phd in research methodology

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Ph.D. in Qualitative and Quantitative Research Methodology

Qualitative and quantitative research methodology, (formerly ph.d. in inquiry methodology).

This unique program enables students to focus on quantitative research, qualitative research, or an integrated program of study.

The flexible curriculum enables you to delve deeply into your chosen area of interest, from statistical modeling to ethnography, from discourse and narrative analysis to psychometrics and assessment.

Yet our program is rigorous enough to ensure that all graduates are able to meaningfully contribute to the study of social and behavioral research.

Application Deadlines

Admission Requirements

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Three letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Qualitative and Quantitative Research Methodology – (formerly Ph.D. in Inquiry Methodology) Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 Academic Year

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.

Qualifying Examination

At the completion of course work and before the dissertation, doctoral students specializing in Inquiry Methodology will need to pass a qualifying exam in the form of portfolio of work and an oral examination. This examination is tailored to the student's program of study. All students with a minor in education must also take a minor qualifying examination. Some departments outside of the School of Education waive the minor qualifying examination, under certain conditions.

• Request info
• Graduate Student Portal

As a student you will have the opportunity to focus on methodology through theory and practice that cuts across a divide in qualitative and quantitative methods.

We are dedicated to advancing the understanding of social inquiry, especially with respect to the field of education, and we imagine these possibilities to be necessarily inclusive of methods typically disenfranchised from one another.

This 90-credit hour degree program requires students to spend at least two consecutive semesters on campus. Up to 30 credit hours may be transferred from another institution.

A 12-credit hour minor is also available to doctoral students majoring in other disciplines.

David Rutkowski ED 4234 drutkows@iu.edu (812) 856-8384

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2024-2025 Academic Catalog

Loyola university chicago, 2024-2025 catalog.

The Academic Catalog is the official listing of courses, programs of study, academic policies and degree requirements for Loyola University Chicago. It is published every year in advance of the next academic year.

School and Academic Centers and Institutes

Academic standards and regulations, professional license disclosures, accreditation, research methodology (phd).

The Research Methodology program offers a comprehensive curriculum designed to equip students with the knowledge and skills to conduct rigorous and effective research across various disciplines. Through a combination of theoretical foundations, practical applications, and hands-on experience, students gain proficiency in quantitative, qualitative, and program evaluation methodologies.

The PhD in Research Methodology requires 60 credit hours, the completion of a research portfolio, and a dissertation. Students also participate in a consulting experience, where they participate in research or provide consulting assistance to researchers or organizations.

Required Courses

Comprehensive Assessment

A Comprehensive Research Portfolio is required. The portfolio contains three items: a) a report on a research consulting experience, b) a research paper demonstrating the candidate's understanding of all phases in the research process and the ability to analyze and interpret data from a research study, and c) a literature review of an issue in the candidate's area of concentration.

Dissertation

A dissertation, as well as an oral defense of the dissertation, is required. Once completed, the final dissertation must be submitted to a publicly accessible database according to Graduate School policy.

Graduate & Professional Standards and Regulations

Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supercede school policies.

Learning Outcomes

• You will be able to critically evaluate bodies of knowledge from a variety of methodological traditions, use a variety of software programs to implement analyses, and conduct all stages of a research study in applied settings. Plus, you'll participate in a required consulting experience, where you'll conduct a research study and then provide consulting advice to a researcher or organization.

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PhD in Qualitative Research and Evaluation Methodologies

If you have a deep interest in the methodological, theoretical, and ethical procedures and challenges inherent to social science research and evaluation, this is a program for you. Our students contribute to the methodological and theoretical development of qualitative research and program evaluation.

Our program prepares research methodologists to study and develop theories and methods for conducting empirical and conceptual social science research and evaluation in education and other social science fields. Specifically, this program develops scholars and methodologists who are prepared to contribute to the advancement of innovative theories and methods used in qualitative research and program evaluation.

• Focus on qualitative methodologies with interdisciplinary topics
• Open to students with a variety of educational backgrounds and experiences
• Small cohorts support individual faculty attention and mentorship

Video: Overview of Programs Offered by the Qualitative Research Program

Video: Meet the Qualitative Research Faculty

The organization of the research and evaluation methods degree program recognizes the wide variety of specialties in which you might develop research agendas.

Our mission is to build your capacity to contribute methodological expertise to collaborative research efforts through real-world opportunities in which you develop and practice the skills needed in your area of emphasis. As a result of this experience, you will have a broad knowledge of research methods along with specific expertise in a focused methodology. You can use this knowledge to pursue careers as research methodologists and evaluation specialists in higher education, corporations, and non-profit agencies.

The Ph.D. degree is a 54-credit hour degree program in which students engage in advanced study of qualitative theories and methods, mixed methods, and approaches to evaluation.

• Core Coursework - 21 hours
• Research Seminar - 3 hours
• Elective Coursework - 18 hours
• Internship - 6 hours
• Doctoral hours Minimum of - 3 hours
• Dissertation Minimum of - 3 hours
• TOTAL - 54 hours

Part 1: Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Qualitative Research and Evaluation Methodologies

Please upload the following materials in your online application:

• Personal statement
• Curriculum vitae
• Writing sample (20-25 pages maximum)

Summary of Application Materials

Both the Graduate School and the academic department review application materials simultaneously. The Graduate School then reviews the department’s recommendation and makes the final determination on admission. As an applicant you will receive a formal letter regarding your admission from the Office of Graduate Admissions. You must be admitted to a program to be eligible to register for courses. Admission is granted for a specific semester and is validated by registration for that semester. Applicants must be admitted to the Graduate School before they are eligible to register. International applicants whose primary language is not English must submit scores from the TOEFL or IELTS tests in addition to a Certificate of Finances form. No application will be considered until all materials are received. To apply to the Ph.D. in Qualitative Research and Evaluation Methodologies, applicants must have completed a master’s degree. GRE scores are required for all applications.

