Research

Original research, also called primary research, is research that is not exclusively based on a summary, review, or synthesis of earlier publications on the subject of research. This material is of a primary-source character. The purpose of the original research is to produce new knowledge, rather than to present the existing knowledge in a new form (e.g., summarized or classified).[7][8] Original research can be in various forms, depending on the discipline it pertains to. In experimental work, it typically involves direct or indirect observation of the researched subject(s), e.g., in the laboratory or in the field, documents the methodology, results, and conclusions of an experiment or set of experiments, or offers a novel interpretation of previous results. In analytical work, there are typically some new (for example) mathematical results produced, or a new way of approaching an existing problem. In some subjects which do not typically carry out experimentation or analysis of this kind, the originality is in the particular way existing understanding is changed or re-interpreted based on the outcome of the work of the researcher.[9]

The degree of originality of the research is among major criteria for articles to be published in academic journals and usually established by means of peer review.[10] Graduate students are commonly required to perform original research as part of a dissertation.[11]

Primary scientific research being carried out at the Microscopy Laboratory of the Idaho National Laboratory

Scientific research equipment at MIT

German maritime research vessel Sonne

Scientific research is a systematic way of gathering data and harnessing curiosity. This research provides scientific information and theories for the explanation of the nature and the properties of the world. It makes practical applications possible. Scientific research is funded by public authorities, by charitable organizations and by private groups, including many companies. Scientific research can be subdivided into different classifications according to their academic and application disciplines. Scientific research is a widely used criterion for judging the standing of an academic institution, but some argue that such is an inaccurate assessment of the institution, because the quality of research does not tell about the quality of teaching (these do not necessarily correlate).[12]

Generally, research is understood to follow a certain structural process. Though step order may vary depending on the subject matter and researcher, the following steps are usually part of most formal research, both basic and applied:

1. Observations and formation of the topic: Consists of the subject area of one's interest and following that subject area to conduct subject-related research. The subject area should not be randomly chosen since it requires reading a vast amount of literature on the topic to determine the gap in the literature the researcher intends to narrow. A keen interest in the chosen subject area is advisable. The research will have to be justified by linking its importance to already existing knowledge about the topic.
2. Hypothesis: A testable prediction which designates the relationship between two or more variables.
3. Conceptual definition: Description of a concept by relating it to other concepts.
4. Operational definition: Details in regards to defining the variables and how they will be measured/assessed in the study.
5. Gathering of data: Consists of identifying a population and selecting samples, gathering information from or about these samples by using specific research instruments. The instruments used for data collection must be valid and reliable.
6. Analysis of data: Involves breaking down the individual pieces of data to draw conclusions about it.
7. Data Interpretation: This can be represented through tables, figures, and pictures, and then described in words.
8. Test, revising of hypothesis
9. Conclusion, reiteration if necessary

A common misconception is that a hypothesis will be proven (see, rather, null hypothesis). Generally, a hypothesis is used to make predictions that can be tested by observing the outcome of an experiment. If the outcome is inconsistent with the hypothesis, then the hypothesis is rejected (see falsifiability). However, if the outcome is consistent with the hypothesis, the experiment is said to support the hypothesis. This careful language is used because researchers recognize that alternative hypotheses may also be consistent with the observations. In this sense, a hypothesis can never be proven, but rather only supported by surviving rounds of scientific testing and, eventually, becoming widely thought of as true.

A useful hypothesis allows prediction and within the accuracy of observation of the time, the prediction will be verified. As the accuracy of observation improves with time, the hypothesis may no longer provide an accurate prediction. In this case, a new hypothesis will arise to challenge the old, and to the extent that the new hypothesis makes more accurate predictions than the old, the new will supplant it. Researchers can also use a null hypothesis, which states no relationship or difference between the independent or dependent variables.

