is considered to be. Consistent with past research , polling errors are larger for some topics – like political engagement – that may be related to a person’s willingness to take surveys.

Across the 26 topics asked about in the Center’s new analysis, the poll estimates differed from the U.S. government benchmark by an average of 4 percentage points. Polling was particularly accurate for certain topics like employment, marital status and homeownership. For example, the share of U.S. adults who said they had received at least one COVID-19 vaccine dose by June 2021 was roughly two-thirds based on data from both the Centers for Disease Control and Prevention (66%) and Center polling (67%).

Pew Research Center conducted this study to assess the accuracy of its polls on 26 topics, ranging from Americans’ employment and vaccine status to whether they’ve served in the military or experienced financial hardship. For this analysis, we surveyed 10,606 U.S. adults June 14-27, 2021. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology . Here are the questions used for this post, along with responses, and the methodology of the ATP survey.

To assess the accuracy of the Center’s polls, we compared ATP survey estimates to data from high-quality government sources, such as the American Community Survey, the National Health Interview Survey and the Current Population Survey. The closer a survey estimate is to the government benchmark, the more accurate it is considered to be.

While not perfect, this level of accuracy is usually sufficient for getting a meaningful read of the public’s mood on key issues. Consider the recent debate over “defunding the police.” A 2021 Center poll found that 15% of U.S. adults favor decreasing spending on policing in their area. Such an estimate could be four points too high (19%) or four points too low (11%), but it still conveys the correct overarching narrative that decreasing such spending is not a broadly held view.

In a closely contested election, however, this level of accuracy is not sufficient for reliably determining the winner. It’s also important to note that, in this analysis, polling was less accurate for topics like having a retirement account, receiving food assistance and turning out to vote.

Some topics still prove difficult for polling

In many ways, results from this analysis echo past Center studies gauging the accuracy of polls. Studies in 2012 and 2017 found that, despite low response rates, polling data aligned reasonably well with high-quality government sources.

While accuracy is solid on most outcomes, this research also consistently finds that polls overrepresent people who are active in their communities or are active politically. For example, in the current analysis, about three-quarters of adults polled (77%) said they voted in the 2020 general election, while the actual rate was just two-thirds (66%). 

Another polling challenge identified in this analysis concerns indicators of personal wealth or financial hardship. Out of 26 benchmarks, the largest polling error was for the share of U.S. adults who said they have a retirement account such as a 401(k), 403(b), IRA or some other account designed specifically for retirement savings. The share of adults who said they have a retirement account was overrepresented in the poll (53%) relative to their share in the population (32%), as measured by the Current Population Survey March Supplement.

On other questions, people reporting financial hardship were overrepresented. For example, 19% of those polled reported that their household had received benefits from the Supplemental Nutritional Assistance Program (also known as the food stamp program) in 2020, but government data shows that the actual rate nationwide was lower (11%). Taken together, these results suggest that pollsters have more work to do to represent both ends of the wealth spectrum.

Implications for polling inside and outside elections

The presence of large errors on some variables is a reminder that polling is imperfect, and it is pollsters’ responsibility to investigate such errors when they arise and make efforts to correct them. That said, many professionals in business, politics, religion, education, the news media and other sectors continue to rely on polling data, despite its problems in recent elections. This study provides some evidence as to why. If a poll typically comes within a few percentage points of an authoritative benchmark, it should be able to answer questions such as, “Which issues are Americans most concerned about ?” and “Do more Americans approve or disapprove of the Supreme Court’s recent ruling on abortion?”

Elections are a common way to judge the accuracy of polling. But benchmarking analyses are arguably more suitable when it comes to issue polling. One reason is that issue polls and benchmarks typically consider how all adults in the country feel about an issue. Elections, by contrast, summarize the preferences of only about 40% of the public in a typical midterm contest and about 60% of the public in a typical presidential contest – the approximate shares of eligible adults who actually vote.

Election polls also face an array of challenges that issue polls do not, including the need to predict who among those interviewed will actually vote and the risk that respondents’ stated preference for a certain candidate may change between the survey field period and election day. While errors in the 2016 and 2020 election polls are well documented, a recent Center analysis found that election polling errors are less consequential for issue polls than they might seem. Errors of the magnitude seen in some of the least accurate 2020 election polls would alter measures of opinion on issues by an average of less than 1 percentage point, the analysis found.

One limitation of this analysis is that the polling cited here comes from just one source, Pew Research Center’s American Trends Panel (ATP). But other survey panels that use the same general approach – by recruiting Americans offline and interviewing them online – provide data quality similar to the ATP.

Such surveys, however, represent just one part of the polling landscape. Many public opinion polls are still conducted by telephone using randomly-drawn samples or, even more common, are conducted online using opt-in samples . This substantial diversity in the polling field means that the results from this analysis do not necessarily hold true for any particular poll one might find. In the coming months, a Center report will provide more detail on how different types of online polls perform in this benchmarking assessment.

Assessing bias in surveys requires an objective standard to which survey findings can be compared. The benchmarks used here are drawn from government-funded surveys (or administrative data sources) that are conducted at considerable expense and with great attention to survey quality. But they are surveys nevertheless and therefore are subject to some of the same problems facing the low response rate surveys examined here.

The surveys used as benchmarks in this report have high response rates – on the order of 50% or more. Accordingly, the risk of nonresponse bias is generally thought to be lower for these surveys, though it still exists. Also relevant is the fact that all surveys, no matter the response rate, are subject to measurement error. Questions asked on government-funded surveys are carefully developed and tested, but they are not immune to some of the factors that create problems of reliability and validity in all surveys. The context in which a question is asked – the questions that come before it – often affects responses to it. Similarly, survey items may be subject to some degree of response bias, most notably “social desirability bias.” Especially when an interviewer is present, respondents may sometimes modify their responses to present themselves in a more favorable light. All of these factors can affect the comparability of seemingly identical measures asked on different surveys. Assessing the quality of data is an inexact process at best. It is therefore important to bear in mind that benchmarking provides measures of estimated bias and is highly dependent on the particular set of measures included.

Note: Here are the questions used for this post, along with responses, and the methodology of the ATP survey. Here are sources and details for the benchmarks .

• Survey Methods

Courtney Kennedy is Vice President of Methods and Innovation at Pew Research Center

Andrew Mercer is a senior research methodologist at Pew Research Center

Nick Hatley is a former research analyst focusing on survey methology

Arnold Lau is a research methodologist focusing on survey methodology

What 2020’s Election Poll Errors Tell Us About the Accuracy of Issue Polling

A field guide to polling: election 2020 edition, methods 101: how is polling done around the world, methods 101: mode effects, methods 101: survey question wording, most popular.

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How to Answer “Why Do You Want to Work Here?”

• Preparing Your Answer
• Crafting Your Response
• What Not to Say

Concluding Your Answer

• Why Do You Want to Work Here FAQs

During the application and interview process, hiring managers will ask many essential questions to ensure they choose the right candidate. One of the most common questions is, “Why do you want to work here?”

You’ve probably used a resume builder or cover letter generator to show how your skills will help a company achieve its mission, which landed you the interview. Now, let’s prepare you to have a solid answer to this question and make a great first impression in interviews.

The rest of this guide will outline best practices, common mistakes to avoid, and real-world examples you can use to shape your answer.

Preparing Your Answer to “Why Do You Want to Work Here?”

As you develop your answer to “Why do you want to work here?” or “Why do you want this job?”, you must consider some key aspects. Let’s dive into more details about what employers are looking for with this question and how you can use research to stand out.

Understanding the Question

Employers ask why you want to work for them for a few key reasons. First, it helps them learn how much you know about the company and how you’ll fit in with its workplace culture. Your answer can also help hiring managers determine whether your skills match the requirements of the position you’re interviewing for and see if you’re genuinely interested in it.