Personal Statement

The program requires a personal statement, usually in the form of a letter of 2 to 3 pages, describing your background, work and research experience, interests in research and/or evaluation methodologies, and career aspirations. Specifically, you should be sure to address the following questions:

• What experience or background do you have in research methodologies?
• Why are you interested in the study of qualitative or evaluation methodologies?
• What research or evaluation questions do you hope to pursue, and why?
• In what way will the study of research or evaluation methodologies shape your career?

Writing Sample

You are required to submit a sample of formal writing (20-25 pages maximum). Scholarly or academic writing is preferred whether or not it has been published. If you have not published, recent course papers or work-related reports are appropriate.

Admissions Interviews

After a review of applications, selected applicants will be interviewed by the Ph.D. in Research and Evaluation Methodologies (REM) Admissions Committee early in the Spring semester for a subsequent Fall semester admission.

Deadline To Apply

Log Into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty View Affiliated Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

In this program, you will take focused coursework with individual attention from faculty mentors .

Each semester, you will also take part in a seminar that brings together faculty in the qualitative research program to discuss topics of relevance to scholarship and teaching in qualitative research methodologies in higher education.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

• Affiliate Faculty
• Course List
• Graduate Handbook
• Summary of Materials Required by Area of Emphasis
• Projected QUAL Course Schedule
• Qualitative Research Program Community Practices

Testimonials

What first attracted me to the Qualitative Research and Evaluation Ph.D. program was the balance it offers between the philosophy of science and the practical application of research and evaluation. The program’s faculty members are amazing at supporting students’ learning, and at pushing us to be creative, deep thinking, and daring as we explore methodologies. Nuria Jaumot-Pascual, Doctoral Student

My path through the Qualitative Research and Evaluation Ph.D. program had me exploring the depths of qualitative research rarely visited by researchers in the health sciences but that have been essential in my current position as Senior Research Associate at Evidera. Now I find myself often referencing qualitative research theory and history when selecting strategies for new studies or when arranging trainings across my organization. Moreover, the breadth of interests across students in the program provided unique perspectives that enriched my journey. Most of all though, I am impressed with how well the faculty helped guide me through the program, making theory, history, and applied work relevant for my own career goals. Sean Halpin, Former Doctoral Student

I really discovered the world of qualitative research with the Qualitative Research and Evaluation Methodologies Ph.D. program, and the instructors made me adore it. Their support for the students’ learning was so impeccable. They had genial ways to encourage students to think outside the box and to be creative from every point of view, especially when it comes to methodologies. Bidossessi Mariano Ghislain Dossou Kpanou, Former Doctoral Student

Doctor of Philosophy (PhD) in Educational Psychology & Research Methodology

Graduate Programs

To attain the expertise needed to address major issues in education, students enroll in our research-oriented doctoral program. This program requires a dissertation and entails 60 hours of graduate credit beyond a completed master’s degree. These credits include 45-50 credit hours of graduate courses and 10-15 credit hours of dissertation research designed by each student with the approvals of his or her advisory committee and the departmental graduate committee.

Each student’s primary area of study includes foundational education courses, specialized education courses, and five research methods courses. Graduate students in educational psychology or gifted education receive credit for courses in which they earn a grade of “B” or higher.

This residential program has rolling admission . Incomplete applications are not reviewed. Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.

• July 1 is the deadline for Fall applications.
• November 15 is the deadline for Spring applications.
• March 15 is the deadline for Summer applications.

*Those applicants interested in being considered for available PhD funding should submit completed applications by December 15 for the following Fall semester .

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

APPLICATION PROCEDURE

Application Instructions for the Educational Psychology and Research Methodology PhD program from the Office of Graduate Studies:

In addition to a submitted application (and any applicable application fees paid), all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application:

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Educational Psychology
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

I. departmental foundation requirement.

Two graduate level foundational statistics courses by advisement (6) One departmental advanced research methods course (3):

• EDPS 63000 – Research Procedures in Education

II. Primary Area Core Requirements

Two of the following (6):

• EDPS 53000 – Advanced Educational Psychology
• EDPS 53600 – Achievement Motivation and Performance
• EDPS 53500 – Personal and Social Development

Nine credits of enrollment in Variable Title/Variable Credit Seminars (9) One course (other than EDPS 53300/EDPS 63000) by advisement in research methodology/measurement (3)

III. Primary Area of Specialization

Four electives by advisement. Must be different from courses taken to meet requirements in II above (12)

IV. Related Area

Three electives by advisement from an area of study outside of educational psychology (must be different from courses taken to meet Requirements in II & III above). (9)

V. Thesis Credits

Multiple enrollments in EDPS 69900 (Research PhD Thesis) are expected while working on the thesis. Typically, students take 15-21 hours of EDPS 69900 credit for a PhD degree. (15) Total Credits: 63+

Supplemental Program Information

Areas of specialization.

Typical specializations include:

• Cognition and Learning
• Self-Regulated Learning
• Educational Measurement
• Data Analytics
• Personal-Social Development and Schooling

See Educational Psychology and Research Methodology Faculty for their areas of expertise.

NOT accepting graduate students: Brenda Downing, Youli Mantzicopoulos, and David Sears.

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Brenda downing, yingying jiang, chantal levesque-bristol, yukiko maeda, p. youli mantzicopoulos-james, helen patrick, toni kempler rogat, ala samarapungavan, david sears, anne traynor.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

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Quantitative methods, doctor of philosophy (ph.d.), you are here, a doctoral program focused on measurement and evaluation that trains students to create new research methodologies and design empirical data analyses. .

