what is important of practical research

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1 What Is Practice Research and Why Is It Important

• Published: April 2020
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Chapter 1 of Practice Research in the Human Services: A University-Agency Partnership Model discusses the evolving definition of practice research. It highlights the need to identify ways to improve practice in the complex situations that characterize human services, by developing knowledge that emerges directly from everyday practice. Practice research often focuses on the relationships between service providers and service users, between service providers and their managers, between agency-based service providers and community advocacy and support groups, and between agency managers and policymakers. The chapter outlines the “practice” and “research” components of practice research, the role of theory, and the importance of local context in shaping specific approaches to practice research. It provides an overview of the university-agency partnership that provided the platform for carrying out the studies described in the volume, and offers perspectives on the related phenomena associated with learning organizations and evidence-informed practice.

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• Knowledge Base

Methodology

• What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Table of contents

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

• Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
• Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

• Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
• Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
• Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

Action research comes with advantages and disadvantages.

• Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
• Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
• Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

• Due to their flexibility, action research studies are plagued by very limited generalizability  and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
• Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
• Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved June 14, 2024, from https://www.scribbr.com/methodology/action-research/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001).  Action research (1st edition). Routledge.

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7 Writing the Research Paper

Writing in a formal, academic, and technical manner can prove a difficult transition for clinicians turned researchers; however, there are several ways to improve your professional writing skills.  This chapter should be considered a collection of tools to consider as you work to articulate and disseminate your research.

Chapter 7: Learning Objectives

This is it! You’re ready to tell the world of the work you’ve done. As you prepare to write your research paper, you’ll be able to

• Discuss the most general components of a research paper
• Articulate the importance of framing your work for the reader using a template based on the research approach
• Identify the major components of a manuscript describing original research
• Identify the major components of a manuscript describing quality improvement projects
• Contrast the specifications of guidelines and protocols
• Identify the major components of a narrative review

Guiding Principles

Although it is wise to identify a potential journal or like avenue as you begin to write up you research, this is not always feasible. For this reason, it is a good idea to have an adequate understanding of the general expectations of what is required of written research articles and manuscripts. Here are some things to keep in mind:

Consider the articles you read

As you begin to research potential research interests, pay close attention to the style of writing found in peer-reviewed and academic journals.  You will notice that the ‘tone’ of ‘voice’ is often formal and rarely uses the first-person narrative.  You will be expected to develop writing of this caliber in order to be published in a reputable peer-reviewed forum.  One of the most difficult concepts for novice researchers to understand is that professional or technical writing is very different from casual or conversational writing.  There is little room for anecdotes, opinions, or overly descriptive narratives.  Keep your writing succinct and focused.

Keep it simple, silly! (KISS)

Recall when you were first introduced to writing a paper in an early English Composition course.  It is likely that you were told that the key components of a paper are the introduction, body, and conclusion.  This is truly the foundational structure of any good paper.  Consider the following outline for your writing assignments:

Introduction

• Brief overview of the topic which identifies the gap of understanding about a particular topic that you hope to address (why is it important?)
• Statement of problem (what issue are you going to address?)
• Purpose statement/thesis statement (what is the objective of this paper?)

Typically the body of the paper will be broken down into themes or elements outlined in the introduction.  Occasionally rather than themes or topics to be addressed, the ‘body’ of the paper will have specific components such as a literature review, methodology, data analysis, discussion, and/or recommendation section.  Each of these sections may have specific requirements within that section. Later in this chapter, you will be introduced to specific requirements of different types of research papers.

The body of any paper is the ‘meat and potatoes’ of the work.  That is, this is the section wherein you both present and explain your ideas in support of the purpose of the paper (described in the introduction).  The body of your paper, regardless of specific structure, is where the majority of your evidentiary base should be included.  That is, many of the statements you make in these sections will require substantiation from outside resources.  It is vital to include appropriate citations of all references used. To save yourself time, cite and reference correctly as you write. Doing so will help ensure that you stay organized as your work evolves.

Sections such as methods or data analyses, will not require as much substantiation and should be considered very ‘cut and dry’. That is, there will be little to no discussion or interpretation of the evidence here. Results sections, similarly, should be focused on the presentation of results specific to your investigation, including statistical analyses. When reporting results of your work consider the format and whether it makes sense to summarize results in a table, figure, or appendix. The appropriate method will depend on both the type and amount of information that you are trying to convey.

The discussion section is the point at which you should frame your results in the context of your interpretation of the existing literature and how your work addresses the gap in knowledge. You’ll work to substantiate your interpretation by utilizing references to present evidence to support your rational. Pay close attention to your approach as you discuss your results and the impact of your work. Be careful not to make declarative statements if your data does not support a cause-and-effect relationship. Additionally, be careful not to draw inference as a result of bias. That is, use caution in skewing the evidence to support your hypothesis.

The conclusion is exactly that.  This is your opportunity to wrap your thoughts up succinctly.  A good conclusion will remind the reader of the point or focus of the paper, reiterate the arguments outlined in the body as well as summarize any discussion or recommendations posed in those respective sections, and articulate what the content of the paper added to the knowledge base of the subject.  This is not a time to introduce new arguments, concepts, or evidence.  The reader should be able to finish the paper understanding the purpose of the paper, the main arguments, and the impact of the work on the subject.

References should be cited correctly in text as well as appropriately formatted at the end of each body of work. The format of your references will depend on the guidelines required of the intended journal or forum you’re submitting to. For example, papers written utilizing the American Psychological Association (APA) formatting standards will include reference pages which are organized on a separate page, titled ‘References’, and organized alphabetically by author surname. If you’re not quite sure of where you’ll be submitting your paper for publication, it may be best to write using APA format; because the references are listed in ascending alphabetical order, adding or removing references during the revision process will be minimally impactful on the designation of subsequent references. Altering your references can then be done once you identify a method of dissemination and review specific guidelines.

Understanding how to present your work can be difficult. It’s one thing to plan and do the research; it’s quite another to put it down on paper in a logical and articulate way. As we discussed in chapters 1 and 2, planning is essential to the success of your research. Similarly, planning the layout of your manuscript will help ensure that you stay both organized and focused. Although most articles can be generalized as having an introduction, body, and conclusion; the specific components within each of those sections varies depending on the approach to research.

Original Research

Although many journals may outline specific requirements for how your manuscript or research paper is to be formatted, there are some generally acceptable formats. One of the most generalizable formats is referred to as IMRaD. IMRaD is an acronym and includes the following elements:

• Introduction- 25%
• Methods- 25%
• Results- 35%
• Discussion/conclusion- 15%
• Clearly state the focus for the work. Provide a brief overview of the issue and the gap in knowledge identified; including both a problem and purpose statement in the context of what is currently understood about the topic. This is where you ‘reel’ the reader in and also highlight the important themes which are consistently addressed in the existing literature.
• General and specific approaches
• Participant selection/randomization
• Instrumentation/measurements utilized
• Here is where you report specific findings and outcomes of your work. There should be very little discussion in this section. Rather, you should present your results and comment, briefly, on how this may relate to the existing literature and state the bottom line. That is, what do these findings suggest. These succinct comments should frame the lens of the discussion section.
• In the discussion section you can further elaborate on your interpretation, based in the evidence, of how your findings relate to what other researchers have found. You can discuss flaws in your work as well as suggestions for direction of future research. You should address each of the main points you presented in your introduction section(s).

QI Projects

When presenting your QI project; a systematic reporting tool, such as the SQUIRE method , is helpful to ensure that you appropriately present the information in a way that both adds to the understanding of the problem as well as a descriptive approach to solving the issue.

SQUIRE Method

Titling your QI project

• Your title should indicate that the project addresses a specific initiative to improve healthcare.

Example of QI Project title

Quality Improvement Initiative to Standardize High Flow Nasal Cannula for Bronchiolitis: Decreases Hospital and Intensive Care Stay

• Addresses specific initiative to improve healthcare
• Directly identifies the bounds and focus of the project
• Provide enough information to help with searching and indexing of your work
• Summarize all key findings in the format required by the publication. Typical sections include background (including statement of the problem), methods, intervention, results, and conclusion
• Include a description on the nature and significance of the problem
• Summary of what is currently understood about the problem
• Overview of framework, model, concepts and/or theory used to explain the problem. Include an assumptions, delimitations, or definitions used to both describe the problem as well as develop the intervention and why the intervention was intended to work.
• Describe the purpose of the project
• Describe the contextual elements relevant to both the problem and intervention (e.g. environmental factors contributing to the problem)
• Include team-based approach, if applicable
• Describe the approach used to assess the impact of the intervention as well as what approach was used to evaluate/assess the intervention
• What tools did you use to study both the process and intervention and why?
• What tools are in place for ongoing assessment of efficacy of the project?
• How is completeness and accuracy of the data measured?
• Describe the quantitative/qualitative methods used to draw inference from the data collected
• Describe how ethical considerations were addressed and whether the project was overseen by an Institutional Review Board (IRB)
• Initial steps of intervention and evolution over time; including modifications to the intervention or project
• Details of the process measures and outcome
• Key findings including relevance to the rational and specific aims
• Strengths of the projects
• Nature of the association between intervention and outcome
• Comparison of the findings with those of other publications
• Impact of the project
• Reasons for differences between observed and anticipated outcomes; include contextual rationale
• Costs and strategic implications
• Limits to the generalizability of the work
• Factors that may have limited internal validity (e.g. confounding variables, bias, design)
• Efforts made to minimize or adjust for limitations
• Usefulness of the work
• Sustainability
• Potential for application to other contexts
• Implications for practice and further study
• Suggested next steps
• This section would be included if you received funding for the projects.

Narrative Reviews

As mentioned in chapter 2, development of either guidelines or protocols is an intensive process which often requires a systematic team approach to ensure that the scope and purpose of the work is as generalizable as possible. The best approach for the development of guidelines can be found by reviewing the World Health Organization handbook for guideline development .