Today, employers value personalization highly during the hiring process. After all, when companies get hundreds of applicants for job openings, personalization can be a key factor that makes someone stand out.

Taking the time to learn the hiring manager’s name rather than submitting a cover letter with a generic “Dear Sir or Madam” greeting or learning about some of the essential projects a brand has worked on to reference during the interview shows you’re willing to go the extra mile.

For example, consider someone applying to be a brand manager for a gardening tools retailer. If they express their love of gardening and how they want to help promote the hobby so that more people get into it, that’ll stand out a lot more to a hiring manager than someone who submits a generic AI cover letter without personalization or gives a generic answer about why they’re interested in the position.

So, always aim to personalize and connect when you hear the question, “Why do you want to work here?” or other variations like:

• Why do you want this job?
• Why are you interested in this position?
• Why do you want to work for us?
• Why are you interested in this role?

Research is Key

Just like other parts of the hiring process, such as writing a letter of interest or forming a counter offer letter , you want to do your research. It’ll show the hiring manager you’re prepared and that you have a genuine interest in the role.

Many companies provide extensive information about their mission, vision, and values that can help you answer “Why do you want to work for this company?” or similar questions. You can often find this information on the company website’s About page or in the job description. Then, you can write down key details you want to cover in your answer.

For example, let’s say you’re applying to be a social media manager for a fitness brand that aims to help busy professionals achieve their weight loss goals. You could then tailor your answer to explain how you want to use your graphic design and content planning skills to help the brand grow its online presence, reach more business professionals, and increase its impact.

Personal Connection and Enthusiasm

Have you ever felt really excited about a company you were applying to? Employers appreciate seeing that enthusiasm from applicants when they ask why you want to work for them. It’ll show why you’ll be a great member of their team.

For example, say you’re applying to be a manager at an amusement park you loved going to as a kid. You could use that connection to form part of your answer for why you’re interested in the job, such as how you want to create an atmosphere that helps kids today have the experience at the park that you once did.

You could also connect your hobbies and interests to the job duties you’ll be performing. For instance, someone who enjoys cooking and baking could use that hobby to show why they’ll make an excellent sales clerk at a store that sells kitchen appliances since they’ll be able to emphasize the practicality of key features and benefits of the products while helping customers.

Some other ways you could connect and show enthusiasm about a company are:

• Explain how your values align with their mission
• Mention a project the brand worked on, or a product they released that you felt had a significant impact
• Talk about why you want to get into the role you’re applying for or the company’s industry

When you’re having trouble connecting with a job, you may need to take a step back. Ask yourself, “Why do I want to work here?” and write down any ideas that come to mind to develop your answer.

Showcasing Your Fit

Once you’ve researched the company and found your personal connection, the final key piece of the puzzle is demonstrating your professional fit with the role. That includes how your skills and experiences make you right for the position and presenting how it aligns with your career goals.

Like choosing your resume skills , the job description will help you identify the right abilities to emphasize in your “Why do you want to work here” answer.

When choosing skills to discuss, remember that it’s important to customize this answer to each company’s needs. For instance, one company hiring an HR manager may need a recruiting specialist, while another will need someone to optimize the onboarding process. A tailored answer will help you stand out for each one during your interview.

After identifying the right skills, you can usually combine those to show how the job aligns with your overall career goals.

For entry-level applicants, the way you express your goals while explaining why you want to work for a company may be similar to what you’d put in a resume objective . For example, you could express your eagerness to break into a specific field or to continue growing the skills you gained through school.

As you gain experience, your career goals should evolve. Experienced applicants may want to emphasize their desire to continue growing their leadership abilities when applying for management positions or how they want to take on more challenging projects as they apply for more technical roles.

Throughout your career, continually ask yourself, “Why am I interested in this job, and why is it a good fit for me?” It’ll ensure you’re applying for the right positions that align with your goals.

Crafting Your Response to “Why Do You Want to Work Here?”

Now that you understand the main things to consider with this question, let’s put it all together. Here’s a guide on structuring your answer cohesively, followed by some “why do you want to work here” sample answers to use for inspiration. Think of them as being similar to resume templates or resume examples when crafting your resume.

Structuring Your Answer

Once you’ve done your research, connected your passions to the role, and determined why it’s a good fit for your career goals, you’ll be sitting with a lot of good information. However, you want to avoid having your answer be too long or feeling disorganized.

Typically, a good length for your answer to why you want to work for a company will be around 100-150 words. This length ensures it’s concise while still containing enough details to make you stand out. While you won’t be able to read from a script during your interview (and it wouldn’t sound natural or genuine), it can be helpful to write something out ahead of time so you can practice and have an idea of what you want to say.

Combining some details you want to cover will help you avoid an unnecessarily long or disorganized answer. For example, you could combine your passion for a company’s mission with the top skills that make you a great fit, such as how you’re eager to use your customer service skills to help a medical center provide great service to patients during difficult moments.

Honesty is also important when forming this answer. While it can be tempting to bend the truth, people can usually feel it when you’re being ingenuine–especially hiring managers who interview and talk to a lot of people. So, stay true to yourself to ensure you make a great impression.

Mock Interview Scenario for a Kindergarten Teacher:

Imagine you’re interviewing to be a kindergarten teacher at Maplewood Elementary School. They put a big emphasis on developing social skills within their early education program. They’re seeking an applicant familiar with group and project-based learning to guide students during the beginning stages of their educational path.

Interviewer: “Thank you for taking the time to speak with me today. After reviewing your resume, I’m impressed with your experience in elementary education. The first question I like to ask applicants is, why are you interested in this role?

Your Task: Provide a detailed response that showcases your early-age education skills and emphasizes the social learning side that Maplewood Elementary focuses on. You should show that you’ve done your research about the school and that you’re passionate about what they’re doing.

Guidelines for Your Answer:

• Begin with your research: Present what stood out to you about Maplewood Elementary during your research, such as their data showcasing higher learning retention rates at the middle school and high school levels after implementing their early-age social learning program.
• Connect your passion: Explain your passion for early-age teaching and your desire to help students learn essential social skills as they begin their educational journey.
• Highlight relevant teaching skills and experience: Discuss how your early childhood education degree and previous elementary teaching jobs make you a great fit.
• End with your career goals: Address why being a kindergarten teacher at Maplewood Elementary is the ideal next step as you grow your career.

Example Answer: “I recently came across the study that the Maplewood school system published a couple of months ago about how your social learning program has led to 20% higher learning retention levels as students advance into middle and high school. That also aligns with data the Minnesota Board of Education has published in the past, which has influenced my teaching style heavily, where I’ve aimed to focus more on group and project-based learning to provide my students with those same skills that will help them in their later years. Upon seeing your kindergarten teacher job opening, I was excited to apply. I’d be eager to work for a school that aligns well with my teaching methodologies while contributing to your efforts to provide students with the best learning environment.”

Engineering

Mock Interview Scenario for a Process Engineer:

You’re interviewing for a process engineering role at Precision Dynamics. You’ve recently completed your master’s degree in engineering after you’ve worked in the industry for the past four years and are looking for an opportunity to utilize the new skills you’ve picked up in school. Precision Dynamics has been innovating elevators for commercial buildings in New York and is seeking applicants with advanced skills in gearless drives, predictive maintenance, and regenerative drives.

Interviewer: “Thank you for joining us today. Our team was impressed with your mechanical engineering knowledge when we reviewed your resume. To start, I’d like to ask why do you want to work with us at Precision Dynamics?

Your Task: Craft an answer that showcases your passion for what Precision Dynamics is doing with their innovations to commercial elevators and why your skills are an excellent fit for the role as you continue growing your career.