The Quantitative Methods Ph.D. program is designed to prepare future professors at research universities and principal investigators at research and assessment organizations in education, psychology, and related human services fields.

What Sets Us Apart

About the program.

Rigorous coursework across the field of education will prepare students with the tools needed to conduct cutting-edge research and assessment.  

Fall: 4 courses; Spring: 4 courses

Research apprenticeship Yes

Culminating experience Dissertation

The Ph.D. program in Quantitative Methods is designed to prepare students for faculty positions at universities as well as important responsibilities at research and assessment organizations. Graduates will be prepared to design first-rate empirical research and data analyses and to contribute to the development of new research methodologies. Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for the  M.S.Ed. degree in Statistics, Measurement, Assessment, and Technology (SMART)  and the more advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

Doctoral degree studies include advanced graduate coursework, a research apprenticeship, a Ph.D. Candidacy Examination, and the completion of a doctoral dissertation that represents an independent and significant contribution to knowledge. The research apprenticeship provides students with an opportunity to collaborate with a faculty sponsor on an ongoing basis and to participate in field research leading to a dissertation. 

For information about courses and requirements, visit the  Quantitative Methods Ph.D. program in the University Catalog .

Our Faculty

Affiliated Faculty

Eric T. Bradlow K.P. Chao Professor, The Wharton School Ph.D., Harvard University

Timothy Victor   Adjunct Associate Professor, Penn GSE 

"Penn GSE’s Quantitative Methods Ph.D. program equipped me with the methodological skills to do impactful applied education research as soon as I graduated."

Anna Rhoad-Drogalis

Our graduates.

Graduates go on to careers as university professors, researchers and psyshometricians for government agencies, foundations, nonprofits organizations, and corporations. 

Alumni Careers

• Assistant Professor, Texas A&M University-Corpus Christi
• Associate Director, Bristol-Myers Squibb
• Lead Psychometrician, American Institute of Certified Public Accountants
• Research Analyst, Penn Child Research Center, University of Pennsylvania
• Senior Director, Educational Testing Service
• Senior Researcher, Mathematica

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Christine P. Lee Program Manager (215) 898-0505 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Related programs.

• Education Policy M.S.Ed. 
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Related Topics

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• University of Denver

Ph.D. in Research Methods and Statistics

Academic Programs

Explore this Section

The education and social and sciences fields have a growing need for professionals with strong skills in research design, statistics, qualitative and mixed methods, and data analysis. The Research Methods and Statistics Program (RMS) provides the courses and experiences necessary to conduct and supervise effective social science research. The program is individually planned around students' backgrounds and career goals. Most students prepare for positions that require consulting, research, developing measurement instruments, policy- making, and teaching. Small seminars, independent projects, and a practicum offer opportunities for an individualized and well-rounded program.

Our goal is to equip you with cutting-edge research skills, a creative educational vision, social responsibility, and sufficient experience in application of your skills and knowledge to achieve mastery. Graduates with RMS degrees hold professional positions in testing and program evaluation companies, non-profit organizations, universities, school districts, and state and service agencies, among others.

Applications Open for Next Academic Year in August 

Applications open in august, core program content.

The RMS Program embraces a holistic and comprehensive view of quantitative and qualitative research methods and the importance of mixed methods designs. Foundations include quantitative and qualitative research, measurement, statistics, mixed methods, and program evaluation. Research methods include classical quantitative methods as well as qualitative approaches. Students can elect to emphasize evaluation or a content area within or outside of education as a minor. All students conduct original research during their studies and are encouraged to present and/or publish their work. Practicum experiences also are encouraged in diverse sites, including school systems, educational research agencies, mental health agencies, and businesses.

Unique Program Features

The RMS program is one of nine programs offered within the Morgridge College of Education. Students may opt to take cognate courses from programs within or outside of the Morgridge College of Education. RMS students take classes with students in programs from across the College. Three features of the RMS Program at DU distinguish it as a strong graduate program:

• We have an outstanding faculty. Professors are not only noted in their fields but also demonstrate a deep commitment to students' academic and personal growth. While our professors set high standards for students, they also individualize requirements to meet each student's needs and goals.
• We have outstanding students from a variety of backgrounds. A wide range of experiences, creative ideas, sincere dedication to research, and a sense of humor are some of the characteristics of people in our program. We enjoy each other's genuine cooperation, encouragement, and inspiration.
• The student-teacher ratio in most of our classes is between 10:1 and 25:1. These small class sizes make it possible to develop meaningful connections, engage in ongoing dialogue about topics of interest, form study groups, and give advice. Personal and professional friendships form and continue long past graduation.

These features contribute to an outstanding educational experience. Professors make themselves readily available for consultation, students support and assist one another, and small class sizes result in rich interaction among students and faculty.

Program Learning Outcomes

The broad learning outcomes of RMS are as follows. Students will:

• Acquire a general knowledge of research methods and program evaluation, and advanced knowledge of psychometrics and statistics
• Think critically about research
• Engage in research serving professional and local communities
• Understand ethics as they apply to research RMS outcomes relate to the MCE mission to advance scholarship via practice and encouraging critical thought.

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Fundamentals of Research Methodology

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15 kinds of research methodologies for phd. pupils, basic research.

Pure research or fundamental research or basic research zooms on enhancing scientific knowledge for the exhaustive understanding of a topic or certain natural phenomena, essentially in natural sciences; knowledge that is obtained for the purpose of knowledge it is called fundamental research.

1.Applied research

Research that covers real life applications of the natural sciences; aimed at offering an answer to particular practical issues and develops novel technologies

2.Fixed research versus flexible research

In fixed research, the design of the study is fixed prior to the main phase of data gathering; moreover, fixed designs are essentially theoretical. Variables that need to be controlled and measured need to be known in advance and they are measured quantitatively.