Presenting a narrative review of a topic is an excellent way to contribute to the knowledge base on a particular subject as well as to provide framework for development of a protocol or guideline. The elements included in presentation of a narrative review are not all that different from those of traditional research studies; however, there are some notable differences. Here is a brief outline of what should be included in a quality narrative review, adapted from Green, Johnson, and Adams (2006) and Ferarri (2015):

• Objective: State the purpose of the paper
• Background: Describe why the paper is being written; include problem statement and/or research question
• Methods: Include methods used to conduct the review; including those used to evaluate articles for inclusion into your work
• Discussion: Frame the findings of the review in the context of the problem
• Conclusion: State what new information your work contributes as a result of your review and synthesis
• Key words: List MeSH terms and words that may help organize and/or locate your work
• Clearly state the focus for the work. Provide a brief overview of the issue and the gap in knowledge identified; including both a problem and purpose statement
• Provide an overview of how information related to the review was located. This includes what terms were searched and where as well as why studies were included in your review. Delimiting your search is important to describe the scope of the review
• Themes or constructs should be identified throughout the review of the literature and arranged in a way such that the discussion of the theme and the link to the evidence should directly address the purpose of your inquiry
• What sets a review apart from an annotated bibliography is synthesis of the evidence around major points identified consistently throughout the research (i.e. themes). Both consensus and diverging approaches should be included in the discussion of the evidence. This should not be considered simply a comparison of the existing evidence, but should be framed through the lens of the author’s interpretation of that evidence.
• Tie back to the purpose as well as the major conclusions identified in the review. No new information should be discussed here, apart from suggestions for future research opportunities

An extremely important part of disseminating your work is ensuring that you have correctly attributed thoughts and content that you did not create. Depending on the nature of your research, discipline, or intended publication, the format by which you list your references or outline resources utilized may differ. Regardless of referencing formatting guidelines, it is imperative to keep your references organized as you draft different iterations of your work. For example, it may be easier to draft your work utilizing American Psychological Association (APA) formatting guidelines, which arrange references by author’s last name, in ascending alphabetical order, than in other formats which require that references be numbered in order of appearance in the text. As you add, delete, or rearrange references within the text of your manuscript, it may be both difficult and time consuming to constantly re-number each of your references. Note : Depending on the reference guidelines for your intended journal, you may be required to list the abbreviated names of journals. Finding this information can be difficult. Consider this resource for locating and identifying how best to list journal titles within a reference.

Key Takeaways

• Identifying an appropriate outline for the research approach you selected is essential to developing a publishable manuscript
• Academic writing is formal in both voice and tone
• Academic writing is technical
• Refrain from the use of the first person narratives, including anecdotes, or interjecting your unsubstantiated opinion
• All research papers have an introduction, body, and conclusion
• Specific components of the introduction and body will vary depending on the approach
• Proper citation, referencing, or attributing must be included in all work

Green, B.N., Johnson, C.D., & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: Secrets of the trade. Journal of Chiropractic Medicine, 3 (5), 101-117.

Ferrari, R. (2015). Writing narrative style literature reviews. The European Medical Writers Association, 2 4(4), 230-235. doi: 10.1179/2047480615Z.000000000329

SQUIRE. (2017). Explanation and elaboration of SQUIRE 2.0 guidelines . SQUIRE. http://www.squire-statement.org/index.cfm?fuseaction=Page.ViewPage&pageId=504

World Health Organization. (2020). WHO handbook for guideline development, 2nd Ed . World Health Organization. https://apps.who.int/iris/handle/10665/145714

Practical Research: A Basic Guide to Planning, Doing, and Writing Copyright © by megankoster. All Rights Reserved.

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Practical Relevance, Usefulness, and Effectiveness

• First Online: 14 July 2022

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Futures research always involves a host of individual and collective actors, each with their own expectations and needs (see “Understanding the Type, Role, and Specificity of the Research Audience”). For instance, in contract research funders put a premium on practical relevance and utility. Generally, future researchers should work to ensure that their results are impactful by considering possible follow-on measures as they design the study (see “Aligning Research with Ambitions for Action”). Ultimately, however, it is the findings that determine whether the research objectives have actually been achieved. Through the application of targeted models (“Theoretical Foundation”), concepts (“Operational Quality”), and methods (“Method Selection”), future researchers can produce well-founded results that add to the knowledge base (“Scientific Relevance”). Yet findings are practically relevant, useful, and effective only if they meet the knowledge requirements of the funder and are utilizable by all the pertinent actors.

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Further Reading

Bell, W. (2003). Foundations of futures studies (vol. 1). Transaction Publishers.

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Bortz, J., & Döring, N. (1995). Forschungsmethoden und Evaluation für Sozialwissenschaftler (chap. 3, 95–126). Springer.

Bourdieu, P. (1993). Soziologische Fragen . Edition Suhrkamp.

Grunwald, A. (2009). Wovon ist die Zukunftsforschung eine Wissenschaft? In R. Popp & E. Schüll (Eds.), Zukunftsforschung und Zukunftsgestaltung: Beiträge aus Wissenschaft und Praxis , 25–35. Springer.

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Kreibich, R. (2008). Zukunftsforschung für die gesellschaftliche Praxis . IZT—Institut für Zukunftsstudien und Technologiebewertung. ArbeitsBericht no. 29. Berlin.

Martino, J. P. (1983). Technological forecasting for decision making (chap. 17–19, 226–283). North-Holland.

Neuhaus, C. (2006). Zukunft im Management: Orientierungen für das Management von Ungewissheit in strategischen Prozessen . Carl Auer.

Rust, H. (2008). Zukunftsillusionen: Kritik der Trendforschung . VS Verlag.

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Göll, E. (2022). Practical Relevance, Usefulness, and Effectiveness. In: Gerhold, L., et al. Standards of Futures Research. Zukunft und Forschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-35806-8_14

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• Before you start

Practical considerations

Before you start - Practical considerations

Careful consideration of the practical and ethical considerations involved in carrying out a piece of educational research needs to take place at the outset. Although this is something of an iterative process and some practical issues may not emerge or pose a potential challenge until after the research process has started, time spent attending to the practical aspects early on will help minimise complications and will contribution to the identification of an appropriate research question.

The table below provides an overview of some of the main considerations that might inform your decisions about the ways in which you wish to conduct your research:

'It is difficult to overstate the importance of researchers doing their homework before planning the research in any detail […]. The researcher is advised to consider carefully the practicability of the research before embarking on a lost cause in trying to conduct a study that is doomed from the very start because insufficient attention has been paid to practical constraints and issues.' Cohen, Manion and Morrison, 2018, pp. 158-60 'As the saying goes, "the best way to eat an elephant is one bite at a time"!' Cohen, Manion and Morrison, 2018, p. 160

Further reading

Cohen, L., Manion, L. & Morrison, K. (2018), Chapter 9 – “Choosing a research project” (Section 9.5: “Ensuring that the research can be conducted”) in Cohen, L.,

Manion, L. & Morrison, K. (eds), Research Methods in Education (Abingdon, Routledge, 8th edn, pp. 158-160.

Hands-on research and the practical application of scientific concepts is critical for students as they learn and grow throughout their education. Allowing students to see the real world relevance of the subject matter they are learning goes a long way towards engaging students in the material. Students who can see how the material can be applied to their daily lives are more likely to find it compelling and be interested in asking questions and exploring.

Additionally, hands-on research and practical application of concepts can help students develop important skills such as problem-solving, critical thinking, and collaboration. These are skills that transcend fields, and they are essential for navigating higher education and the workforce. Opportunities to develop these skills in a secondary education setting can set students on a road to success. 

The Headwaters Research Experience provides students with a robust experience to discover and nurture these vital skills. Students are able to take their science education to a new level while being mentored by a professional scientist in designing and conducting an original research project. Students see through the project from conception to publication by conducting field research (or compiling pre-existing available datasets) and learning how to analyze their findings. 

Our Fall Research Experience participants just presented their research last week:

The Headwaters Research Experience encourages hands-on research and practical application of concepts while students are still in the secondary education phase of their lives. Students exposed to this type of education emerge from the program with a completely different outlook with regards to science and they see opportunities to pursue science open in front of them. This isn’t an experience that all students are able to have through their traditional school programs, which is why Headwaters offers this program – we believe in expanding access to hands-on science and guiding students as they explore new skills.

Sign Up for Our Spring Research Experience

Sign-ups are live for our Spring Research Experience and we are offering four additional mentor hours to students who sign up through December 31st! Mentoring is a key complement to the practical skills side of science education at Headwaters!

Hailey Levien Blide

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Hailey is originally from Davis, CA and has lived in the Bay Area for three years. She got her degree from UC Berkeley in Conservation and Resource Studies. Hailey manages after school programs, field days, and camps all throughout the East Bay! Her scientific background is in botany, fire ecology, and forestry. When she’s not sharing her love of science and nature with kids, she can be found doing her favorite activities: baking, gardening, birding, backpacking, and exploring new terrain.

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Tara is an experienced higher education science and engineering educator who strives for inclusive excellence through empathy, compassion, mutual aid, and community advocacy. Passionate about the educational advancement of traditionally underserved students, Tara uses outdoor science outreach to increase the representation and retention of first-generation BIPOC students in STEM. As a first-generation college graduate, she received her B.S. and M.S. in biology from the University of Nevada, Reno. She is currently pursuing her Ph.D. in STEM Education with an emphasis on justice-centered learning of social and political issues in post-secondary STEM classrooms.

Outside of her professional and academic pursuits, she is a self-taught carpenter and enjoys spending time in her pollinator garden with her dogs, cat, and chickens.