• Show you did your research: Present information you found about the company that caught your attention, such as your impressions of its new AI-powered elevators, which are capable of predictive maintenance.
• Add your passion for the role: Explain how you connect with the role and Precision Dyanamics’ mission of making elevators in New York safer and more efficient.
• Highlight your engineering skills and experience: Detail what skills you’ve gained while pursuing your master’s degree and how previous process engineering roles have contributed to your abilities.
• End with your career goals: Discuss why working on innovative projects with Precision Dynamics is the ideal next step in your career path.

Example Answer: “After completing my master’s degree in engineering from NYU, I’ve been seeking an opportunity that will challenge me and help me continue growing my skill set. I’ve been impressed with what Precision Dynamics has been doing with your innovations for commercial elevators in New York and desire to push the boundaries with what is possible. Specifically, your new SmartLift AI Elevator System with predictive maintenance to improve safety ratings by 35% caught my attention. I’d be excited to use my growing skills in gearless and regenerative drives and predictive maintenance to help your company achieve its goal of making navigating New York skyscrapers safer and more efficient for everyone in our community.”

Finance/Accounting

Mock Interview Scenario for a Chief Compliance Officer:

You’re interviewing for a chief compliance officer role at Sterling Trust, a national financial institution that provides banking solutions, loans, and financial advisement. They’re seeking a candidate to help maintain strict regulations and provide accurate service. With your experience as a compliance analyst and specialist, you want to present the right skills to showcase why you’re ready to step into a chief compliance role.

Interviewer: “Thank you for stopping in. I was impressed with your experience in previous compliance roles when I reviewed your resume. My first question is, why do you want to work for us?”

Your Task: Provide an answer showcasing your passion for Sterling Trust’s mission of providing an unmatched customer experience while showing you have the right skills to step up into the lead role of chief compliance officer.

• Begin with your research: Compliance professionals need to be detailed, so show you took your time to research Sterling Trust’s financial services and know what they’re looking for in the role, such as complex ETF management and internal audit planning.
• Present your passion for their mission: The customer is at the heart of everything Sterling Trust does, so explain how your role as a compliance officer will benefit the overall customer experience.
• Add your financial skills and experiences: Your accounting knowledge and experience as a compliance professional have prepared you for the job, so present specific details that make you the right fit.
• Finish with your career goals: Explain why Sterling Trust is the right fit for you as you seek to further your career as a chief compliance officer.

Example Answer: “Having worked as a compliance specialist and analyst for banks and financial advisors over the last 12 years, I’ve learned that the customer is the most essential part of everything we do in this industry. I’m excited about working with Sterling Trust since your organization possesses those same values with your AAA rating from the Better Business Bureau and maintaining 97% positive customer satisfaction scores over the past decade. Using my leadership skills to coordinate internal audits where I’ve been able to maintain 99% recording accuracy in previous roles and my detailed ETF management protocols, I believe Sterling Trust would be the ideal organization to help me continue expanding my skill set as I look to step into a bigger leadership role.”

Sales/Marketing

Mock Interview Scenario for an Entry-Level Outbound Sales Rep:

Imagine you’re interviewing for an entry-level outbound sales role with Essential Catering Solutions. They prepare and deliver large, gourmet meals for local business functions, weddings, funerals, and other major events in people’s lives. They’re seeking outbound sales reps who can generate more leads and land deals with local businesses.

Interviewer: Thanks for stopping in. We’re excited about your interest in joining our outbound sales team. My first question is, why do you want to work here?

Your Task: Having just graduated from high school, you don’t have much work experience. You’ll need to craft an answer that shows passion for what Essential Catering Solutions is doing, presents relevant skills you do have, and explains why you want to start your career in a sales role.

• Show you did your research: Sales reps need to be knowledgeable about the products or services they’re promoting, so show you’ve done your research about Essential Catering Solutions. For instance, you could discuss their diverse menu for many dietary needs or fast delivery solutions.
• Add your passion: Explain why you’re passionate about Essential Catering’s mission for top-quality food and service during significant events in people’s lives.
• Explain your skills and experiences: While you don’t have outbound sales experience, showcase relevant skills that will transfer over, like the customer service abilities you gained while working as a grocery clerk.
• Finish with your career goals: Detail why you think working as an outbound sales rep is a great fit as you begin your career.

Example Answer: “While searching through job posts, Essential Catering Solutions’ mission of providing excellent food and service for your customers’ biggest life events caught my attention. It made me think about different events in my life, such as my sister’s wedding this past year, where everyone connected during the reception through a good meal delivered by a catering service. I’d be excited to use my skills in customer service and deep attention to detail to make a similar impact by connecting with local businesses in our community. I’m eager to learn and grow with Essential Catering Solutions as I develop essential lead generation and solution selling skills for this role, which I’m confident will take me far in my career.”

Health Care

Mock Interview Scenario for an ICU Nurse:

You’re interviewing to be an ICU nurse at Crestview Regional Medical Center. Their mission is to provide modern, effective, and caring service to everyone who comes to the center in a distressful situation. They’re seeking knowledgeable nurses to add to their ICU staff.

Interviewer: “Thank you for taking the time to stop in and talk with us. When we reviewed your resume, we were very interested in your background. Why are you interested in this position?”

Your Task: Your professional background puts you in an interesting position. You started the first five years of your career as a middle school teacher and have decided to complete your RN and enter the healthcare industry. Your answer should present why you’re making this transition and what makes you passionate about what Crestview Regional Medical Center is doing.

• Present your research: Show you’ve researched what Crestview Regional Medical Center does, such as its innovations in critical care practices, and your knowledge of what you’ll be performing on the job.
• Add your passion: Explain how Crestview Regional’s mission of modern, caring, and effective service made you interested in applying.
• Explain your nursing skills and experiences: Discuss skills you’ve gained while obtaining your RN license and during nursing internships.
• Discuss your career goals: Address your transition into nursing and why you believe Crestview Regional is a good fit to help you achieve your career goals.

Example Answer: “When I was researching positions to apply for, I was impressed by Crestview Regional Medical Center’s desire to innovate to provide better and more accurate care for your patients. While I enjoyed the impact I made as a teacher earlier in my career, I decided to pursue my RN to get into healthcare after my mom was in a car accident a few years ago. Seeing the great care that the local ICU team put into place and their use of modern technology, like handheld ultrasound units for faster diagnosis and treatment, helped my mom during that scary moment and made me want to help out and make a similar impact. I’d be eager to use the diagnostic and emergency response skills I’ve gained during my nursing internships and while getting my RN at a caring organization like Crestview Regional.”

Mock Interview Scenario for a Lead Cybersecurity Engineer:

You’re applying to be the lead cybersecurity engineer at WealthStream. They’re a startup that has developed an app to make personal financial management more accessible for the average person. The company is seeking a security engineer to ensure their customers’ information stays safe while using the app.

Interviewer: “Thanks for taking the time to speak with me today. I was impressed by your resume and previous experiences in cybersecurity. My first question is, why do you want this job?”

Your Task: Since this is a small startup, you’re aware that the hiring manager doesn’t know much about in-depth practices like intrusion detection and digital forensics. So, you must shape your answer to make your impact easy to understand while showcasing your passion and skills that make you a great fit.

Administration

Mock Interview Scenario for an Executive Administrative Assistant:

You’re interviewing for an executive administrative assistant job at United Horizon Enterprises. This multinational manufacturing corporation aims to make production processes more energy-efficient to reduce environmental impacts worldwide. In this role, you’d assist their CFO by scheduling meetings, coordinating travel, and handling correspondence.

Interviewer: “Thank you for joining us today. To get to know you a bit better, why are you interested in working for us at United Horizon Enterprises?”

Your Task: You’ve worked in many administrative assistant roles but never at the executive level. You’ll want to give an answer that shows you have the right skills to manage the high-level tasks you’ll be completing in the role while showing your passion for United Horizon’s green manufacturing initiatives.