3.Quantitative research and qualitative research

Quantitative research denotes gauging phenomena in various grades; on the other hand, qualitative research sometimes deems Boolean measurements alone; solution can be studied qualitatively for its appropriateness. However, comparison between candidate solutions requires quantitative observation.

4.Experimental research and non-experimental research

In an experimental design , operationalize the variables to be measured; moreover, operationalize in the best manner. Consider the study expectations, outcome measurement, variable measurement, and the methods to answer research questions.

Think of the practical limitations such as the availability of data-sets and experimental set-ups that represent actual scenarios.

5.Exploratory research and confirmatory research

Confirmatory research tests a priori hypotheses—outcome predictions done prior to the measurement stage. Such a priori hypotheses are usually derived from a theory or the results of previous studies.

Exploratory research generates a posteriori hypotheses by investigating a data-set and ascertaining potential connection between variables.

6.Explanatory research or casual research

Causal research is also called explanatory research ; conducted to ascertain the extent and type of cause-effect relationships. Causal research are conducted to evaluate effects of specific changes on existing norms, various processes etc.

7.Descriptive research

Descriptive research is the available statement of affairs; researcher has no control over variable. Descriptive studies are characterised as simply an effort to ascertain, define or recognize.  Not “why it is that way” nor “how it came to be,” which is the objective of analytical research.

8.Historical research

Historical research explores and explains the meanings, phases and traits of a phenomena or process at a certain phase of time in the past; historical research is a research strategy from the research of history.

9.Casual comparative research

Also called as “ex-post facto” research (In Latin, implies “after the fact”); researchers determine the causes or consequences of differences that already exist between or among groups of individuals.

An effort to ascertain a causative relationship between an independent variable and a dependent variable; relationship between the independent variable and dependent variable are usually a suggested relationship (not proved yet) because you do not have complete control over the independent variable

10.Correlational research

Correlational research is a form of non-experimental research technique wherein a researcher measures 2 variables and assesses the statistical connection between them with no influence from any external variable.

The correlation between two variables is given through correlation coefficient, which is a statistical measure that calculates the strength of the relationship between two variables that is a value measured between -1 and +1.

11.Evaluation research method

Evaluation research technique is known as program evaluation and refers to a research purpose instead of a particular technique; objective is to assess the effect of social involvements such as new treatment techniques, innovations in services, etc.

A form of applied research to have some real-world effect. Methods such as surveys and experiments are used in evaluation research.

12.Formative and summative evaluation

While learning is in progress, formative assessment offers feedback and information; measures participant’s progress and also assess researcher’s own progress as well.

For example, when implementing a new program, you can determine whether or not the activity should be used again (or modified) with the help of observation and/or surveying.

Summative assessment happens after the learning has ended and offers info and feedback to sum up the process; essentially, no formal learning is happening at this phase other than incidental learning which might take place through the completion of program.

13.Diagnostic research

Descriptive research studies define the characteristics of a particular individual, or of a group.

Studies showing whether certain variables are linked are examples of diagnostic research.

Researcher defines what he or she wants to measure and finds adequate methods for measuring it along with a clear description of ‘population’.

Aim is to obtain complete and accurate information. And the researcher plans the procedure carefully.

14.Prognostic research

Prognostic research (specifically in clinical research) examines chosen predictive variables and risk factors; prognostic research assesses influence on the outcome of a disease. Clinicians have a better understanding of the history of the ailment.

This understanding facilitates clinical decision-making via providing apt treatment alternatives and helps to predict accurate disease outcomes.

Assessing prognostic studies involves ascertaining the internal validity of the study design and assessing the effects of bias or systemic errors.

15.Action research

A systematic inquiry for improving and/or honing researchers’ actions. Researchers find it an empowering experience.

Action research has positive result for various reasons; most important is that action research is pertinent to the research participants.

Relevance is assured because the aim of each research project is ascertained by the researchers, who are also the main beneficiaries of the research observations.

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• What Is a Research Methodology? | Steps & Tips

What Is a Research Methodology? | Steps & Tips

Published on August 25, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.

Your research methodology discusses and explains the data collection and analysis methods you used in your research. A key part of your thesis, dissertation , or research paper , the methodology chapter explains what you did and how you did it, allowing readers to evaluate the reliability and validity of your research and your dissertation topic .

It should include:

• The type of research you conducted
• How you collected and analyzed your data
• Any tools or materials you used in the research
• How you mitigated or avoided research biases
• Why you chose these methods
• Your methodology section should generally be written in the past tense .
• Academic style guides in your field may provide detailed guidelines on what to include for different types of studies.
• Your citation style might provide guidelines for your methodology section (e.g., an APA Style methods section ).

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Table of contents

How to write a research methodology, why is a methods section important, step 1: explain your methodological approach, step 2: describe your data collection methods, step 3: describe your analysis method, step 4: evaluate and justify the methodological choices you made, tips for writing a strong methodology chapter, other interesting articles, frequently asked questions about methodology.

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Your methods section is your opportunity to share how you conducted your research and why you chose the methods you chose. It’s also the place to show that your research was rigorously conducted and can be replicated .

It gives your research legitimacy and situates it within your field, and also gives your readers a place to refer to if they have any questions or critiques in other sections.

You can start by introducing your overall approach to your research. You have two options here.

Option 1: Start with your “what”

What research problem or question did you investigate?

• Aim to describe the characteristics of something?
• Explore an under-researched topic?
• Establish a causal relationship?

And what type of data did you need to achieve this aim?

• Quantitative data , qualitative data , or a mix of both?
• Primary data collected yourself, or secondary data collected by someone else?
• Experimental data gathered by controlling and manipulating variables, or descriptive data gathered via observations?