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Rian Fried graduated from Brandeis University with a double major with B.A.s in Environmental Studies and International and Global Studies and a minor in Economics. He has worked at summer camps and most recently Supervised the program ambassadors for Sierra Nevada Alliance. He joined Headwaters because of his passion for science! He moved to Tahoe a few months after graduating for the winter season and fell in love with the area. In Rian’s free time, he loves skiing, rock climbing, mountain biking, and basically anything else outside.

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Katie is the Program Manager of the Bay Area, managing after school and summer camps. Katie is originally from North Carolina and just recently made the move to California. She has her degree in special education and is working on her master of arts in biology through Project Dragonfly out of Miami University in Ohio. When not working, Katie loves to hang out with her rescue dog Charley and explore new areas in her new hometown.

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Morgan manages school programs and summer camps in the Tahoe, Reno and Sacramento areas. She has a Master’s degree in ecology, evolution and conservation biology from the University of Nevada, Reno where she studied black bear denning and hibernation. Morgan is excited to share her excitement for research and ecology with Headwaters students. Originally from Minnesota, she loves any activity that involves snow.

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Savannah graduated with a degree in Environmental Studies and Public Policy from UC Berkeley. Her thesis was on social and policy dimensions of public lands protection. Savannah grew up in Truckee and is passionate about protecting our environment and engaging others in her love of nature. She loves food systems and being outside, and has most recently worked as a farmer in Nevada County. In her free time, she is happiest swimming in the river, mountain biking, and trying new recipes.

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Megan Seifert

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Megan holds a PhD in zoology from Washington State University and is passionate about science and the environment. Her focus is on teaching more people the process of science and she hopes to bring it to as many students as possible across the US. In her free time, Meg enjoys Nordic skiing, running, and playing with her family in the Sierra.

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Grants and Programs

Anne  holds a Ph.D. in Ecology, Evolution, and Conservation Biology from the University of Nevada, Reno where she researched the impacts of human-induced changes on sexually selected signals of a butterfly. She has also been a part of several scientific outreach programs, including a community science project (Pieris Project) and the University of Nevada’s Museum of Natural History.  Anne  is excited to continue sharing the scientific process and research with a diversity of students through the Headwaters Science Institute!

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Why should I do research? Is it a waste of time?

Athanasios dellis.

a 2nd Department of Surgery, Aretaieion Hospital, University of Athens, Greece

Andreas Skolarikos

b 2nd Department of Urology, Sismanogleion Hospital, University of Athens, Greece

Athanasios G. Papatsoris

• • In medicine, research is the search for scientific knowledge, which is crucial for the development of novel medications and techniques.
• • Conducting research provides a deeper understanding of several scientific topics of the specialty of each doctor.
• • Research through RCTs represents the principal methodological approach.
• • There are two main research processes; qualitative and quantitative studies.
• • It is important to develop Research Units in hospitals and medical centres.
• • Ethics and the high quality of research are ensured by committees (i.e., Internal Board Review, Ethics Research Committee).
• • Research sessions could be implemented in the job plans of doctors.
• • Research is not a waste of time, but a scientific investment.

To answer the questions ‘Why should I do research? Is it a waste of time?’ and present relevant issues.

Medline was used to identify relevant articles published from 2000 to 2013, using the following keywords ‘medicine’, ‘research’, ‘purpose’, ‘study’, ‘trial’, ‘urology’.

Research is the most important activity to achieve scientific progress. Although it is an easy process on a theoretical basis, practically it is a laborious process, and full commitment and dedication are of paramount importance. Currently, given that the financial crisis has a key influence in daily practice, the need to stress the real purpose of research is crucial.

Research is necessary and not a waste of time. Efforts to improving medical knowledge should be continuous.

What is research?

Research is a general term that covers all processes aiming to find responses to worthwhile scientific questions by means of a systematic and scientific approach. In fact, research is the search for scientific knowledge, a systematically formal process to increase the fund of knowledge and use it properly for the development of novel applications.

There are several types of research, such as basic science laboratory research, translational research, and clinical and population-based research. Medical research through randomised clinical trials (RCTs) represents the principal methodological approach for the structured assessment of medical outcomes. RCTs provide prospective and investigator-controlled studies, representing the highest level of evidence (LoE) and grade of recommendation, and define the ultimate practice guideline [1] . However, many constraints, such as ethical, economic and/or social issues, render the conduct of RCTs difficult and their application problematic. For instance, in one of the largest RCTs in urology, on preventing prostate cancer with finasteride, the LoE was 1 [2] . In this RCT, after 7 years of finasteride chemoprevention, the rate of cancer decreased from 24.4% to 18.4%. Based on this study, it could be postulated that finasteride chemoprevention should be offered to men in the general population in an attempt to reduce the risk of prostate cancer. However, the findings of this RCT could not be implemented universally due to financial issues [3] .

There are two main research processes, i.e., qualitative and quantitative studies. Although very different in structure and methods, these studies represent two arms of the same research body. Qualitative studies are based mainly on human experience, using notions and theoretical information without quantifying variables, while quantitative studies record information obtained from participants in a numerical form, to enable a statistical analysis of the data. Therefore, quantitative studies can be used to establish the existence of associative or causal relationships between variables.

From a practical perspective, adding a Research Unit to a Medical Department would ultimately enhance clinical practice and education. As such, almost all hospitals in Western countries have research and development (R&D) departments, where the R&D can be linked with clinical innovation. Basic areas in this field include business planning, sales policies and activities, model design, and strategic propositions and campaign development. However, if researchers are not motivated, the research could be counterproductive, and the whole process could ultimately be a waste of time and effort [4] .

The ethics and the high quality of research are ensured by committees, such as the Internal Review Board, and Ethics Research Committees, especially in academic hospitals. They consist of highly educated and dedicated scientists of good faith as well as objectivity, to be the trustees of ethical and properly designed and performed studies.

Do we need research?

Research is the fuel for future progress and it has significantly shaped perspectives in medicine. In urology there are numerous examples showing that current practice has rapidly changed as a result of several key research findings. For example, from the research of Huggins and Hodges (who won the Nobel Prize in 1966), hormone therapy has become the standard treatment for patients with advanced/metastatic prostate cancer. The use of ESWL to treat stones in the urinary tract is another example of research that has improved practice in urology. The current trend in urology to use robotic assistance in surgery is a relatively recent example of how constant research worldwide improves everyday clinical practice [5] . Furthermore, in a more sophisticated field, research is used to identify factors influencing decision-making, clarify the preferred alternatives, and encourage the selection of a preferred screening option in diseases such as prostate cancer [6,7] .

Conducting research provides a deeper understanding of several scientific topics within the specialty of each doctor. Furthermore, it helps doctors of a particular specialty to understand better the scientific work of other colleagues. Despite the different areas of interest between the different specialties, there are common research methods.

In a University, PhD and MSc students concentrate their efforts at higher research levels. Apart from having to produce a challenging and stimulating thesis, young researchers try to develop their analytical, conceptual and critical thinking skills to the highest academic level. Also, postgraduate students thus prepare themselves for a future job in the global market.

During the research process several approaches can be tested and compared for their safety and efficacy, while the results of this procedure can be recorded and statistically analysed to extract the relevant results. Similarly, any aspects of false results and side-effects, e.g., for new medications, can be detected and properly evaluated to devise every possible improvement. Hence, research components under the auspices of dedicated supervisors, assisted by devoted personnel, are of utmost importance. Also, funding is a catalyst for the optimum progress of the research programme, and it must be independent from any other financial source with a possible conflict. Unfortunately, in cases of economic crisis in a hospital, the first department that is trimmed is research.

Is research time a waste of time?

Even if the right personnel are appointed and the funding is secured, it would be a great mistake to believe that the results are guaranteed. Full commitment and dedication are of utmost importance for successful research. Also, these questions are raised in relation to the scientific papers that are accepted for publication in medical journals. About US$ 160 billion is spent every year on biomedical research [8] . Recently, in the Lancet [9] it was estimated that 85% of research is wasteful or inefficient, with deficiencies presented in the following questions: (1) is the research question relevant for clinicians or patients?; (2) are the design and methods appropriate?; (3) is the full report accessible?; (4) is it unbiased and clinically meaningful? Such questions about the importance, purpose and impact of research should surely be answered during the research. The view of the general public is that the purpose of medical research is to advance knowledge for the good of society, to invent new substances to fight disease, to create diagnostic and therapeutic algorithms, to improve public health, to prevent diseases, to improve the quality of life and to prolong overall survival.

Pharmaceutical companies that sponsor research are financially orientated. This fact leads to a sole result, i.e., profit, as a return on their investment. In this framework it would be impossible for academic institutions to operate on any other basis but finance. Economic indicators, even better benefits and the commercial potential of research are important for their survival. Nevertheless, the purpose of research is more than that. It is time to reframe the way research is done and rewarded, leaving profits in second place. We need to remind ourselves about the real purpose of scientific research. Moreover, we need to decide what research is needed and what impact it is likely to have. Researchers and those who benefit from research (i.e., patients, practising doctors) have a crucial role in the research process. Academic institutions should assess and reward researchers on a long-term basis, and help them to concentrate on meaningful research. Researchers must defend their selection of topics as being those appropriate to benefit public health.

Each medical specialty has a different working plan, and surgical specialties such as urology are characterised by a lack of time for research. It is suggested that specific sessions for research could be implemented in the job plan of urologists, and for other doctors. This is more important for the ‘academic doctor’, but even non-academic doctors could undertake research, if only of the current updated medical literature.

Last but not least is the issue of teaching research to junior doctors. This is very important, as the sooner each doctor is involved in the research process the better for his or her career. Even for junior doctors who are not interested in an academic career, understanding the research process helps them to develop their scientific skills. Young doctors should be motivated to understand and undertake research. However, it is important to guide them through the basic principles of research and to mentor them during their first scientific projects. Furthermore, specific academic training opportunities should be offered within developing programmes, such as the academic specialist registrar’s career pathways in the UK [10] .