• Start with your research: Begin by referencing some things you learned about the company during research, such as how you were impressed with their innovations in renewable energy with their use of wind turbines and geothermal heat in their facilities.
• Add your passion: Explain why you’re passionate about United Horizon’s mission for greener manufacturing and sustainability.
• Reference your skills and experiences: Showcase how your previous roles as an administrative assistant have equipped you for the responsibilities you’ll carry out in this position.
• Explain your career goals: Address why being an executive assistant at United Horizon Enterprises will be the ideal next step in your career.

Example Answer: “I’ve always been very passionate about limiting my ecological footprint to ensure a more sustainable future, doing things in my everyday life like carpooling, walking places when I can, or bringing reusable bags to the grocery store. I’d be excited to work for a business like United Horizon Enterprises that aligns with those same values. Your renewable energy project particularly caught my attention, adding wind turbines and geothermal heat to power your facilities. I’d be excited to do my part in assisting the CFO’s scheduling and managing correspondence for the financial teams to keep your operations running smoothly for ongoing progress. I’m confident this organization will be right for me as I look to grow my career and get into an executive assistant role.”

Mock Interview Scenario for an Entry-Level Personal Injury Attorney:

You’ve completed your JD and your first internship. Now, you’re seeking an entry-level attorney role and have landed an interview with Carter & Associates Legal Group, a personal injury law firm focusing on medical malpractice cases. They aim to enforce medical regulations for safer healthcare and provide justice for those injured during medical treatment.

Interviewer: “Thank you for taking the time to meet with us. To get things started, could you tell us about yourself and why you’d like to work here?”

Your Task: As an entry-level applicant, you don’t have much experience, so you’ll want to show how your previous internship and time in law school have prepared you with the necessary skills. Your answer should also connect with Carter & Associates’ mission to enforce medical regulations for a safer healthcare space.

• Present your research: Like any legal case, you should study the law firm you’re interviewing with. Discuss anything that stood out to you about Carter & Associates, such as their high success rates in medical malpractice cases.
• Share your passion: Explain how you connect with the law firm’s mission and why you’d like to get into personal injury law.
• Explain your skills and experiences: Present how your time in law school has equipped you for the role, as well as any experiences during your internship.
• Discuss your career goals: Share why you think an entry-level attorney role at Carter & Associates is the ideal next step of your legal career.

Example Answer: “When I decided to go to law school and become an attorney, the primary factor was knowing how enforcing the law can positively impact society as a whole. Your mission at Carter & Associates Legal Group speaks to me since you want to improve the medical field by enforcing regulations and providing justice so everyone feels safer when they receive healthcare. I’d be eager to use the litigation and alternative dispute resolution skills I’ve picked up during law school to contribute to your law firm’s cause. I’m confident that with your 70% success rate on cases, I’d be able to learn a lot and grow as an attorney while working on these cases.”

Food Service

Mock Interview Scenario for a Head Chef:

You’re interviewing for the head chef position at Ember & Oak Steakhouse. You’ve been in the industry for 11 years and are ready to pursue this role at a five-star restaurant whose mission is to provide the finest upscale dining experience in Boston, Massachusetts.

Interviewer: “We appreciate you taking the time to meet with us today. I’m very impressed with your culinary experience and was wondering, what about this job attracts you?”

Your Task: You have tons of experience as a chef that you’ll need to condense into a concise answer combined with your connection to the restaurant’s mission and why it’s the right step for your career.

• Share your research: Even though you’ve landed several jobs as a chef, think of this like learning a new recipe. Ensure you have done enough research about Ember & Oak to discuss things that stand out, such as their specialty Wagyu Beef, which gets rave reviews from customers.
• Mix in your passion: Share how your love for cooking will help Ember & Oak achieve its mission of the finest dining experience in Boston.
• Add your experience and skills: Mention how your previous experiences as a chef and skills in food safety and kitchen management will make you the ideal fit.
• Mention your career goals: Explain why the Ember & Oak Steakhouse is an excellent step for your career, such as your desire for a new challenge working with the finest cuts of beef.

Example Answer: “After working in the culinary industry for 11 years, the highest priority for me has always been ensuring quality in everything my team prepares. Everyone knows how disappointing it is to go to a restaurant and have the food you’re served feel subpar. It can ruin your whole night. Therefore, your mission to provide Boston’s finest upscale dining experience resonated with me. From top-notch ingredients like only using USDA-certified wagyu beef to being named the best steakhouse in Boston for the past three years, I know your restaurant goes all in on quality. I’d be excited for the challenge of working on the finest cuts of beef with immense detail while being able to use my food safety and kitchen management skills to help you continue your success.”

Mock Interview Scenario for a Sports Journalist:

You’ve landed an interview for a journalist role at Endzone Sports Media. Their mission is to provide the most accurate and unbiased sports news for people around the world. With the NFL draft coming up and a new football season not too far away, they’re looking to add a talented interviewer and writer to their staff.

Interview: “Thanks for taking the time to meet with me. I was really impressed when I reviewed your portfolio. My first question is, why would you like to work with us?”

Your Task: You’ve been working as a freelance journalist for the last five years but are now ready to transition into a full-time role with a publication. You’ll want to provide an answer that shares your passion for what Endzone Sports Media is doing and why you’re ready to take this next step in your career.

• Start with your research: As you would do with an article, you must be prepared with enough research for your interview. Presenting something like an article or series you enjoyed from Endzone Sports Media would be a great idea.
• Share your passion: Detail your passion for sports journalism and why you’d be excited to contribute to Endzone Sports Media’s mission of accurate and unbiased sports news.
• Add your experience and skills: Explain how contributing to other publications and writing on newsworthy sports topics has prepared you for the role.
• End with your career goals: Discuss why landing this role on Endzone Sports Media’s reporting crew would be a great next step for your career.

Example Answer: “I’ve always been a big sports fan, keeping up on the latest news about football, baseball, golf, and more. Endzone Sports Media really grabbed my attention a couple of years ago when you released your Top 30 Before the NFL Draft series, in which you interviewed all the top draft prospects for that year. Reading that made me feel so much more connected with the draft while it was happening, and it’s those kinds of projects that your publication works on that I’d be excited to contribute to. Having been in the industry as a freelance journalist for the last five years, I’ve refined my skills in interviewing, digital multimedia storytelling, and research, which I’m confident will contribute well to your mission of accurate and unbiased sports news. I’d be eager to join your reporting team to continue growing as a writer and storyteller.”

Mock Interview Scenario for an Assistant Department Manager:

You’re being interviewed for the assistant clothing department manager job at Vista Ridge, a retailer specializing in trendy and fashion-forward designs. They’re seeking an assistant manager who can help with scheduling and inventory management as they continue expanding their clothing selections.

Interviewer: “Thank you for joining us. To learn more about you, could you tell us about yourself and what made you interested in working here?”

Your Task: You’re in a unique position since you have a gap in your work history, having been a stay-at-home parent for the last four years. You’ll want to craft an answer that explains why you’re returning to the workforce, your passion for Vista Ridge’s fashion-forward designs, and why your skills make you the right fit as an assistant department manager.

• Share your research: Show that you know about the Vista Ridge brand and what grabbed your attention about what they do, such as their use of 3D printing to create more intricate clothing designs.
• Connect your passion: Explain why you’re passionate about Vista Ridge, such as how you’ve had great experiences shopping at their store or your appreciation of their trendy clothing.
• Add your retail experience and skills: Detail how your previous experiences working in retail stores on inventory and scheduling will make you successful.
• Discuss your career goals: Present why working at Vista Ridge is the ideal choice as you look to get back into the workforce and grow your career.