Research in the humanities involves different methods such as for example hermeneutics and semiotics. Humanities scholars usually do not search for the ultimate correct answer to a question, but instead, explore the issues and details that surround it. Context is always important, and context can be social, historical, political, cultural, or ethnic. An example of research in the humanities is historical research, which is embodied in historical method. Historians use primary sources and other evidence to systematically investigate a topic, and then to write histories in the form of accounts of the past. Other studies aim to merely examine the occurrence of behaviours in societies and communities, without particularly looking for reasons or motivations to explain these. These studies may be qualitative or quantitative, and can use a variety of approaches, such as queer theory or feminist theory.[13]

Artistic research, also seen as 'practice-based research', can take form when creative works are considered both the research and the object of research itself. It is the debatable body of thought which offers an alternative to purely scientific methods in research in its search for knowledge and truth.

The controversial trend of artistic teaching becoming more academics-oriented is leading to artistic research being accepted as the primary mode of enquiry in art as in the case of other disciplines.[14] One of the characteristics of artistic research is that it must accept subjectivity as opposed to the classical scientific methods. As such, it is similar to the social sciences in using qualitative research and intersubjectivity as tools to apply measurement and critical analysis.[15]

Artistic research has been defined by the School of Dance and Circus (Dans och Cirkushögskolan, DOCH), Stockholm in the following manner – "Artistic research is to investigate and test with the purpose of gaining knowledge within and for our artistic disciplines. It is based on artistic practices, methods, and criticality. Through presented documentation, the insights gained shall be placed in a context."[16] Artistic research aims to enhance knowledge and understanding with presentation of the arts.[17] A simpler understanding by Julian Klein defines artistic research as any kind of research employing the artistic mode of perception.[18] For a survey of the central problematics of today's artistic research, see Giaco Schiesser.[19]

According to artist Hakan Topal, in artistic research, "perhaps more so than other disciplines, intuition is utilized as a method to identify a wide range of new and unexpected productive modalities".[20] Most writers, whether of fiction or non-fiction books, also have to do research to support their creative work. This may be factual, historical, or background research. Background research could include, for example, geographical or procedural research.[21]

The Society for Artistic Research (SAR) publishes the triannual Journal for Artistic Research (JAR),[22][23] an international, online, open access, and peer-reviewed journal for the identification, publication, and dissemination of artistic research and its methodologies, from all arts disciplines and it runs the Research Catalogue (RC),[24][25][26] a searchable, documentary database of artistic research, to which anyone can contribute.

Patricia Leavy addresses eight arts-based research (ABR) genres: narrative inquiry, fiction-based research, poetry, music, dance, theatre, film, and visual art.[27]

In 2016, the European League of Institutes of the Arts launched The Florence Principles' on the Doctorate in the Arts.[28] The Florence Principles relating to the Salzburg Principles and the Salzburg Recommendations of the European University Association name seven points of attention to specify the Doctorate / PhD in the Arts compared to a scientific doctorate / PhD. The Florence Principles have been endorsed and are supported also by AEC, CILECT, CUMULUS and SAR.

German historian Leopold von Ranke (1795–1886), considered to be one of the founders of modern source-based history

The historical method comprises the techniques and guidelines by which historians use historical sources and other evidence to research and then to write history. There are various history guidelines that are commonly used by historians in their work, under the headings of external criticism, internal criticism, and synthesis. This includes lower criticism and sensual criticism. Though items may vary depending on the subject matter and researcher, the following concepts are part of most formal historical research:[29]

• Identification of origin date
• Evidence of localization
• Recognition of authorship
• Analysis of data
• Identification of integrity
• Attribution of credibility

Meta-research is the study of research through the use of research methods. Also known as "research on research", it aims to reduce waste and increase the quality of research in all fields. Meta-research concerns itself with the detection of bias, methodological flaws, and other errors and inefficiencies. Among the finding of meta-research is a low rates of reproducibility across a large number of fields. This widespread difficulty in reproducing research has been termed the "replication crisis."[56]

In many disciplines, Western methods of conducting research are predominant.[57] Researchers are overwhelmingly taught Western methods of data collection and study. The increasing participation of indigenous peoples as researchers has brought increased attention to the scientific lacuna in culturally-sensitive methods of data collection.[58] Western methods of data collection may not be the most accurate or relevant for research on non-Western societies. For example, "Hua Oranga" was created as a criterion for psychological evaluation in Māori populations, and is based on dimensions of mental health important to the Māori people – "taha wairua (the spiritual dimension), taha hinengaro (the mental dimension), taha tinana (the physical dimension), and taha whanau (the family dimension)".[59]