In conclusion, research is necessary and not a waste of time. All relevant components of the research engine should co-operate to achieve scientific progress that will help patients and the general population.

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• • Ethics and the high quality of research are ensured by committees (i.e. Internal Board Review, Ethical Research Committee).

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Home » Purpose of Research – Objectives and Applications

Purpose of Research – Objectives and Applications

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Purpose of Research

Definition:

The purpose of research is to systematically investigate and gather information on a particular topic or issue, with the aim of answering questions, solving problems, or advancing knowledge.

The purpose of research can vary depending on the field of study, the research question, and the intended audience. In general, research can be used to:

• Generate new knowledge and theories
• Test existing theories or hypotheses
• Identify trends or patterns
• Gather information for decision-making
• Evaluate the effectiveness of programs, policies, or interventions
• Develop new technologies or products
• Identify new opportunities or areas for further study.

Objectives of Research

The objectives of research may vary depending on the field of study and the specific research question being investigated. However, some common objectives of research include:

• To explore and describe a phenomenon: Research can be conducted to describe and understand a phenomenon or situation in greater detail.
• To test a hypothesis or theory : Research can be used to test a specific hypothesis or theory by collecting and analyzing data.
• To identify patterns or trends: Research can be conducted to identify patterns or trends in data, which can provide insights into the behavior of a system or population.
• To evaluate a program or intervention: Research can be used to evaluate the effectiveness of a program or intervention, such as a new drug or educational intervention.
• To develop new knowledge or technology : Research can be conducted to develop new knowledge or technologies that can be applied to solve practical problems.
• To inform policy decisions: Research can provide evidence to inform policy decisions and improve public policy.
• To improve existing knowledge: Research can be conducted to improve existing knowledge and fill gaps in the current understanding of a topic.

Applications of Research

Research has a wide range of applications across various fields and industries. Here are some examples:

• Medicine : Research is critical in developing new treatments and drugs for diseases. Researchers conduct clinical trials to test the safety and efficacy of new medications and therapies. They also study the underlying causes of diseases to find new ways to prevent or treat them.
• Technology : Research is crucial in developing new technologies and improving existing ones. Researchers work to develop new software, hardware, and other technological innovations that can be used in various industries such as healthcare, manufacturing, and telecommunications.
• Education : Research is essential in the field of education to develop new teaching methods and strategies. Researchers conduct studies to determine the effectiveness of various educational approaches and to identify factors that influence student learning.
• Business : Research is critical in helping businesses make informed decisions. Market research can help businesses understand their target audience and identify trends in the market. Research can also help businesses improve their products and services.
• Environmental Science : Research is crucial in the field of environmental science to understand the impact of human activities on the environment. Researchers conduct studies to identify ways to reduce pollution, protect natural resources, and mitigate the effects of climate change.

Goal of Research

The ultimate goal of research is to advance our understanding of the world and to contribute to the development of new theories, ideas, and technologies that can be used to improve our lives. Some more common Goals are follows:

• Explore and discover new knowledge : Research can help uncover new information and insights that were previously unknown.
• Test hypotheses and theories : Research can be used to test and validate theories and hypotheses, allowing researchers to refine and develop their ideas.
• Solve practical problems: Research can be used to identify solutions to real-world problems and to inform policy and decision-making.
• Improve understanding : Research can help improve our understanding of complex phenomena and systems, such as the human body, the natural world, and social systems.
• Develop new technologies and innovations : Research can lead to the development of new technologies, products, and innovations that can improve our lives and society.
• Contribute to the development of academic fields : Research can help advance academic fields by expanding our knowledge and understanding of important topics and areas of inquiry.

Importance of Research

The importance of research lies in its ability to generate new knowledge and insights, to test existing theories and ideas, and to solve practical problems.

Some of the key reasons why research is important are:

• Advancing knowledge: Research is essential for advancing knowledge and understanding in various fields. It enables us to explore and discover new concepts, ideas, and phenomena that can contribute to scientific and technological progress.
• Solving problems : Research can help identify and solve practical problems and challenges in various domains, such as health care, agriculture, engineering, and social policy.
• Innovation : Research is a critical driver of innovation, as it enables the development of new products, services, and technologies that can improve people’s lives and contribute to economic growth.
• Evidence-based decision-making : Research provides evidence and data that can inform decision-making in various fields, such as policy-making, business strategy, and healthcare.
• Personal and professional development : Engaging in research can also contribute to personal and professional development, as it requires critical thinking, problem-solving, and communication skills.

When to use Research

Research should be used in situations where there is a need to gather new information, test existing theories, or solve problems. Some common scenarios where research is often used include:

• Scientific inquiry : Research is essential for advancing scientific knowledge and understanding, and for exploring new concepts, theories, and phenomena.
• Business and market analysis: Research is critical for businesses to gather data and insights about the market, customer preferences, and competition, to inform decision-making and strategy development.
• Social policy and public administration: Research is often used in social policy and public administration to evaluate the effectiveness of programs and policies, and to identify areas where improvements are needed.
• Healthcare: Research is essential in healthcare to develop new treatments, improve existing ones, and to understand the causes and mechanisms of diseases.
• Education : Research is critical in education to evaluate the effectiveness of teaching methods and programs, and to develop new approaches to learning.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Six Reasons Why Research is Important

Everyone conducts research in some form or another from a young age, whether news, books, or browsing the Internet. Internet users come across thoughts, ideas, or perspectives - the curiosity that drives the desire to explore. However, when research is essential to make practical decisions, the nature of the study alters - it all depends on its application and purpose. For instance, skilled research offered as a  research paper service  has a definite objective, and it is focused and organized. Professional research helps derive inferences and conclusions from solving problems. visit the HB tool services for the amazing research tools that will help to solve your problems regarding the research on any project.

What is the Importance of Research?

The primary goal of the research is to guide action, gather evidence for theories, and contribute to the growth of knowledge in data analysis. This article discusses the importance of research and the multiple reasons why it is beneficial to everyone, not just students and scientists.

On the other hand, research is important in business decision-making because it can assist in making better decisions when combined with their experience and intuition.

Reasons for the Importance of Research

• Acquire Knowledge Effectively
• Research helps in problem-solving
• Provides the latest information
• Builds credibility
• Helps in business success
• Discover and Seize opportunities

1-  Acquire Knowledge Efficiently through Research

The most apparent reason to conduct research is to understand more. Even if you think you know everything there is to know about a subject, there is always more to learn. Research helps you expand on any prior knowledge you have of the subject. The research process creates new opportunities for learning and progress.

2- Research Helps in Problem-solving

Problem-solving can be divided into several components, which require knowledge and analysis, for example,  identification of issues, cause identification,  identifying potential solutions, decision to take action, monitoring and evaluation of activity and outcomes.

You may just require additional knowledge to formulate an informed strategy and make an informed decision. When you know you've gathered reliable data, you'll be a lot more confident in your answer.

3- Research Provides the Latest Information

Research enables you to seek out the most up-to-date facts. There is always new knowledge and discoveries in various sectors, particularly scientific ones. Staying updated keeps you from falling behind and providing inaccurate or incomplete information. You'll be better prepared to discuss a topic and build on ideas if you have the most up-to-date information. With the help of tools and certifications such as CIRS , you may learn internet research skills quickly and easily. Internet research can provide instant, global access to information.

4- Research Builds Credibility

Research provides a solid basis for formulating thoughts and views. You can speak confidently about something you know to be true. It's much more difficult for someone to find flaws in your arguments after you've finished your tasks. In your study, you should prioritize the most reputable sources. Your research should focus on the most reliable sources. You won't be credible if your "research" comprises non-experts' opinions. People are more inclined to pay attention if your research is excellent.

5-  Research Helps in Business Success

R&D might also help you gain a competitive advantage. Finding ways to make things run more smoothly and differentiate a company's products from those of its competitors can help to increase a company's market worth.

6-  Research Discover and Seize Opportunities

People can maximize their potential and achieve their goals through various opportunities provided by research. These include getting jobs, scholarships, educational subsidies, projects, commercial collaboration, and budgeted travel. Research is essential for anyone looking for work or a change of environment. Unemployed people will have a better chance of finding potential employers through job advertisements or agencies. 

How to Improve Your Research Skills

Start with the big picture and work your way down.

It might be hard to figure out where to start when you start researching. There's nothing wrong with a simple internet search to get you started. Online resources like Google and Wikipedia are a great way to get a general idea of a subject, even though they aren't always correct. They usually give a basic overview with a short history and any important points.

Identify Reliable Source

Not every source is reliable, so it's critical that you can tell the difference between the good ones and the bad ones. To find a reliable source, use your analytical and critical thinking skills and ask yourself the following questions: Is this source consistent with other sources I've discovered? Is the author a subject matter expert? Is there a conflict of interest in the author's point of view on this topic?

Validate Information from Various Sources

Take in new information.

The purpose of research is to find answers to your questions, not back up what you already assume. Only looking for confirmation is a minimal way to research because it forces you to pick and choose what information you get and stops you from getting the most accurate picture of the subject. When you do research, keep an open mind to learn as much as possible.

Facilitates Learning Process

Learning new things and implementing them in daily life can be frustrating. Finding relevant and credible information requires specialized training and web search skills due to the sheer enormity of the Internet and the rapid growth of indexed web pages. On the other hand, short courses and Certifications like CIRS make the research process more accessible. CIRS Certification offers complete knowledge from beginner to expert level. You can become a Certified Professional Researcher and get a high-paying job, but you'll also be much more efficient and skilled at filtering out reliable data. You can learn more about becoming a Certified Professional Researcher.