Option 2: Start with your “why”

Depending on your discipline, you can also start with a discussion of the rationale and assumptions underpinning your methodology. In other words, why did you choose these methods for your study?

• Why is this the best way to answer your research question?
• Is this a standard methodology in your field, or does it require justification?
• Were there any ethical considerations involved in your choices?
• What are the criteria for validity and reliability in this type of research ? How did you prevent bias from affecting your data?

Once you have introduced your reader to your methodological approach, you should share full details about your data collection methods .

Quantitative methods

In order to be considered generalizable, you should describe quantitative research methods in enough detail for another researcher to replicate your study.

Here, explain how you operationalized your concepts and measured your variables. Discuss your sampling method or inclusion and exclusion criteria , as well as any tools, procedures, and materials you used to gather your data.

Surveys Describe where, when, and how the survey was conducted.

• How did you design the questionnaire?
• What form did your questions take (e.g., multiple choice, Likert scale )?
• Were your surveys conducted in-person or virtually?
• What sampling method did you use to select participants?
• What was your sample size and response rate?

Experiments Share full details of the tools, techniques, and procedures you used to conduct your experiment.

• How did you design the experiment ?
• How did you recruit participants?
• How did you manipulate and measure the variables ?
• What tools did you use?

Existing data Explain how you gathered and selected the material (such as datasets or archival data) that you used in your analysis.

• Where did you source the material?
• How was the data originally produced?
• What criteria did you use to select material (e.g., date range)?

The survey consisted of 5 multiple-choice questions and 10 questions measured on a 7-point Likert scale.

The goal was to collect survey responses from 350 customers visiting the fitness apparel company’s brick-and-mortar location in Boston on July 4–8, 2022, between 11:00 and 15:00.

Here, a customer was defined as a person who had purchased a product from the company on the day they took the survey. Participants were given 5 minutes to fill in the survey anonymously. In total, 408 customers responded, but not all surveys were fully completed. Due to this, 371 survey results were included in the analysis.

• Information bias
• Omitted variable bias
• Regression to the mean
• Survivorship bias
• Undercoverage bias
• Sampling bias

Qualitative methods

In qualitative research , methods are often more flexible and subjective. For this reason, it’s crucial to robustly explain the methodology choices you made.

Be sure to discuss the criteria you used to select your data, the context in which your research was conducted, and the role you played in collecting your data (e.g., were you an active participant, or a passive observer?)

Interviews or focus groups Describe where, when, and how the interviews were conducted.

• How did you find and select participants?
• How many participants took part?
• What form did the interviews take ( structured , semi-structured , or unstructured )?
• How long were the interviews?
• How were they recorded?

Participant observation Describe where, when, and how you conducted the observation or ethnography .

• What group or community did you observe? How long did you spend there?
• How did you gain access to this group? What role did you play in the community?
• How long did you spend conducting the research? Where was it located?
• How did you record your data (e.g., audiovisual recordings, note-taking)?

Existing data Explain how you selected case study materials for your analysis.

• What type of materials did you analyze?
• How did you select them?

In order to gain better insight into possibilities for future improvement of the fitness store’s product range, semi-structured interviews were conducted with 8 returning customers.

Here, a returning customer was defined as someone who usually bought products at least twice a week from the store.

Surveys were used to select participants. Interviews were conducted in a small office next to the cash register and lasted approximately 20 minutes each. Answers were recorded by note-taking, and seven interviews were also filmed with consent. One interviewee preferred not to be filmed.

• The Hawthorne effect
• Observer bias
• The placebo effect
• Response bias and Nonresponse bias
• The Pygmalion effect
• Recall bias
• Social desirability bias
• Self-selection bias

Mixed methods

Mixed methods research combines quantitative and qualitative approaches. If a standalone quantitative or qualitative study is insufficient to answer your research question, mixed methods may be a good fit for you.

Mixed methods are less common than standalone analyses, largely because they require a great deal of effort to pull off successfully. If you choose to pursue mixed methods, it’s especially important to robustly justify your methods.

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Next, you should indicate how you processed and analyzed your data. Avoid going into too much detail: you should not start introducing or discussing any of your results at this stage.

In quantitative research , your analysis will be based on numbers. In your methods section, you can include:

• How you prepared the data before analyzing it (e.g., checking for missing data , removing outliers , transforming variables)
• Which software you used (e.g., SPSS, Stata or R)
• Which statistical tests you used (e.g., two-tailed t test , simple linear regression )

In qualitative research, your analysis will be based on language, images, and observations (often involving some form of textual analysis ).

Specific methods might include:

• Content analysis : Categorizing and discussing the meaning of words, phrases and sentences
• Thematic analysis : Coding and closely examining the data to identify broad themes and patterns
• Discourse analysis : Studying communication and meaning in relation to their social context

Mixed methods combine the above two research methods, integrating both qualitative and quantitative approaches into one coherent analytical process.

Above all, your methodology section should clearly make the case for why you chose the methods you did. This is especially true if you did not take the most standard approach to your topic. In this case, discuss why other methods were not suitable for your objectives, and show how this approach contributes new knowledge or understanding.

In any case, it should be overwhelmingly clear to your reader that you set yourself up for success in terms of your methodology’s design. Show how your methods should lead to results that are valid and reliable, while leaving the analysis of the meaning, importance, and relevance of your results for your discussion section .

• Quantitative: Lab-based experiments cannot always accurately simulate real-life situations and behaviors, but they are effective for testing causal relationships between variables .
• Qualitative: Unstructured interviews usually produce results that cannot be generalized beyond the sample group , but they provide a more in-depth understanding of participants’ perceptions, motivations, and emotions.
• Mixed methods: Despite issues systematically comparing differing types of data, a solely quantitative study would not sufficiently incorporate the lived experience of each participant, while a solely qualitative study would be insufficiently generalizable.