Example Answer: “Every time I’ve shopped at Vista Ridge, I’ve had an amazing experience. From your friendly staff to the organized displays, your team makes the shopping experience easy. Not to mention, your trendy designs, like the 3D-printed lace patterns you do, always stand out to me. I’ve been a stay-at-home mom for the last four years, but now that my son is in school, I’m ready to start working again, and Vista Ridge seems like the ideal choice for growing my career. I’m confident my abilities will make me a great fit as your assistant clothing department manager. I’m very proficient with the Lightspeed Retail inventory interface and have studied up on the program’s latest updates. I also have over five years of scheduling experience from previous department manager roles. I’d be eager to use my skills and experience to help you stay on track as you expand your clothing line.”

Logistics/Maintenace

Mock Interview Scenario for a Construction Project Manager:

You’ve landed an interview for a construction project manager position with Summit Builders. They specialize in hotel, restaurant, and supermarket construction projects and aim to build using innovative materials like carbon composites and 3D-printed concrete to create more sustainable buildings.

Interviewer: “Thank you for meeting with me. I reviewed your resume and was really impressed with the previous commercial projects you’ve worked on. What made you want to apply to work with us at Summit Builders?”

Your Task: Provide an answer sharing your familiarity with Summit Builders’ commercial construction process, your passion for their mission, and how your skills fit their needs.

• Start with your research: Detail what grabbed your attention when applying to work with Summit Builders, such as their innovative use of carbon composites and 3D-printed concrete.
• Add your passion: Explain why you’re passionate about their mission, such as your desire to work on modern sustainable buildings.
• Detail your construction experience and skills: Discuss how your previous experiences managing timelines and overseeing construction crews will make you the ideal fit.
• Reference your career goals: Mention how Summit Builders would be an excellent choice for growing your career by working on these dynamic projects.

What Not to Say to “Why Do You Want to Work Here?”

Now that you know the basic guidelines for answering why you’d like to work for a company, let’s quickly review some common mistakes that you should avoid.

Common Mistakes

Overall, the most common mistakes from job seekers are giving an answer that sounds too generic or not providing enough details. Here’s an example of what that would look like:

“After getting my marketing degree, I’m eager to land a job in the digital marketing space. This looks like it would be a great company to work for as I begin my career.”

While this answer is a decent start, it doesn’t make enough of a connection since it doesn’t mention any details about the company or the applicant’s skills.

You also want to ensure you aren’t being too basic with your reason for wanting to work for a company. When employers hear applicants say the main reasons they want to work there are the pay and benefits or how they appreciate the hybrid work schedule, it can feel too impersonal.

While employers don’t necessarily mind hearing that they have competitive compensation, it doesn’t show any passion for what the company actually does or the tasks you’ll be performing day to day. So, aim to dig into more of those aspects instead while answering this question.

It’s important to conclude your answer to “Why do you want to work here?” on a strong note.

A great way to keep the hiring manager engaged is to encourage further questions or follow-ups, such as saying, “I’m excited to discuss in more detail what my daily role with this company would look like.” This will show your continued interest in learning about the position.

Since you’ll have to answer this question quickly during the interview, preparing beforehand is also helpful. Using the mock interview scenarios above, you can start to come up with your own sample answers to this question. Practicing with a friend or family member before the interview can help, too.

While you likely won’t get much feedback after an interview, there are some cues to evaluate how you did. For example, you could look at the hiring manager’s facial expressions or whether they asked for more details about your answer after you gave it. These clues will help you refine your answer over time.

Overall, this is an important answer to emphasize during an interview. It can get you off to a great start, showing your interest in a company and passion for what you’ll do on the job. A good connection with the role can be the difference maker that leads to you standing out and getting hired.

To ensure the most success, remember:

• Do your research beforehand
• Find your connection with the company’s mission
• Review the job description to understand the top skills the company is seeking
• Don’t stretch the truth
• Avoid answers that sound too generic

With these tips in mind, you’ll be on your way to landing your next job!

“Why Do You Want to Work Here?” FAQs

When employers ask why you want the job, they’re looking for you to show interest and passion for the role you’re interviewing for. You can discuss your connection to the company’s mission, reference projects they worked on that stood out to you, or the skills you’d like to use in the role.

The ideal length if you were to write it out is about 100-150 words. That would take you about a minute if you were to voice your answer out loud. Aim to keep it concise and impactful while adding enough essential details about the company’s mission and your skills to make your answer stand out.

The job description, the About page on the company’s website, or its social media pages usually contain a lot of good information about what the company does. Some sections that typically stand out are mission statements, product or service descriptions, or origin stories.

When a hiring manager asks what you bring to the company, they’re usually looking for you to showcase some essential skills you have that align with the job description. Try to do some research and review the job description before the interview to identify some skills you can reference.

Even without experience, you can still make a great connection with a company by showing your passion for its mission and values. You can also reference skills you picked up in school or transferable abilities from hobbies or volunteer work that apply to the role.

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Exercising during the morning, afternoon or evening can affect your workout. Here's how to find the best time to exercise.

For many people, early morning or late evening is the only time of day to exercise. Which is best?

I've always heard that exercising first thing in the morning is ideal, but others say a nighttime workout benefits them more. Is one time  really better than another, and why?

Regardless of when you work out, there are many health benefits from moving regularly, like improving your heart health , getting stronger or even improving your endurance . Most people decide to exercise when it best fits their schedule, so oftentimes they can't help the time of the day they choose to be active.

Research has shown that the time of day you choose to exercise can affect your workout in various ways. Here's how to determine what's best for you based on the latest data.

The best time of day to exercise is whenever you can do so consistently.

The best time to exercise is whenever you can 

Let's get this out of the way first: The best time to work out is whenever you can. We don't all have schedules that allow for a 90-minute workout, green smoothies with collagen and a 20-minute session with a Theragun , unfortunately. 

If your only time of day to exercise is before work, then morning is best. If you reserve physical activity for packed evenings, there's a good chance you won't ever get to it. 

Likewise, if you can only squash 20 minutes of exercise into your day right before you get ready for bed , that's the best time to work out. 

I want to add a note on consistency: The best time to exercise is whenever you can, but the absolute best  time of day to exercise is the time you can stick with for days, weeks and months.

For example, if you're the person who only has 20 minutes at night, but you keep finding yourself skipping it, ask yourself if there's a way you can fit it into your morning instead. Perhaps you go to bed 20 minutes earlier and wake up 20 minutes earlier -- now you're still getting in your 20 minutes of exercise; it's just shifted your schedule a tad. 

The fact of the matter is that people who exercise consistently see better weight loss and fitness results in the long term. Research also suggests that your body can adapt to regular training schedules , so if you work out every morning, you will probably get a lot better at working out in the morning, and the same goes for nighttime workouts.

That all said, morning workouts and night workouts both have their advantages and disadvantages as evidenced by decades of scientific research -- let's discuss.

Benefits of working out in the morning

Morning workouts truly do have an edge, according to multiple research studies, and offer a list of benefits that might even sway some night owls to get their fitness on in the morning. 

Can help you establish a fitness routine: People who exercise in the morning are often more consistent simply because morning workouts leave less room for excuses . If you work out first thing in the morning, you can't skip it in the evening because duties pile up. 

May improve your sleep cycle: Waking up early might be difficult at first, but research suggests that a morning exercise habit can shift your circadian rhythm so that your body is naturally more alert in the morning and more tired in the evening, so you fall asleep earlier and can exercise in the morning again. Morning exercise also seems to boost deep sleep more than evening exercise, according to some research . Plus, sleep helps facilitate muscle growth, so you might even see more strength gains if your circadian rhythm and sleep cycle improve. 

Might burn more fat: Exercising on an empty stomach -- in the "fasted state" -- is proven to burn more fat than exercising after a meal (in the "fed state"). This happens because your body must utilize fat stores that already exist to fuel exercise, rather than use the food you just ate as fuel. Other research also shows that the " afterburn " lasts longer when you exercise in the morning, which might help you lose weight over time.