Stay Organized

You'll see a lot of different material during the process of gathering data, from web pages to PDFs to videos. You must keep all of this information organized in some way so that you don't lose anything or forget to mention something properly. There are many ways to keep your research project organized, but here are a few of the most common:  Learning Management Software , Bookmarks in your browser, index cards, and a bibliography that you can add to as you go are all excellent tools for writing.

Make Use of the library's Resources

If you still have questions about researching, don't worry—even if you're not a student performing academic or course-related research, there are many resources available to assist you. Many high school and university libraries, in reality, provide resources not only for staff and students but also for the general public. Look for research guidelines or access to specific databases on the library's website. Association of Internet Research Specialists enjoys sharing informational content such as research-related articles , research papers , specialized search engines list compiled from various sources, and contributions from our members and in-house experts.

of Conducting Research

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The Importance of Practical Experience in Research or in Professional Placements

This page describes Research Opportunities for Psychology Majors, Field Experience in Psychology, and Peer Tutors.

The Department of Psychology strongly advises that psychology majors seek out and take advantage of the many opportunities to be involved in research and/or placements in service settings. Through these types of experiences, students can learn if this is something they would like to spend a lot of time—or even dedicate their life—to doing. For example, many students have learned that doing research in a lab is a good way to discover that they really don’t enjoy research, or vice versa. Or someone who thinks they want to spend their career working with children and adolescents might discover that they do not like working with this population, but rather much prefer working with geriatric populations.

Another big advantage of doing research with a faculty member or of obtaining practical experience with a supervisor (or both) is that he or she can write you a good letter of recommendation. A letter from someone who knows that you are hardworking, show up on time, and contribute effectively to the research projects or work being conducted will be an invaluable component of any application package. 

Research Opportunities for Psychology Majors

For anyone considering applying to a Ph.D. program in psychology, research experience is very important. Research is heavily emphasized in these programs, and admissions committees want to know that research is something the applicant has done. By doing research, you can much more easily convince them that research is something you enjoy, have an aptitude for and interest in, and want to continue doing. Also, many doctoral programs in counseling and clinical psychology (including at Marquette University) admit students to work specifically with certain faculty members. These potential faculty mentors will want to be assured that you have experience doing their type of research.

Majors can satisfy up to 6 credits (of the 35 required) through research experiences in a faculty member’s lab. Note that individual research experience in faculty labs can be 1-3 credits per semester.

Majors who are interested in research should review faculty members’ web pages, where faculty describe their research interests and may post recent and past research publications. If interested in the research a faculty member is conducting, majors can send an email of introduction expressing interest and requesting a meeting to discuss the possibility of joining the research lab. Majors must get direct permission (i.e., permission numbers) from faculty members to be part of their lab and to register for any of the following research opportunities.

• PSYC 4956. Advanced Undergraduate Research (variable: 1-3 credits)
• PSYC 4960. Advanced Undergraduate Seminar (3 credits)
• PSYC 4995. Independent Study in Psychology (variable: 1-3 credits)
• PSYC 4999. Senior Thesis (3 credits)

Please note that many faculty members do not require that a student enroll in one of these research courses in order to participate in their lab.

It is recommended that students who have at least a 3.5 GPA and who are doing research with a faculty member consider signing up for the Honors in Psychology program (see Honors in Psychology section). To describe requirements briefly, to be in the honors program, a student is encouraged to take PSYC 2001H (Honors Statistics) and is required to take PSYC 2050H (Honors Research methods). Honors students take both a research seminar and advanced undergraduate research (4956H), as shown here:

• PSYC 4954H. Honors Psychology Research Seminar (1 credit each semester, 2 credits total)
• PSYC 4956H. Honors Advanced Undergraduate Research (variable: 1-3 credits, 4 credits total)

Field Experience (a.k.a. “internships”) in Psychology

Many psychology majors get practical, real-life experience outside the university. These experiences can help them determine their interests. This is important both for students who will seek employment immediately after graduation and for students who will try to obtain admission to a graduate program. Real-world experience help you write a convincing self-reflection or a good cover letter, describing what you have done during your undergraduate career, what you have learned about yourself doing those things, and how those experiences have informed your career path.

For students intending to apply to graduate programs to become a mental health professional, working in settings related to mental health can help them determine with what population (children and adolescents, adults, persons with a substance use disorder, persons with PTSD, etc.) or in what setting (hospital, clinic, school, agency, etc.) they might be interested. Such experiences might include working as a counselor at a camp, volunteering with a women’s shelter, working at the Milwaukee Center for Independence as part of service learning in a class, and many others.

Both internships and field experience entail practical, organized experiences with various agencies in the Milwaukee area.

The college has an internship office that “advises and supports students through the internship search process so they are equipped to find positions that fit their educational and professional goals and prepare them for successful future careers.”

The Department of Psychology offers PSYC 4964. Field Experience in Psychology. Students can take it for up to 6 credits, which count towards the 9 credits for psychology elective courses for the major and up to 3 credits toward the 18 credits required for the psychology minor. Field experience places students at community sites where they obtain actual experience and participate in—under close supervision—the actual implementation of psychological knowledge, skills, and values by teachers, mental health professionals, and community social justice workers. In addition to the practical experience involved, the course includes a seminar with readings, journals and reflections, presentations, a term paper and demonstrated knowledge of appropriate ethical principles. Interested students should contact the instructor for permission to take the course.

Peer Tutors

Psychology majors can earn 3 credits towards their degree by being a “peer tutor” for an undergraduate course, most typically General Psychology (PSYC 1001) but perhaps other courses as well. The requirements are:

• senior status;
• at least a 3.35 GPA in psychology; and
• earned an A or A- in General Psychology.

Permission must be obtained from the department chairperson.

Peer tutors are assigned to an undergraduate course. They are expected to attend lectures and take notes, to meet with the director of the program and other tutors to review material and concepts, to be available to both the instructor and the TA(s) for the class, to hold “office hours” for students, and to hold preview sessions before exams. Other expectations vary from instructor to instructor.

The peer tutoring experience can be very positive and meaningful. In addition to working closely with a faculty instructor and TA, tutoring helps improve interpersonal, communication, teaching, and leadership skills, as well as their awareness of differences between individuals in regard to needs, problem-solving strategies, and learning styles. Of course, being a tutor is a great way to understand and learn course content more clearly and deeply. Overall, tutors improve their understanding of themselves and other students. In the course of helping others, many tutors teach themselves better study habits.

Tutors gain credit for the experience by registering for PSYC 4964 Field Experience in Psychology (3 credits), after obtaining permission from the chairperson of the department.

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Benefits of Having Practical Research Subject in Grade 12 General Academic Strand Students in Bestlink College of the Philippines

• Ronem Alburo Penaranda Noli
• Justin Mationg
• Renz Santos
• Geovannie Bernales Jr.

Many people, especially students, say that practical research is difficult and stressful because of its long methods and process. We want to inform the students that practical research is not that difficult if students work in groups. The benefits of having a Practical Research subject include an increase in public awareness and build knowledge to improve lives and support studies to be globally competitive. It also contributes to our knowledge as the fastest and safest way to find treatment. The quantitative descriptive method was used as the research design for this study. The researchers utilized purposive sampling to select Grade 12 General Academic Strand students to assess the benefits of having a Practical Research subject. The results showed that with the weighted means of 4.17 for male respondents and 4.27 for female respondents, both groups strongly agreed that knowledge has benefits of having a Practical Research subject. With the weighted means of 4.15 for male respondents and 4.28 for female respondents, both groups strongly agreed that having a Practical Research subject has affective benefits for students. With the weighted means of 4.15 for male respondents and 4.20 for female respondents, both groups strongly agreed that the Practical Researchsubject has psychomotor benefits. With the overall weighted means of 4.15 for male respondents and 4.25 for female respondents, both groups strongly agreed that Practical The research subject has the knowledge, affective, and psychomotor benefits to Grade12 General Academic Strand students. Based on the findings of the study, the following recommendation was forwarded. Research implications refer to the impact that research may have on future research. Another group of respondents was utilized to confirm the accuracy of the study, relate directly to the aims of the project, indicate the extent to which the aims have been achieved, summarize the key findings outcomes or information in the report acknowledge and limitations, make recommendations for future work, highlight the significance or usefulness of your work, and always address limitations. Experimental results showed that pulsed flow without flow reversal had no significant effect. Further research is recommended to determine the achievable enhancement.

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Representative samples: what you need to know.

13 min read In market research, it’s not practical nor affordable to interview or survey everyone in your target population. That said, you still need to get survey results that accurately represent the views, opinions, or behaviours of that larger population. So, what can you do? Find out here.

In  market research , it’s not practical nor affordable to interview or survey  everyone  in your target population.

That said, you still need to get survey results that accurately represent the views, opinions, or  behaviours of that larger population . So, what can you do?

The answer is to survey a small group of that population in a way that generates a representative set of results that mirrors  a larger sample size .

This smaller sample is known as a  representative sample .

In this guide, we’ll introduce you to representative sampling, including what it is, the different types of representative samples you can use, why representative samples are important for market research and finally, how to build a representative sample for your study.

Free eBook: Determining Sample Size

What is a representative sample?

A representative sample is a sample from a larger group that accurately represents the characteristics of a larger population.

It’s known as a representative sample because the answers obtained from it accurately reflect the results you would achieve by  interviewing  the entire population.

For example, in a warehouse with a sample of 1,000 people split equally into 500 males and 500 females, a smaller group of 100 males and 100 females could generate a representative sample of the larger group.

As they’re easy to conduct and cost-effective, representative samples are widely used to collect data across all different kinds of research. And if done properly, the results are just as accurate as a large-scale survey.

Representative sampling methods

Creating a representative sample is relatively straightforward, but there are a few things to consider — one being the size of populations or groups you want to study, and how this will  determine the size of the sample group  to accurately reflect the views of the larger group.

However, the size of the group isn’t the only thing to consider when building a representative sample.