Remember that your aim is not just to describe your methods, but to show how and why you applied them. Again, it’s critical to demonstrate that your research was rigorously conducted and can be replicated.

1. Focus on your objectives and research questions

The methodology section should clearly show why your methods suit your objectives and convince the reader that you chose the best possible approach to answering your problem statement and research questions .

2. Cite relevant sources

Your methodology can be strengthened by referencing existing research in your field. This can help you to:

• Show that you followed established practice for your type of research
• Discuss how you decided on your approach by evaluating existing research
• Present a novel methodological approach to address a gap in the literature

3. Write for your audience

Consider how much information you need to give, and avoid getting too lengthy. If you are using methods that are standard for your discipline, you probably don’t need to give a lot of background or justification.

Regardless, your methodology should be a clear, well-structured text that makes an argument for your approach, not just a list of technical details and procedures.

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
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles

Methodology

• Cluster sampling
• Stratified sampling
• Thematic analysis
• Cohort study
• Peer review
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

In a scientific paper, the methodology always comes after the introduction and before the results , discussion and conclusion . The same basic structure also applies to a thesis, dissertation , or research proposal .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

Reliability and validity are both about how well a method measures something:

• Reliability refers to the  consistency of a measure (whether the results can be reproduced under the same conditions).
• Validity   refers to the  accuracy of a measure (whether the results really do represent what they are supposed to measure).

If you are doing experimental research, you also have to consider the internal and external validity of your experiment.

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

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What are acceptable dissertation research methods?

August 16, 2023

Reading time:  3–4 minutes

Doctoral research is the cornerstone of a PhD program .

In order to write a dissertation, you must complete extensive, detailed research. Depending on your area of study, different types of research methods will be appropriate to complete your work.

“The choice of research method depends on the questions you hope to answer with your research,” says Curtis Brant, PhD, Capella University dean of research and scholarship.

Once you’ve identified your research problem, you’ll employ the methodology best suited for solving the problem.

There are two primary dissertation research methods: qualitative and quantitative.

Qualitative

Qualitative research focuses on examining the topic via cultural phenomena, human behavior or belief systems. This type of research uses interviews, open-ended questions or focus groups to gain insight into people’s thoughts and beliefs around certain behaviors and systems.

Dr. Brant says there are several approaches to qualitative inquiry. The three most routinely used include:

Generic qualitative inquiry. The researcher focuses on people’s experiences or perceptions in the real world. This often includes, but is not limited to, subjective opinions, attitudes and beliefs .

Case study. The researcher performs an in-depth exploration of a program, event, activity or process with an emphasis on the experience of one or more individuals. The focus of this kind of inquiry must be defined and often includes more than one set of data, such as interviews and field notes, observations or other qualitative data.

Phenomenological. The researcher identifies lived experiences associated with how an individual encounters and engages with the real world .

Qualitative research questions seek to discover:

• A participant’s verbal descriptions of a phenomenon being investigated
•  A researcher’s observations of the phenomenon being investigated
• An integrated interpretation of participant’s descriptions and researchers observations

Quantitative

Quantitative research involves the empirical investigation of observable and measurable variables. It is used for theory testing, predicting outcomes or determining relationships between and among variables using statistical analysis.

According to Dr. Brant, there are two primary data sources for quantitative research.

Surveys: Surveys involve asking people a set of questions, usually testing for linear relationships, statistical differences or statistical independence. This approach is common in correlation research designs.

Archival research (secondary data analysis). Archival research involves using preexisting data to answer research questions instead of collecting data from active human participants.

Quantitative research questions seek to address:

• Descriptions of variables being investigated
• Measurements of relationships between (at least two) variables
• Differences between two or more groups’ scores on a variable or variables

Which method should you choose?

Choosing a qualitative or quantitative methodology for your research will be based on the nature of the questions you ask, the preferred method in your field, the feasibility of the approach and other factors. Many programs offer doctoral mentors and support teams that can help guide you throughout the process.

Capella University offers PhD and professional doctorate degree programs ranging from business to education and health to technology. Learn more about Capella doctoral programs and doctoral support.

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How To Choose Your Research Methodology

Qualitative vs quantitative vs mixed methods.

By: Derek Jansen (MBA). Expert Reviewed By: Dr Eunice Rautenbach | June 2021

Without a doubt, one of the most common questions we receive at Grad Coach is “ How do I choose the right methodology for my research? ”. It’s easy to see why – with so many options on the research design table, it’s easy to get intimidated, especially with all the complex lingo!

In this post, we’ll explain the three overarching types of research – qualitative, quantitative and mixed methods – and how you can go about choosing the best methodological approach for your research.

Overview: Choosing Your Methodology

Understanding the options – Qualitative research – Quantitative research – Mixed methods-based research

Choosing a research methodology – Nature of the research – Research area norms – Practicalities

1. Understanding the options

Before we jump into the question of how to choose a research methodology, it’s useful to take a step back to understand the three overarching types of research – qualitative , quantitative and mixed methods -based research. Each of these options takes a different methodological approach.

Qualitative research utilises data that is not numbers-based. In other words, qualitative research focuses on words , descriptions , concepts or ideas – while quantitative research makes use of numbers and statistics. Qualitative research investigates the “softer side” of things to explore and describe, while quantitative research focuses on the “hard numbers”, to measure differences between variables and the relationships between them.

Importantly, qualitative research methods are typically used to explore and gain a deeper understanding of the complexity of a situation – to draw a rich picture . In contrast to this, quantitative methods are usually used to confirm or test hypotheses . In other words, they have distinctly different purposes. The table below highlights a few of the key differences between qualitative and quantitative research – you can learn more about the differences here.