Can make you more productive: Research has found that exercising in the morning has a beneficial effect on energy levels, alertness, focus and decision-making, which can translate to a more productive work day .

May boost your mood throughout the day: Morning workouts are a great way to start each day on a high note -- the endorphins or "happy chemicals" your body produces in response to exercise can keep your mood elevated long past your hour-long workout. The sense of accomplishment you get after completing a workout can also set you up for an optimistic day.

You might feel groggy for your morning workout if your alarm wakes you up from deep sleep.

Downsides to morning workouts

Although a morning exercise habit can be a powerful part of a healthy lifestyle, early morning workouts have their drawbacks, too. When you exercise first thing in the morning, a few things can make your workout a little wonky. 

You might be running on low fuel: If you didn't eat enough the evening before, you might find yourself battling serious hunger mid-workout. If you wake up hungry most days, try eating a larger dinner or a small, protein-dense snack before bed. You can also eat a small, carb-heavy snack before your morning workout, such as a banana, to help avoid hunger and hunger-related fatigue. 

You may interrupt deep sleep: Depending on your sleep cycle , an early-morning alarm might puncture deep sleep. This can result in sleep inertia (feeling groggy for a while after you wake up), as well as chronic fatigue if it happens often. 

Physical performance isn't at its peak: Most people don't roll out of bed feeling nimble and fired up. You might experience stiffness in your joints and temporary inflexibility. You should loosen up as you warm up, but studies actually show that certain strength markers, including peak power, are higher in the evening.

It takes longer to warm up: Speaking of warm-ups , there's a key reason you might not feel as strong or powerful during morning workouts: Your core body temperature is lower . This makes warming up crucial for morning workouts -- jumping into a workout, rather than slowly easing in, can result in injury. This is true all of the time, but especially when your body is cooler. Your heart rate is also slower in the morning (that's the best time to find your true resting heart rate ), which also contributes to needing a longer warm-up. 

Benefits of afternoon and evening workouts

I envy those who can fit in a workout between 12 p.m. and 4 p.m. That would be my ideal time to exercise if I could do so consistently. I feel more ready for exercise in the afternoon: more flexible, more mobile and more physically energetic. I also feel stronger and faster. 

For me, those feelings subside around the 5 p.m. mark, but I digress. Most people experience these physiological adaptations throughout the day, which makes the afternoon and evening the best time to exercise for many reasons. 

Your physical performance might improve: Research shows that most people function better, physically speaking, later in the day. Muscle strength, flexibility, power output and endurance are all better in the evening than they are in the morning . Plus, people who exercise in the evening take up to 20% longer to reach the point of exhaustion .

Your body gets warmer as the day goes on: Since your core temperature is warmer later in the day, many people can get into the groove faster for afternoon and evening workouts. You should still remember to warm up.

Hormones are on your side: Testosterone is important for building muscle in men and women, and your body might produce more of it during afternoon workouts than morning workouts , resulting in greater strength and muscle gains.

Late-day exercise can relieve stress: Exercise is always a good way to relieve stress , but working out at night can really help you blow off some steam. The surge of endorphins you get during and after exercise can be a sweet nightcap that helps you wind down before bed. 

Might help replace bad habits: If you have some evening or nighttime habits you want to replace -- like snacking, drinking, smoking or watching too much TV -- allow exercise to swoop in and take their place. Once you get into the practice of exercising at night, you might find yourself surprised that you don't even miss your old habits. 

If you wait until evening to exercise, you might find yourself battling a lack of motivation.

Downsides to afternoon and evening workouts

The above benefits to afternoon and evening workouts might automatically tempt you to designate the latter part of the day to exercise, but you should consider a couple of potential downsides, too. 

Might interfere with sleep: The blanket statement that exercising at night is detrimental to sleep is a myth. That's not true for everyone -- scientists have found that exercising at night may have no effects on sleep at all , and some may even get a better night's sleep -- but some people might experience jitters if they work out too close to bedtime. This generally only applies to intense exercise , like CrossFit or HIIT, as yoga, stretching and other gentle exercises can actually improve your sleep when performed before bed.

May cause problems with consistency: If you're like many people, exercising at night may not work for you simply because you are too tired after a long day. Afternoon and evening workouts might interfere with daily responsibilities, especially if things tend to pile up during the day. If that sounds like you, try shifting your daily routine to fit in a short morning workout. 

Explaining the Department of Labor’s new overtime rule that will benefit 4.3 million workers

The U.S. Department of Labor issued a final rule today making changes to the regulations about who is eligible for overtime pay. Here’s why this matters:

How the overtime threshold works

Overtime pay protections are included in the Fair Labor Standards Act (FLSA) to ensure that most workers who put in more than 40 hours a week get paid 1.5 times their regular pay for the extra hours they work. Almost all hourly workers are automatically eligible for overtime pay. But workers who are paid on a salary basis are only automatically eligible for overtime pay if they earn below a certain salary. Above that level, employers can claim that workers are “exempt” from overtime pay protection if their job duties are considered executive, administrative, or professional (EAP) —essentially managers or highly credentialed professionals.

The current overtime salary threshold is too low to protect many workers

The pay threshold determining which salaried workers are automatically eligible for overtime pay has been eroded both by not being updated using a proper methodology, and by inflation. Currently, workers earning $684 per week (the equivalent of $35,568 per year for a full-time, full-year employee) can be forced to work 60-70 hours a week for no more pay than if they worked 40 hours. The extra 20-30 hours are completely free to the employer, allowing employers to exploit workers with no consequences.

The Department of Labor’s new final rule will phase in the updated salary threshold in two steps over the next eight months, and automatically update it every three years thereafter.

• This is the equivalent of $43,888 per year for a full-time, full-year worker.
• In 2019, the Department updated the salary threshold to a level that was inappropriately low. Further, that threshold has eroded substantially in the last 4+ years as wages and prices have risen over that period, leaving roughly one million workers without overtime protections who would have received those protections under the methodology of even that inappropriately weak rule. This first step essentially adjusts the salary threshold set in the 2019 rule for inflation.
• This is the equivalent of $58,656 per year for a full-time, full-year worker.
• This level appropriately sets the threshold at the 35th percentile of weekly wages for full-time, salaried workers in the lowest-wage Census region, currently the South.
• The salary threshold will automatically update every three years thereafter, based on the methodology laid out in the rule, to ensure that the strength of the rule does not erode over time as prices and wages rise.

The final rule will benefit 4.3 million workers

• 2.4 million of these workers (56%) are women
• 1.0 million of these workers (24%) are workers of color
• The largest numbers of impacted workers are in professional and business services, health care and social services, and financial activities.
• The 4.3 million represents 3.0% of workers subject to the FLSA.

Expanding overtime protections is good for workers and manageable for employers

• The final rule will result in a transfer of $1.5 billion annually from employers to workers in increased pay.
• While that increase in wages will be enormously impactful to affected workers, it represents well under one-tenth of one-percent of total wages and salaries in the U.S. economy. Employers will be more than able to adjust to the rule without negatively impacting the overall economy.
• In addition to increasing pay for many workers, the overtime rule will also reduce excessive hours of unpaid work. Before this update to the salary threshold, the cost to employers of overworking salaried EAP workers who make more than $684 weekly was effectively zero. The concept of overtime pay is designed to protect workers’ most valuable asset—their time—and to push employers to value it too.
• Automatic updating is a smart and easy way to  simply maintain the labor standard established in the proposal. If the threshold is not updated automatically over time, it will steadily weaken as a labor standard until the next rulemaking, covering fewer and fewer workers as the salary distribution naturally rises over time with inflation and productivity growth.
• With automatic updating, employers will know exactly what to expect and when to expect it. They will also be able to get a reasonable sense well in advance of what the next threshold will be, because they will be able to track on a dedicated Bureau of Labor Statistics website how the 35th percentile of full-time salaried worker earnings in the lowest-wage Census region is evolving over time.