For example, if you were running a study on how the global financial crisis affected middle and low-income families, you might want to  determine the socioeconomic status of your sample . This way, you can remove the highest earners (or high-income families) from your study, ensuring you get an accurate and representative sample of  your target audience .

It’s also important that your sample has the same properties as the full population. For instance,  the right gender distribution  and/or ages to ensure you represent the larger sample.

Now, there are two types of sampling you can use for a representative sample.

Probability sampling

Probability sampling is when you select a smaller group from a larger population using a randomised process.

In this process, every member of the population has an equal chance to be chosen for the sample.

Depending on the size of the larger population, it’s possible to inadvertently over-sample one portion of it.

Learn More:   Probability sampling: What it is and how to use it

Non-probability sampling

Non-probability sampling involves selecting your sample, rather than leaving it to chance. However, as you’re selecting the sample, this can result in bias in some surveys as you’re aware of each participant’s characteristics.

As well as increasing bias, non-probability sampling involves more admin as the participants have to be selected.

One example of a non-probability sample is a quota sample, which is often used when trying to find a representative sample for an entire population like the US or UK.

In both instances, each sample size needs to be around 1,500 or 2,000 to accurately reflect the entire population.

Within this large group, there will be a series of subsets. For example, six age brackets (16-24 and 24-35), two gender breakdowns, and typically 15 regions (potentially fewer in the UK) to create a representative sample of the country.

Learn More:   What is non-probability sampling? Everything you need to know

How does it compare to other sampling methods?

While representative sampling is one way to conduct a survey, there are other sampling methods you can use (without surveying every single member of a population) while still matching the characteristics of a smaller group with a larger one.

Here are a few other sampling methods you could consider:

Random sampling

Random sampling is a method of probability sampling that ensures every member of a larger population has an equal probability of being selected for the study.

It’s also used when you want to generate a representative sample of a whole population. For example, if you wanted a sample that would represent an entire country, you’d most likely use probability sampling.

Survey software or other tools (such as random number generators) are often used to ensure the sample is randomly selected.

Learn More:   Your guide to simple random sampling

Systematic sampling

Systematic sampling is similar to random sampling in that there’s an element of chance in the selection process.

However, unlike random sampling, rather than choosing people arbitrarily, each person is assigned a number and then participants are selected at regular intervals.

For example, in a group of 50, each person gets a number, and then a starting point is chosen at random — i.e. the selection process will start at the number 7. Then, every 4th person will be selected. So the numbers selected would go like this: 7, 11, 15, 19, and so on until the sample size is reached.

Learn More:   The complete guide to systematic random sampling

Stratified sampling

With stratified sampling, each member of the larger population is categorised into another subset based on characteristics. For example, age, gender, income and so on.

Once you’ve defined your subsets, you then work out how many people from each subset you’ll need to create a representative sample. Then, you use systematic sampling or random sampling to make the final selection.

Learn More:   How to use stratified random sampling

Cluster sampling

Cluster sampling is similar to stratified sampling in that each participant is put into a smaller subgroup based on a particular characteristic.

However, rather than randomly choosing participants from every subgroup, you simply choose an entire subgroup to form the final sample.

Convenience sampling

As the name suggests, convenience sampling involves choosing participants who are convenient to you. For example, if you wanted to assess employee satisfaction, you could survey your employees.

Learn More:   Convenience sampling method: How and when to use it?

Voluntary response sampling

Voluntary response sampling is when your sample is made up of participants who have volunteered to participate as part of the sample group. These participants usually volunteer because they have a strong opinion on the subject of the survey.

Purposive sampling

Purposive sampling, also referred to as judgment sampling or selective sampling, is when you rely on your expertise to choose members of the population to participate in the survey.

Snowball sampling

Snowball sampling, also referred to as chain-referral sampling, is a non-probability sampling technique in which the samples have traits that are rare or difficult to find. In this sampling method, existing study subjects require future subjects from amongst their acquaintances and friends, thus causing a snowball effect. As the sample builds up, it eventually reaches a point where enough data has been gathered to make it useful for research.

Why is a representative sample important in market research?

Building a representative sample is important for  market research  to ensure you gather accurate data and audience insights that can drive better decisions or improve processes.

Without a representative sample, you can’t be sure your research data will accurately reflect the views or behaviours of the people you want to understand better .

The most accurate data will always come from your target audience and a representative sample will ensure you get a high level of accuracy and avoid sampling errors.

Here are a few more reasons why representative sampling is important:

It’s practical and efficient:  Representative sampling is about using a smaller group of people to understand a much larger population and thus gain accurate insights without the costs and administration of surveying an entire population.

It helps make accurate decisions:  Without getting a representative sample of your target audience, you can’t be sure that you’re making decisions that benefit your business. Samples need to be carefully selected to ensure they’ll match your wider audience.

It helps to  avoid sampling error :  As we’ve mentioned, without ensuring your sample is representative, you can’t be sure that the data you’re collecting is accurate or relevant to what you’re trying to uncover.

It generates good ROI:  The only way to be sure your business decisions will lead to improvements is to get the perspective of the audience who will be affected by them. Representative sampling ensures you target the right audience, netting insights that help you to improve products, services, and processes.

Free eBook:  How to minimise sampling and non-sampling errors

How to build a representative sample

Once you’ve established the type of sampling you want to use – probability or non-probability sampling, there are a few simple steps to take that will help the sampling process be easier and more cost-effective.

1 – Define the population size : Understanding the population size of your target audience can help you to work out the sample size you’ll need for it to be representative.

2 – Define your sample size:  Once you know the size of the population you can understand the size of the sample you’ll need.  Find out how to calculate your sample size .

3 – Define the characteristics of your sample : Depending on the type of sampling methods you choose you’ll need to define the characteristics of your sample. You can then begin to either select your sample at random or divide them into subsets to narrow down who you’re looking for.

Once you’ve narrowed down your sample, characteristics, and sampling methodology, you can launch your survey.

Building a representative sample with Qualtrics

Representative sampling is a key element of generating accurate results, and with Qualtrics CoreXM — you can reach the right people at the right time.

Through  Qualtrics Audience Management Solution , get on-demand insights with feedback from the right people, at the right time. You can:

• Build rich profiles of your customers and prospects and integrate their survey feedback into your most critical decisions.
• Get more insights by launching research to your panel faster than ever
• Reduce the cost of research with your own, on-demand sample of respondents
• Act quickly on insights with responses delivered in real-time
• Drive higher response rates to surveys  with your engaged panel of respondents

And that’s not all — if you need help defining your samples or including perspectives of a difficult-to-reach audience,  Qualtrics Research Services  can support you. Beyond finding the ideal target audiences and deploying research, their team of experts can help with research design, analysis of findings, and even custom-tailored recommendations for executive-level presentations.

By leveraging representative sample methods, your research studies will become more efficient and practical while still offering impactful insights that dramatically enhance business decisions.

Through representative sampling, you can increase the accuracy of your results, the credibility of your studies (enabling you to gradually become the go-to for actionable insights), and the usability of the insights you gather. In turn, you can use all the information you gather to build strong foundations for the strategies or projects you wish to carry out in the future.

Of course, to make the most of this data, you need a solution to analyse, understand and simplify it — not only so you can understand the findings, but also so that you can share those findings with others.

Related resources

Panels & Samples

Systematic Random Sampling 15 min read

Reward survey participants 15 min read, manage your market research survey panel 14 min read, what is a research panel 10 min read, market intelligence 9 min read, qualitative research questions 11 min read, ethnographic research 11 min read, request demo.

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Healthy Eating Plate

Use healthy oils (like olive and canola oil) for cooking, on salad, and at the table. Limit butter. Avoid trans fat.

Drink water , tea , or coffee (with little or no sugar). Limit milk / dairy (1-2 servings/day) and juice (1 small glass/day). Avoid sugary drinks .

The more veggies — and the greater the variety — the better. Potatoes and French fries don’t count.

Eat plenty of fruits of all colors

Choose fish , poultry, beans , and nuts ; limit red meat and cheese ; avoid bacon, cold cuts, and other processed meats .

Eat a variety of whole grains (like whole-wheat bread, whole-grain pasta, and brown rice ). Limit refined grains (like white rice and white bread).

Incorporate physical activity into your daily routine.

Looking for a printable copy? Download one here , and hang it on your refrigerator to serve as a daily reminder when planning and preparing your meals! Translations of the Healthy Eating Plate are also available in over 25 languages.

Building a Healthy and Balanced Diet

Make most of your meal vegetables and fruits – ½ of your plate. Aim for color and variety, and remember that potatoes don’t count as vegetables on the Healthy Eating Plate because of their negative impact on blood sugar.

Go for whole grains – ¼ of your plate. Whole and intact grains—whole wheat, barley, wheat berries, quinoa , oats , brown rice , and foods made with them, such as whole wheat pasta—have a milder effect on blood sugar and insulin than white bread, white rice, and other refined grains.

Protein power – ¼ of your plate. Fish, poultry, beans , and nuts are all healthy, versatile protein sources—they can be mixed into salads, and pair well with vegetables on a plate. Limit red meat, and avoid processed meats such as bacon and sausage.

Healthy plant oils – in moderation. Choose healthy vegetable oils like olive, canola, soy, corn, sunflower, peanut, and others, and avoid partially hydrogenated oils, which contain unhealthy trans fats. Remember that low-fat does not mean “healthy.”

Drink water, coffee, or tea . Skip sugary drinks , limit milk and dairy products to one to two servings per day, and limit juice to a small glass per day.

Stay active . The red figure running across the Healthy Eating Plate’s placemat is a reminder that staying active is also important in weight control .