• Uses an inductive approach
• Is used to build theories
• Takes a subjective approach
• Adopts an open and flexible approach
• The researcher is close to the respondents
• Interviews and focus groups are oftentimes used to collect word-based data.
• Generally, draws on small sample sizes
• Uses qualitative data analysis techniques (e.g. content analysis , thematic analysis , etc)
• Uses a deductive approach
• Is used to test theories
• Takes an objective approach
• Adopts a closed, highly planned approach
• The research is disconnected from respondents
• Surveys or laboratory equipment are often used to collect number-based data.
• Generally, requires large sample sizes
• Uses statistical analysis techniques to make sense of the data

Mixed methods -based research, as you’d expect, attempts to bring these two types of research together, drawing on both qualitative and quantitative data. Quite often, mixed methods-based studies will use qualitative research to explore a situation and develop a potential model of understanding (this is called a conceptual framework), and then go on to use quantitative methods to test that model empirically.

In other words, while qualitative and quantitative methods (and the philosophies that underpin them) are completely different, they are not at odds with each other. It’s not a competition of qualitative vs quantitative. On the contrary, they can be used together to develop a high-quality piece of research. Of course, this is easier said than done, so we usually recommend that first-time researchers stick to a single approach , unless the nature of their study truly warrants a mixed-methods approach.

The key takeaway here, and the reason we started by looking at the three options, is that it’s important to understand that each methodological approach has a different purpose – for example, to explore and understand situations (qualitative), to test and measure (quantitative) or to do both. They’re not simply alternative tools for the same job. 

Right – now that we’ve got that out of the way, let’s look at how you can go about choosing the right methodology for your research.

2. How to choose a research methodology

To choose the right research methodology for your dissertation or thesis, you need to consider three important factors . Based on these three factors, you can decide on your overarching approach – qualitative, quantitative or mixed methods. Once you’ve made that decision, you can flesh out the finer details of your methodology, such as the sampling , data collection methods and analysis techniques (we discuss these separately in other posts ).

The three factors you need to consider are:

• The nature of your research aims, objectives and research questions
• The methodological approaches taken in the existing literature
• Practicalities and constraints

Let’s take a look at each of these.

Factor #1: The nature of your research

As I mentioned earlier, each type of research (and therefore, research methodology), whether qualitative, quantitative or mixed, has a different purpose and helps solve a different type of question. So, it’s logical that the key deciding factor in terms of which research methodology you adopt is the nature of your research aims, objectives and research questions .

But, what types of research exist?

Broadly speaking, research can fall into one of three categories:

• Exploratory – getting a better understanding of an issue and potentially developing a theory regarding it
• Confirmatory – confirming a potential theory or hypothesis by testing it empirically
• A mix of both – building a potential theory or hypothesis and then testing it

As a rule of thumb, exploratory research tends to adopt a qualitative approach , whereas confirmatory research tends to use quantitative methods . This isn’t set in stone, but it’s a very useful heuristic. Naturally then, research that combines a mix of both, or is seeking to develop a theory from the ground up and then test that theory, would utilize a mixed-methods approach.

Let’s look at an example in action.

If your research aims were to understand the perspectives of war veterans regarding certain political matters, you’d likely adopt a qualitative methodology, making use of interviews to collect data and one or more qualitative data analysis methods to make sense of the data.

If, on the other hand, your research aims involved testing a set of hypotheses regarding the link between political leaning and income levels, you’d likely adopt a quantitative methodology, using numbers-based data from a survey to measure the links between variables and/or constructs .

So, the first (and most important thing) thing you need to consider when deciding which methodological approach to use for your research project is the nature of your research aims , objectives and research questions. Specifically, you need to assess whether your research leans in an exploratory or confirmatory direction or involves a mix of both.

The importance of achieving solid alignment between these three factors and your methodology can’t be overstated. If they’re misaligned, you’re going to be forcing a square peg into a round hole. In other words, you’ll be using the wrong tool for the job, and your research will become a disjointed mess.

If your research is a mix of both exploratory and confirmatory, but you have a tight word count limit, you may need to consider trimming down the scope a little and focusing on one or the other. One methodology executed well has a far better chance of earning marks than a poorly executed mixed methods approach. So, don’t try to be a hero, unless there is a very strong underpinning logic.

Need a helping hand?

Factor #2: The disciplinary norms

Choosing the right methodology for your research also involves looking at the approaches used by other researchers in the field, and studies with similar research aims and objectives to yours. Oftentimes, within a discipline, there is a common methodological approach (or set of approaches) used in studies. While this doesn’t mean you should follow the herd “just because”, you should at least consider these approaches and evaluate their merit within your context.

A major benefit of reviewing the research methodologies used by similar studies in your field is that you can often piggyback on the data collection techniques that other (more experienced) researchers have developed. For example, if you’re undertaking a quantitative study, you can often find tried and tested survey scales with high Cronbach’s alphas. These are usually included in the appendices of journal articles, so you don’t even have to contact the original authors. By using these, you’ll save a lot of time and ensure that your study stands on the proverbial “shoulders of giants” by using high-quality measurement instruments .

Of course, when reviewing existing literature, keep point #1 front of mind. In other words, your methodology needs to align with your research aims, objectives and questions. Don’t fall into the trap of adopting the methodological “norm” of other studies just because it’s popular. Only adopt that which is relevant to your research.

Factor #3: Practicalities

When choosing a research methodology, there will always be a tension between doing what’s theoretically best (i.e., the most scientifically rigorous research design ) and doing what’s practical , given your constraints . This is the nature of doing research and there are always trade-offs, as with anything else.

But what constraints, you ask?