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Cool or creepy? Microsoft's VASA-1 is a new AI model that turns photos into 'talking faces'

Impressive lip-syncing

A new AI research paper from Microsoft promises a future where you can upload a photo, a sample of your voice and create a live, animated talking head of your own face.

VASA-1 takes in a single portrait photo and an audio file and converts it into a hyper realistic talking face video complete with lip sync, realistic facial features and head movement.

The model is currently only a research preview and not available for anyone outside of the Microsoft Research team to try, but the demo videos look impressive.

Similar lip sync and head movement technology is already available from Runway and Nvidia but this seems to be of a much higher quality and realism, reducing mouth artifacts. This approach to audio-driven animation is also similar to a recent VLOGGER AI model from Google Research.

How does VASA-1 work?

Microsoft says this is a new framework for the creation of lifelike talking faces and specifically for the purpose of animating virtual characters. All of the people in the examples were synthetic, made using DALL-E but if it can animate a realistic AI image, it can animate a real photo.

In the demo we see people talking as if they were being filmed, with slightly jerky but otherwise natural-looking movement. The lip sync is very impressive, with natural movement and no artefacts around the top and bottom of the mouth seen in other tools.

One of the most impressive things about VASA-1 seems to be the fact it doesn't require a face-forward portrait style image to make it work.

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There are examples with shots facing a range of directions. The model also seems to have a high degree of control, capable of taking eye gaze direction, head distance and even emotion as an input to steer the generation.

What is the point of VASA-1?

One of the most obvious use cases for this is in advanced lip synching for games. Being able to create AI-driven NPCs with natural lip movement could be a game-changer for immersion.

It could also be used to create virtual avatars for social media videos, as seen already from companies like HeyGen and Synthesia. One other area is in AI-based movie making. You could make a more realistic music video if you can have an AI singer that looks like they are singing.

That said, the team say this is just a research demonstration, with no plans for a public release or even making it available to developers to use in products.

How well does VASA-1 work?

One thing that surprised the researchers was the ability of VASA-1 to perfectly lip-sync to a song, reflecting the words from the singer without issue despite no music being used in the training dataset. It also handled different image styles including the Mona Lisa.

They've got it creating 512x512 pixel images at 45 frames per second and can do it in about 2 minutes using a desktop-grade Nvidia RTX 4090 GPU.

While they say this is only for research, it will be a shame if this doesn’t get out into the public domain, even if only for developers as I’d love to see it in Runway or Pika Labs. Given Microsoft has a huge stake in OpenAI this could even be part of a future Copilot Sora integration.

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Despite a fortified border, migrants will keep coming, analysts agree. Here's why.

Sergio Martínez-Beltrán

Border Patrol picks up a group of people seeking asylum from an aid camp near Sasabe, Arizona, on Wednesday, March 13, 2024. Justin Hamel/Bloomberg via Getty Images hide caption

Border Patrol picks up a group of people seeking asylum from an aid camp near Sasabe, Arizona, on Wednesday, March 13, 2024.

The U.S. southern border is as fortified as ever and Texas is carrying out its own enforcement to stop people from crossing illegally, yet observers and analysts agree on this: migrants not only will continue to come, but their numbers will likely increase in the coming months.

The expected surge can be attributed not only to seasonal migration patterns, but an increase of people displaced by war, poverty, and climate factors in all continents.

And why do these analysts say this?

They keep a close eye on the Darién Gap in Panama and the borders between Central American countries, two key points to gauge the number of people venturing up north.

"In most countries (outward) migration has increased ... particularly in Venezuela, and that's not really reflected yet in the U.S. numbers," said Adam Isacson, an analyst of border and migration patterns at the Washington Office on Latin America, a nonpartisan research and advocacy organization based in Washington D.C.

Despite Mexico's cracking down on migrants, Isacson said people are still making their way up north, even if they need to pause for months at different points during their journey.

"There must be a huge number of people from Venezuela bottled up in Mexico right now," he said.

The Darién Gap serves as a good barometer for migration flows.

This 100-mile-long tropical jungle between Colombia and Panama has claimed the lives of hundreds of migrants, according to a report from the Migration Policy Institute, a Washington, D.C.-based think tank.

Yet the dangers at this jungle are not a deterrent, said Ariel Ruiz Soto, a senior policy analyst with this organization. The majority of people migrating are from Venezuela.

"The reason why I referred to Venezuelans in particular is because they represent a key challenge for removals from Mexico and from the United States to Venezuela," Ruiz Soto said.

Mexico and the U.S. had been flying Venezuelan migrants back to the South American country . However, earlier this year, Venezuelan President Nicolás Maduro stopped accepting flights from the U.S. in response to economic sanctions imposed by the Biden administration.

Panama reported a 2% increase in crossings through the Darién Gap in February compared to the previous month.

Aerial view showing migrants walking through the jungle near Bajo Chiquito village, the first border control of the Darien Province in Panama, on September 22, 2023. LUIS ACOSTA/AFP via Getty Images hide caption

Aerial view showing migrants walking through the jungle near Bajo Chiquito village, the first border control of the Darien Province in Panama, on September 22, 2023.

What the numbers show

Analysts are projecting the increase in the remaining months of the fiscal year, even though U.S. Customs and Border Protection reported a 2.2% decrease in encounters with migrants along the Southern border in March. An encounter is every time a migrant is picked up by immigration authorities.

These numbers are consistent with cyclical patterns of illegal crossings that dip in the winter months, followed by more migrants attempting to get to the U.S. as warm weather arrives, said Ruiz Soto.

In a statement, CBP Spokesperson Erin Waters said the agency remains vigilant to "continually shifting migration patterns" amid "historic global migration."

Waters said the agency has also been partnering with Mexico to curb the flow of people migrating to the U.S.

Mexico has commissioned its National Guard to patrol its borders with Guatemala and the U.S.

"CBP continues to work with our partners throughout the hemisphere, including the Government of Mexico, and around the world to disrupt the criminal networks who take advantage of and profit from vulnerable migrants," Waters said.

Where are migrants crossing the border?

For the last few months, more migrants are attempting to cross through Arizona instead of Texas, according to CBP.

In 2023, the El Paso and Del Rio sector in Texas saw more crossings than any other place across the 2,000-mile Southern border. But this year the Tucson sector in Arizona has seen a 167% increase in crossings, more than any other.

Tiffany Burrow, operations director at Val Verde Border Humanitarian Coalition, an assistance organization for newly border crossers in Del Rio, said she has seen the shift.

"It's empty," Burrow said, pointing to her organizations' office. "There are no migrants."

In March, she helped only three migrants after they were released by CBP pending their court date. In December, they helped 13,511 migrants.

Burrow said that's how migration works — it ebbs and flows.

"We have to be ready to adapt," Burrow said.

Texas Department of Safety Troopers patrol on the Rio Grande along the U.S.-Mexico border. Eric Gay/AP hide caption

Texas Department of Safety Troopers patrol on the Rio Grande along the U.S.-Mexico border.

Texas' role

Burrow and other immigrant advocates are closely observing Texas' ramping up of border enforcement.

In 2021 Gov. Greg Abbott launched Operation Lone Star initiative and deployed the Texas National Guard. Last year the state started lining up razor wire in sections of the Rio Grande.

Texas is also asking the courts to be allowed to implement a law passed last year by the Republican-controlled legislature, known as SB4, which requires local and state police to arrest migrants they suspect are in the country illegally.

It might be too early to know if all these efforts will have an impact on migration patterns, analysts said, considering that Texas saw the highest number of illegal crossings last year.

But, Mike Banks, special advisor on border matters to Abbott, said the state's efforts are fruitful.