Research is often biased in the languages that are preferred (linguicism) and the geographic locations where research occurs. Periphery scholars face the challenges of exclusion and linguicism in research and academic publication. As the great majority of mainstream academic journals are written in English, multilingual periphery scholars often must translate their work to be accepted to elite Western-dominated journals.[60] Multilingual scholars' influences from their native communicative styles can be assumed to be incompetence instead of difference.[61]

For comparative politics, Western countries are over-represented in single-country studies, with heavy emphasis on Western Europe, Canada, Australia, and New Zealand. Since 2000, Latin American countries have become more popular in single-country studies. In contrast, countries in Oceania and the Caribbean are the focus of very few studies. Patterns of geographic bias also show a relationship with linguicism: countries whose official languages are French or Arabic are far less likely to be the focus of single-country studies than countries with different official languages. Within Africa, English-speaking countries are more represented than other countries.[62]

Generalization is the process of more broadly applying the valid results of one study.[63] Studies with a narrow scope can result in a lack of generalizability, meaning that the results may not be applicable to other populations or regions. In comparative politics, this can result from using a single-country study, rather than a study design that uses data from multiple countries. Despite the issue of generalizability, single-country studies have risen in prevalence since the late 2000s.[62]

Peer review is a form of self-regulation by qualified members of a profession within the relevant field. Peer review methods are employed to maintain standards of quality, improve performance, and provide credibility. In academia, scholarly peer review is often used to determine an academic paper's suitability for publication. Usually, the peer review process involves experts in the same field who are consulted by editors to give a review of the scholarly works produced by a colleague of theirs from an unbiased and impartial point of view, and this is usually done free of charge. The tradition of peer reviews being done for free has however brought many pitfalls which are also indicative of why most peer reviewers decline many invitations to review.[64] It was observed that publications from periphery countries rarely rise to the same elite status as those of North America and Europe, because limitations on the availability of resources including high-quality paper and sophisticated image-rendering software and printing tools render these publications less able to satisfy standards currently carrying formal or informal authority in the publishing industry.[61] These limitations in turn result in the under-representation of scholars from periphery nations among the set of publications holding prestige status relative to the quantity and quality of those scholars' research efforts, and this under-representation in turn results in disproportionately reduced acceptance of the results of their efforts as contributions to the body of knowledge available worldwide.

The open access movement assumes that all information generally deemed useful should be free and belongs to a "public domain", that of "humanity".[65] This idea gained prevalence as a result of Western colonial history and ignores alternative conceptions of knowledge circulation. For instance, most indigenous communities consider that access to certain information proper to the group should be determined by relationships.[65]

There is alleged to be a double standard in the Western knowledge system. On the one hand, "digital right management" used to restrict access to personal information on social networking platforms is celebrated as a protection of privacy, while simultaneously when similar functions are used by cultural groups (i.e. indigenous communities) this is denounced as "access control" and reprehended as censorship.[65]

Even though Western dominance seems to be prominent in research, some scholars, such as Simon Marginson, argue for "the need [for] a plural university world".[66] Marginson argues that the East Asian Confucian model could take over the Western model.

This could be due to changes in funding for research both in the East and the West. Focused on emphasizing educational achievement, East Asian cultures, mainly in China and South Korea, have encouraged the increase of funding for research expansion.[66] In contrast, in the Western academic world, notably in the United Kingdom as well as in some state governments in the United States, funding cuts for university research have occurred, which some say may lead to the future decline of Western dominance in research.

In present-day Russia, the former Soviet Union and in some post-Soviet states the term researcher (Russian: Научный сотрудник, nauchny sotrudnik) is both a generic term for a person who carried out scientific research, as well as a job position within the frameworks of the USSR Academy of Sciences, Soviet universities, and in other research-oriented establishments.

The following ranks are known:

• Junior Researcher (Junior Research Associate)
• Researcher (Research Associate)
• Senior Researcher (Senior Research Associate)
• Leading Researcher (Leading Research Associate)[78]
• Chief Researcher (Chief Research Associate)