The main message of the Healthy Eating Plate is to focus on diet quality:

• The type of carbohydrate in the diet is more important than the amount of carbohydrate in the diet, because some sources of carbohydrate—like vegetables (other than potatoes), fruits, whole grains, and beans—are healthier than others.
• The Healthy Eating Plate also advises consumers to avoid sugary beverages , a major source of calories—usually with little nutritional value—in the American diet.
• The Healthy Eating Plate encourages consumers to use healthy oils , and it does not set a maximum on the percentage of calories people should get each day from healthy sources of fat. In this way, the Healthy Eating Plate recommends the opposite of the low-fat message promoted for decades by the USDA.

Your Plate and the Planet

Your questions answered.

The Healthy Eating Plate does not define a certain number of calories or servings per day from each food group. The relative section sizes suggest approximate relative proportions of each of the food groups to include on a healthy plate. They are not based on specific calorie amounts, and they are not meant to prescribe a certain number of calories or servings per day, since individuals’ calorie and nutrient needs vary based on age, gender, body size, and level of activity.

As the name suggests, the Healthy Eating Plate is visualized as a single plate, however it can be used as a guide for creating healthy, balanced meals—no matter which type of dishware is used!

• For example, while you wouldn’t consume soup on a plate—you can consider the relative sizes of each section when choosing what to add to the pot before serving in a bowl: make about half of your ingredients a variety of colorful vegetables (carrots, celery, spinach, tomatoes, sautéed in olive oil), and the other half a mix of whole grains (such as farro) and a healthy protein (such as beans).
• Or maybe you’re eating your meal in courses, or as multiple dishes in smaller sizes: a plate of grilled fish over brown rice; a green side salad filled with veggies; and some fruit for a sweet end to the meal.
• Portioning a meal into separate components is also common when packing a lunchbox—especially for kids .

There are many cultures around the world in which people may not eat their meals from a plate. Although our translations of this guide maintain the single-plate graphic, we encourage its use for creating healthy, balanced meals in context of cultural and individual customs and preferences.

For some people, moderate alcohol consumption can offer health benefits, whereas for others alcohol may pose risks. Learn more about the  risks and benefits of alcohol .

The Healthy Eating Plate, created by nutrition experts at the Harvard T.H. Chan School of Public Health and editors at Harvard Health Publications, was designed to address deficiencies in the U.S. Department of Agriculture (USDA)’s MyPlate. The Healthy Eating Plate provides detailed guidance, in a simple format, to help people make the best eating choices.

The Healthy Eating Plate is based exclusively on the best available science and was not subjected to political or commercial pressures from food industry lobbyists. Learn more about how the Healthy Eating Plate compares to the USDA’s MyPlate .

Generations of Americans are accustomed to the food pyramid design, and it’s not going away. In fact, the Healthy Eating Pyramid and the Healthy Eating Plate complement each other. See how you can use the Healthy Eating Pyramid as a guide for your grocery shopping list .

According to research done at Harvard Chan School of Public Health and elsewhere [1-3], following the guidelines presented through the Healthy Eating Pyramid and Healthy Eating Plate can lead to a lower risk of heart disease and premature death:

• In the 1990s, the USDA’s Center for Nutrition Policy and Promotion created the Healthy Eating Index “to measure how well American diets conform to recommended healthy eating patterns.” [4] A score of 100 meant following the federal recommendations to the letter while a score of 0 meant totally ignoring them.
• The eleven components assessed by the Alternate Healthy Eating Index were dairy products; vegetables; fruit; nuts & seeds; bread/grains; meat, poultry & fish; cholesterol; fat; sodium; alcohol; and multivitamins.
• Men who scored highest on the USDA’s original Healthy Eating Index (meaning their diets most closely followed federal recommendations) reduced their overall risk of developing heart disease, cancer, or other chronic disease by 11% over 8 to 12 years of follow-up compared to those who scored lowest. Women who most closely followed the government’s recommendations were only 3% less likely to have developed a chronic disease. [5]
• In comparison, scores on the Alternate Healthy Eating Index did appear to correlate more closely with better health in both sexes. Men with high scores (those whose diets most closely followed the Healthy Eating Pyramid guidelines) were 20% less likely to have developed a major chronic disease than those with low scores. Women with high scores lowered their overall risk by 11%. Men whose diets most closely followed the Healthy Eating Pyramid lowered their risk of cardiovascular disease by almost 40%; women with high scores lowered their risk by almost 30%.
• In a 2014 study looking at trends in diet quality among adults in the U.S., researchers using the Alternate Healthy Eating Index found that there was steady improvement from 1999 to 2010, but that overall dietary quality remains poor. [6]

Two studies offer further evidence of the disease prevention benefits that accrue from following a diet similar to one based on the Healthy Eating Pyramid:

• A study that tracked 7,319 British civil servants for 18 years found that men and women with the highest scores on the Alternate Healthy Eating Index had a 25% lower risk of dying from any cause, and a 42% lower risk of dying from heart disease, than people with the lowest scores. [3]
• Another observational study in 93,676 post-menopausal women found that following a Healthy Eating Pyramid-style diet (as measured by adherence to the Alternative Healthy Eating Index ) was superior to following a low-fat diet at lowering cardiovascular disease and heart failure risk. [1]

Permissions for Use

Copyright © 2011, Harvard University. For more information about The Healthy Eating Plate, please see The Nutrition Source, Department of Nutrition, Harvard T.H. Chan School of Public Health, www.thenutritionsource.org , and Harvard Health Publications, www.health.harvard.edu .

• Akbaraly TN, Ferrie JE, Berr C, Brunner EJ, Head J, Marmot MG, Singh-Manoux A, Ritchie K, Shipley MJ, Kivimaki M. Alternative Healthy Eating Index and mortality over 18 y of follow-up: results from the Whitehall II cohort. The American journal of clinical nutrition . 2011 May 25;94(1):247-53.
• Belin RJ, Greenland P, Allison M, Martin L, Shikany JM, Larson J, Tinker L, Howard BV, Lloyd-Jones D, Van Horn L. Diet quality and the risk of cardiovascular disease: the Women’s Health Initiative (WHI). The American journal of clinical nutrition . 2011 May 25;94(1):49-57.
• McCullough ML, Feskanich D, Stampfer MJ, Giovannucci EL, Rimm EB, Hu FB, Spiegelman D, Hunter DJ, Colditz GA, Willett WC. Diet quality and major chronic disease risk in men and women: moving toward improved dietary guidance. The American journal of clinical nutrition . 2002 Dec 1;76(6):1261-71.
• U.S. Department of Agriculture, Center for Nutrition Policy and Promotion. The Healthy Eating Index .
• Continuous Update Project Report Summary. Food, Nutrition, Physical Activity, and the Prevention of Colorectal Cancer , 2011.
• Wang DD, Leung CW, Li Y, Ding EL, Chiuve SE, Hu FB, Willett WC. Trends in dietary quality among adults in the United States, 1999 through 2010. JAMA internal medicine . 2014 Oct 1;174(10):1587-95.

Last reviewed January 2023

Terms of Use

The contents of this website are for educational purposes and are not intended to offer personal medical advice. You should seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The Nutrition Source does not recommend or endorse any products.

What is innovation?

When you think of innovation, what springs to mind? Maybe it’s a flashy new gadget—but don’t be mistaken. There’s much more to the world of innovation, which extends far beyond new products and things you’ll find on a store shelf.

Get to know and directly engage with senior McKinsey experts on innovation.

Marc de Jong is a senior partner in McKinsey’s Amsterdam office, Laura Furstenthal is a senior partner in the Bay Area office, and Erik Roth is a senior partner in the Stamford office.

If products alone aren’t the full story, what is innovation? In a business context, innovation is the ability to conceive, develop, deliver, and scale new products, services, processes, and business models for customers.

Successful innovation delivers net new growth that is substantial. As McKinsey senior partner Laura Furstenthal  notes in an episode of the Inside the Strategy Room podcast , “However you measure it, innovation has to increase value and drive growth.”

As important as innovation is, getting it right can be challenging. Over 80 percent of executives surveyed  say that innovation is among their top three priorities, yet less than 10 percent report being satisfied with their organizations’ innovation performance. Many established companies are better operators than innovators , producing few new and creative game changers. Most succeed by optimizing existing core businesses.

Why is innovation important in business?

Some companies do succeed at innovation. Our research considered how proficient 183 companies were at innovation, and compared that assessment against a proprietary database of economic profit  (the total profit minus the cost of capital). We found that companies that harness the essentials of innovation see a substantial performance edge that separates them from others—with evidence that mastering innovation can generate economic profit that is 2.4 times higher than that of other players .

Learn more about our Strategy & Corporate Finance  practice.

How can leaders decide what innovations to prioritize?

Successful innovation has historically occurred at the intersection of several elements, which can guide prioritization efforts. The three most important elements are the who, the what, and the how :

• An unmet customer need (the ‘who’): Who is the customer and what problem do they need to solve? Are macrotrends such as automation driving changes in customer needs?
• A solution (the ‘what’): Is the solution compelling and can it be executed?
• A business model that allows for the solution to be monetized (the ‘how’): How will the solution create value? What is the business model?

Successful innovation requires answers to each of these questions.

An example from inventor and businessman Thomas Edison helps illustrate the concept. “In every case, he did not just invent the what, he also invented a how,” says Furstenthal in a conversation on innovation . “In the case of the light bulb, he created the filament and the vacuum tube that allowed it to turn on and off, and he developed the production process that enabled mass production.”

Introducing McKinsey Explainers : Direct answers to complex questions

How do organizations become better innovators.

McKinsey conducted research into the attributes and behaviors behind superior innovation performance , which were validated in action at hundreds of companies. This research yielded eight critical elements  for organizations to master:

• Aspire: Do you regard innovation-led growth as critical, and have you put in place cascaded targets that reflect this?
• Choose: Do you invest in a coherent, time- and risk-balanced portfolio of initiatives, and do you devote sufficient resources to it?
• Discover: Are your business, market, and technology R&D efforts actionable and capable of being translated into winning value propositions?
• Evolve: Do you create new business models that provide defensible, robust, and scalable profit sources?
• Accelerate: Do you develop and launch innovations quickly and effectively?
• Scale: Do you launch innovations at the right scale in the relevant markets and segments?
• Extend: Do you create and capitalize on external networks?
• Mobilize: Are your people motivated, rewarded, and organized to innovate repeatedly?