Texas has spent over $11 billion in this initiative.

"The vast majority of the United States' southern border is in Texas, and because of Texas' efforts to secure the border, more migrants are moving west to illegally cross the border into other states," said Mike Banks in a statement to NPR.

Ruiz Soto, from the Migrant Policy Institute, said the impact of Texas' policies on arrivals "is likely to be minimal over the long term."

Carla Angulo-Pasel, an assistant professor who specializes in border studies and international migration at the University of Texas at Rio Grande Valley, said that even with Texas' policies in place, migrants are likely to continue to cross.

"You can't claim, as much as I think Gov. Abbott wants to claim, that Operation Lone Star is going to somehow mean that you're going to see less numbers in Texas because that hasn't held true," Angulo-Pasel said. "We could also argue that things are going to progressively get more and more as the spring months progress."

An arthritis drug helps old dogs, but some owners worry about side effects

Around the country, veterinarians are prescribing a breakthrough new arthritis drug for dogs — Librela — which is helping aging pets get moving again by easing the aches and pains of osteoarthritis.

Ana Maria Cepeda, a veterinarian at North River Animal Hospital in Parrish, Fla., said her first patient was her 14-year-old pit bull mix who in the past has relied on a concoction of pain medication and supplements to cope with severe arthritis and joint issues. “It showed excellent promise on my own dog,” she said. “That gave me more confidence to start trying it in other dogs.”

But not everyone is convinced. Fears about a range of side effects have spread rapidly on social media. A Facebook group shares stories from pet owners alleging that after being given the drug, their dogs had trouble walking or suffered kidney failure . An online petition has been circulating pushing to recall the drug until more study is done. The Food and Drug Administration says its reviewing reports of adverse events.

Veterinarians and the drugmaker say Librela has been shown to be safe and effective. A variety of factors may explain concerns about side effects, including the fact that the drugs are often used in older dogs, who may have a range of health issues.

We spoke to experts about Librela. Here’s what to know.

What is Librela and how does it work?

Librela, made by Zoetis, is the brand name for a monthly injectable drug to treat canine osteoarthritis , a condition that affects an estimated 80 percent of all dogs 8 years or older and as many as 35 percent of dogs of all ages. The drug is an anti-nerve growth factor monoclonal antibody.

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The drug’s active ingredient is called bedinvetmab, a monoclonal antibody designed to target nerve growth factor, or NGF, a naturally produced protein that’s important for fetal and early development of the nervous system. In adulthood, NGF plays a role in pain transmission and the release of pro-inflammatory molecules. It’s found in high levels in dogs with osteoarthritis.

Librela works by neutralizing NGF in the joint, essentially shutting down the pain pathway and lowering the overall amount of NGF produced. “It reduces how many signals are going to the brain saying, ‘Hey, this hurts,’” said Katie Bennett, an anesthesia and pain management specialist at the Veterinary Specialty Center in Bannockburn, Ill. It also helps alleviate swelling, which causes discomfort.

It’s recommended that dogs receive a minimum of two doses 28 days apart to determine if it can help reduce their pain.

How long has Librela been available?

Librela launched in the United States in October , but it has been used in Europe for the last three years. A sister drug, Solensia, also by Zoetis, has been used to treat osteoarthritis in cats since 2022.

What are the known side effects?

According to Zoetis , side effects can include bacterial skin infections, dermatitis and renal and urinary disorders, including urinary tract infections. In Europe, elevated blood urea nitrogen, which may indicate a kidney issue, was a side effect.

More than 12 million doses of Librela have been sold globally over the last three years, and a fraction of the dogs using Librela (less than 0.20 percent) have experienced “an adverse event,” said Robert Polzer, president of research and development at Zoetis.

Polzer described Librela as “a very safe product.” The company takes adverse events “very seriously,” Polzer said, and continues to collect and analyze data. “To date, we haven’t seen any signals emerge as far as causation between Librela” and the negative outcomes being reported, he said.

“Every medication, whether a human or companion animal medication, has the potential for risk and adverse events,” Polzer said. “Certainly for any pet owner who’s had that experience with their pets, we are quite empathetic.”

On social media, dog owners say their pups’ mobility appeared to decline after using the drug, citing hind leg paralysis in some cases and an inability to walk. Others say their dogs experienced anorexia, lost control of their bowels or experienced kidney issues after using the drug.

Veterinarians said any adverse events should be reported. But they emphasize the drug’s largely positive results.

How much research has been conducted on Librela?

Two clinical trials in the United States and Europe recruited a total of 559 dogs and compared Librela with a placebo for three months each. Neither the dog owners nor the veterinary clinic personnel administering the doses knew if a pet was receiving the real treatment or a placebo.

In the U.S. study , 47.4 percent of dogs receiving Librela showed improvement after the first shot based on owner assessments, compared with 36.6 percent in the placebo group. In the European study , 43.5 percent improved after the first shot, compared with 16.9 percent on placebo. In both studies, the improvements were statistically meaningful. Adverse events were similar in the treatment and placebo groups. After three months of treatment in the European study, 89 dogs in the Librela group (63 percent) had responded positively based on owner and veterinarian assessments, and continued the treatment in a six-month open label phase of the study.

Anecdotally, veterinarians report success with the drug. Union Veterinary Clinic in Washington, D.C., has administered Librela to 49 dogs since October, and the majority are routinely receiving shots, according to Allison Gross, veterinarian and co-owner of the practice. Angell Animal Medical Center in Boston has administered approximately 350 shots, with largely positive results, said Susan O’Bell, veterinarian and internal medicine service director at Angell.

What animals should be given the drug?

Patient selection is important, vets say. The drug should only be prescribed to healthy dogs diagnosed with osteoarthritis and is not recommended for dogs with kidney or neurological issues. The drug is not recommended for dogs who have limping or lameness from another cause, such as a cruciate tear, bone tumors or back or disc injuries. Librela is not recommended for dogs under 12 months, who are pregnant or lactating.

Most veterinarians recommend bloodwork, a urinalysis and possibly other diagnostic tests before prescribing. “A lot is dependent too on the conversations with the client and what their ultimate goal is,” Cepeda said. “Some people, it’s a quality-of-life issue, some people have difficulty medicating, and some people have tried everything under the sun and are desperate for something else.”

Osteoarthritis is a progressive disease, and vets say controlling chronic pain requires time and patience. See how your dog responds to Librela, and discuss with your vet lowering the dosage of other medications.

“It is not a quick fix, not a magic bullet,” Bennett said. “Clients will have to work at it for a couple of months to learn a sweet spot.”

Weight management, water therapy, physiotherapy, laser treatments, acupuncture and a number of other therapeutics can collectively help manage not just joint pain but the disease’s overall effect on the body. “This is the long haul,” O’Bell said. Librela is “one more thing we have in our arsenal.”

How do you know if the drug is working?

Bennett asks owners to keep a daily journal of their dog’s progress and provides owners with a worksheet to measure improvement. Veterinarians suggest taking pictures and videos documenting changes in your dog’s body language, gait and demeanor.

Vets recommend trying two injections over two months before discontinuing Librela, which may not work for every patient. Some patients at Angell in Boston stopped Librela because owners did not see any big improvements, O’Bell said.

Bennett took her own senior dog off Librela after she developed a urinary tract infection. Not every dog will have a miraculous turn around, veterinarians caution. For some, the drug’s efficacy eventually wears off.

For dogs who regain their spark and spunk, experts advise easing them back into play. “Some dogs have become so active they injure themselves, because they go from not moving much at all to running around,” Gross said.

Alexandra E. Petri is a freelance writer based in New York who has worked for the Los Angeles Times and the New York Times. Petri is a two-time reporting fellow with the International Women’s Media Foundation.

Do you have a fitness question? Email [email protected] and we may answer your question in a future column.

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