Of these eight essentials, two merit particular attention : aspire and choose . Without these two elements, efforts may be too scattershot to make a lasting difference. It’s particularly crucial to ensure that leaders are setting bold aspirations and making tough choices when it comes to resource allocation and portfolio moves. To do so successfully, many leaders will need to shift their mindsets or management approaches.

What are examples of successful innovators?

Real-world examples of successful innovation, related to some of the eight essentials listed , can highlight the benefits of pursuing innovation systematically :

• Mercedes-Benz Group invested extensively in digitizing its product development system. That allowed the company to shorten its innovation cycles significantly , and its capabilities for personalizing cars have improved, even as assembly efficiency rose by 25 percent.
• Gavi, a public–private partnership founded to save children’s lives and protect their health by broadening access to immunization, used nonfinancial targets to help drive its innovation efforts —and this helped the organization broaden its aspiration for impact in a way that was bold, specific, measurable, and time bound.
• Lantmännen, a large Nordic agricultural cooperative, faced flat organic growth. Leadership created a vision and strategic plan  connected to financial targets cascaded down to business units and product groups. Doing so allowed the organization to move from 4 percent annual growth to 13 percent, on the back of successfully launching several new brands.
• The information services organization RELX Group brought discipline to choosing its innovation portfolio  by running ten to 15 experiments in each customer segment in its pipeline every year. It selects one or two of the most successful ideas from the portfolio to continue.
• International insurance company Discovery Group mobilized the organization around innovation  by creating incentives for a thousand of the company’s leaders using semiannual divisional scorecards. Innovation isn’t a choice; it’s a requirement and a part of the organization’s culture.

These examples aren’t necessarily what you may think of when you imagine disruptive innovation—which calls to mind moves that shake up an entire industry, and might be more associated with top tech trends  such as the Bio Revolution . Yet these examples show how committing to innovation can make a sizable difference.

How can my organization improve the volume and quality of new ideas?

Steps to help aspiring innovators  get started include the following:

• Hold collision sessions: Cross-functional groups gather in a structured process to think through the intersection of unmet customer needs, technology trends, and business models, bringing creativity and specificity to the process of idea generation. Then, a venture panel considers these ideas and iterates on them, prioritizing what to do.
• Challenge orthodoxies: Participants gather and describe beliefs that are common but that prevent the organization from innovating for customers. Examples of these orthodoxies include statements such as “budgets are limited” or “we don’t have the digital capabilities to pull it off.” Once the orthodoxies are laid out, teams brainstorm after being prompted to consider if the opposite of the statement were true.
• Make analogies to other industries: A team might create a list of companies with unique value propositions. Then, they systematically apply these value propositions to their ideas to see if the analogy can create new sources of value or fresh opportunities.
• Apply constraints: Rather than searching for blue-sky ideas, tighten the constraints on an idea’s business or operating model and explore potential new solutions. What if you served only one type of customer? What if the only channel you could access was online?

In the words of chemist Linus Pauling, “The way to get to good ideas is to get lots of ideas and throw the bad ones away.”

What is an innovation portfolio?

An innovation portfolio  is a thoughtfully curated bundle of potentially innovative initiatives, with clear aspirations and required resources defined for each. Managing the portfolio this way helps find new opportunities and determine the appropriate number and mix of initiatives, including the following:

• confirming the total value of the portfolio needed
• evaluating existing innovation projects based on incremental value delivered, risk, and alignment with strategic priorities
• getting comfortable saying “no” to stop projects that are dilutive, and resisting the siren song of incremental initiatives that are unlikely to pay for themselves
• reallocating resources—including competencies and skills—to new initiatives or to current ones that additional support can accelerate or amplify
• identifying portfolio gaps and defining new initiatives to close them

How to measure innovation?

One way to measure innovation is to look at innovation-driven net new growth, which we call the “green box.”  This phrase refers to how you quantify the growth in revenue or earnings that an innovation needs to provide within a defined timeframe. This concept can help clarify aspirations and influence choices on the innovation journey.

While many imagine that innovation is solely about creativity and generating ideas, at its core, innovation is a matter of resource allocation . To put it another way: it’s one thing to frame innovation as a catalyst for growth, and another to act upon it by refocusing people, assets, and management attention on the organization’s best ideas.

The green box can help to solidify a tangible commitment  by defining the value that a company creates from breakthrough and incremental innovation, on a defined timeline (say, five years), with quantifiable metrics such as net new revenue or earnings growth. Crucially, the green box looks at growth from innovation alone, setting aside other possible sources such as market momentum, M&A, and so forth. And once defined, the growth aspiration can be cascaded into a set of objectives and metrics that the company’s various operating units can incorporate into its individual innovation portfolios.

It’s useful to note that some organizations may find that measures not solely financial in nature are more appropriate or relevant. For instance, metrics such as the number of subscribers or patients—or customer satisfaction—can resonate. What’s critical is selecting a metric that is a proxy for value creation. A large US healthcare payer , for example, looked to spur innovation that would improve patient satisfaction and the quality of care.

Separate from the concept of the green box, two simple metrics  can also offer surprising insight about innovation vis-à-vis the effectiveness of an organization’s R&D spending. Both of these lend themselves to benchmarking, since they can be gauged from the outside in, and they offer insight at the level of a company’s full innovation portfolio. The two R&D conversion metrics are as follows:

• R&D-to-product conversion: This metric is calculated by looking at the ratio of R&D spending (as a portion of sales) to sales from new products. It can show how well your R&D dollars convert to actual sales of new products—and it might reveal that spending more doesn’t necessarily translate into stronger performance.
• New-products-to-margin conversion: This metric considers the ratio of gross margin percentage to sales from new products. It can indicate how new-product sales contribute to lifting margins.

While no metric is perfect, these may offer perspective that keeps the focus squarely on returns from innovation and the value it creates—often more meaningful than looking inward at measures of activity, such as the number of patents secured.

How do you create a high-performing innovation team?

Innovation is a team sport. Experience working with strong innovators and start-ups has helped identify ten traits of successful innovation teams . Those fall into four big categories: vision , or the ability to spot opportunities and inspire others to go after them; collaboration , which relates to fostering effective teamwork and change management (for instance, by telling a good innovation story ); learning or absorbing new ideas; and execution , with traits that facilitate snappy decision making even when uncertainty arises.

Being strategic about the composition of an innovation team can help minimize failures and bring discipline to the process.

What innovation advice can help business leaders?

One broad piece of advice centers on creating a culture that accounts for the human side of innovation . When people worry about failure, criticism, or the career impact of a wrong move, it can keep them from embracing innovation. In a recent poll, 85 percent of executives say fear holds back their organization’s innovation efforts often or always—but there are ways to overcome these barriers .

Additionally, the Committed Innovator podcast and related articles share perspectives from leading experts who have helped their organizations tackle inertia and unlock bold strategic moves. If you are looking for words of wisdom, their insights can help spark inspiration to innovate:

• Naomi Kelman, CEO, Willow . “Creating a safe environment for innovation is really what you need to do to get the greatness out of the people who work with you, which is ultimately what drives growth.”
• Safi Bahcall, author, Loonshots . “Most of the important breakthroughs failed many times before they succeeded. That is where ‘fail fast’ goes wrong. Most companies are too impatient.”
• Amy Brooks, chief innovation officer, National Basketball Association . “You can use data or examples to convince people about what is working in the market or what other industries are doing. We like to share best practices within our own leagues and within sports, but we also pay attention to every other industry that sells to consumers.”
• Tanya Baker, global leader, Goldman Sachs Accelerate . “If someone knowledgeable thinks what you are doing is a bad idea, make sure they have a seat at the table. Put them on your board; make them one of your advisers so you don’t have any blind spots.”
• Neal Gutterson, former chief technology officer, Corteva . “[A] key skill is being able to hold two divergent thoughts and approaches in your brain and in your team at the same time. The great companies will be ambidextrous innovators, able to disrupt themselves in the future while serving the core [business] today.”
• Anjali Sud, CEO, Vimeo . “What keeps me up at night is execution and, within that, focus. Because when you are in a market like ours, at a time like now, the opportunity is huge. We are this nimble, fast-growing, fast-moving company, and everywhere I look I see opportunity. But am I providing enough focus for my teams so that we can truly be great at something? You don’t want to miss a big boat, and it’s hard sometimes to say no to valid, exciting ideas that could be transformative.”

For more in-depth exploration of these topics, see McKinsey’s insights on Strategy & Corporate Finance . Learn more about McKinsey’s Growth & Innovation  work—and check out innovation-related job opportunities if you’re interested in working at McKinsey.

Articles referenced include:

• “ Fear factor: Overcoming human barriers to innovation ,” June 3, 2022, Laura Furstenthal , Alex Morris, and Erik Roth
• “ Innovation—the launchpad out of crisis ,” September 15, 2021, Laura Furstenthal  and Erik Roth
• “ The innovation commitment ,” October 24, 2019, Daniel Cohen, Brian Quinn, and Erik Roth
• “ Fielding high-performing innovation teams ,” January 17, 2019, Matt Banholzer , Fabian Metzeler, and Erik Roth
• “ Taking the measure of innovation ,” April 20, 2018, Guttorm Aase, Erik Roth , and Sri Swaminathan
• “ The eight essentials of innovation ,” April 1, 2015, Marc de Jong , Nathan Marston, and Erik Roth

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Fear factor: Overcoming human barriers to innovation

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