When you’re evaluating your methodological options, you need to consider the following constraints:

• Data access
• Equipment and software
• Your knowledge and skills

Let’s look at each of these.

Constraint #1: Data access

The first practical constraint you need to consider is your access to data . If you’re going to be undertaking primary research , you need to think critically about the sample of respondents you realistically have access to. For example, if you plan to use in-person interviews , you need to ask yourself how many people you’ll need to interview, whether they’ll be agreeable to being interviewed, where they’re located, and so on.

If you’re wanting to undertake a quantitative approach using surveys to collect data, you’ll need to consider how many responses you’ll require to achieve statistically significant results. For many statistical tests, a sample of a few hundred respondents is typically needed to develop convincing conclusions.

So, think carefully about what data you’ll need access to, how much data you’ll need and how you’ll collect it. The last thing you want is to spend a huge amount of time on your research only to find that you can’t get access to the required data.

Constraint #2: Time

The next constraint is time. If you’re undertaking research as part of a PhD, you may have a fairly open-ended time limit, but this is unlikely to be the case for undergrad and Masters-level projects. So, pay attention to your timeline, as the data collection and analysis components of different methodologies have a major impact on time requirements . Also, keep in mind that these stages of the research often take a lot longer than originally anticipated.

Another practical implication of time limits is that it will directly impact which time horizon you can use – i.e. longitudinal vs cross-sectional . For example, if you’ve got a 6-month limit for your entire research project, it’s quite unlikely that you’ll be able to adopt a longitudinal time horizon. 

Constraint #3: Money

As with so many things, money is another important constraint you’ll need to consider when deciding on your research methodology. While some research designs will cost near zero to execute, others may require a substantial budget .

Some of the costs that may arise include:

• Software costs – e.g. survey hosting services, analysis software, etc.
• Promotion costs – e.g. advertising a survey to attract respondents
• Incentive costs – e.g. providing a prize or cash payment incentive to attract respondents
• Equipment rental costs – e.g. recording equipment, lab equipment, etc.
• Travel costs
• Food & beverages

These are just a handful of costs that can creep into your research budget. Like most projects, the actual costs tend to be higher than the estimates, so be sure to err on the conservative side and expect the unexpected. It’s critically important that you’re honest with yourself about these costs, or you could end up getting stuck midway through your project because you’ve run out of money.

Constraint #4: Equipment & software

Another practical consideration is the hardware and/or software you’ll need in order to undertake your research. Of course, this variable will depend on the type of data you’re collecting and analysing. For example, you may need lab equipment to analyse substances, or you may need specific analysis software to analyse statistical data. So, be sure to think about what hardware and/or software you’ll need for each potential methodological approach, and whether you have access to these.

Constraint #5: Your knowledge and skillset

The final practical constraint is a big one. Naturally, the research process involves a lot of learning and development along the way, so you will accrue knowledge and skills as you progress. However, when considering your methodological options, you should still consider your current position on the ladder.

Some of the questions you should ask yourself are:

• Am I more of a “numbers person” or a “words person”?
• How much do I know about the analysis methods I’ll potentially use (e.g. statistical analysis)?
• How much do I know about the software and/or hardware that I’ll potentially use?
• How excited am I to learn new research skills and gain new knowledge?
• How much time do I have to learn the things I need to learn?

Answering these questions honestly will provide you with another set of criteria against which you can evaluate the research methodology options you’ve shortlisted.

So, as you can see, there is a wide range of practicalities and constraints that you need to take into account when you’re deciding on a research methodology. These practicalities create a tension between the “ideal” methodology and the methodology that you can realistically pull off. This is perfectly normal, and it’s your job to find the option that presents the best set of trade-offs.

Recap: Choosing a methodology

In this post, we’ve discussed how to go about choosing a research methodology. The three major deciding factors we looked at were:

• Exploratory
• Confirmatory
• Combination
• Research area norms
• Hardware and software
• Your knowledge and skillset

If you have any questions, feel free to leave a comment below. If you’d like a helping hand with your research methodology, check out our 1-on-1 research coaching service , or book a free consultation with a friendly Grad Coach.

Psst... there’s more!

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

Very useful and informative especially for beginners

Nice article! I’m a beginner in the field of cybersecurity research. I am a Telecom and Network Engineer and Also aiming for PhD scholarship.

I find the article very informative especially for my decitation it has been helpful and an eye opener.

Hi I am Anna ,

I am a PHD candidate in the area of cyber security, maybe we can link up

The Examples shows by you, for sure they are really direct me and others to knows and practices the Research Design and prepration.

I found the post very informative and practical.

I struggle so much with designs of the research for sure!

I’m the process of constructing my research design and I want to know if the data analysis I plan to present in my thesis defense proposal possibly change especially after I gathered the data already.

Thank you so much this site is such a life saver. How I wish 1-1 coaching is available in our country but sadly it’s not.

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20 Best Research Methodology Books for Ph.D. Students

As a Ph.D. candidate, research methodology is of the utmost importance for the completion of your degree. Books on research can be an invaluable resource to Ph.D. students. These will help you with researching books, improving your planning, and help you to identify the most professional dissertation writers. If you would like to learn more about the best research books for Ph.D. students, then the following article will be your guide. 

1. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4 th Edition

The hallmark of this textbook is that it describes and compares the three main types of research methodology as well as the writing involved. This makes it quite different to many other books and services targeting Ph.D. students. The world’s changing and most dissertation writing from Ph.D. writers from EDUbirdie are not focused on singular methods anymore. And that is what you will find in this book – insights, and support for any method that you are pursuing.

 This makes it far easier to understand and select the concept that fits your study best. The textbook goes one step further by also having a philosophical conversation about research methodology. As such, it explores ethical and moral concerns, in addition, to logistical ones. This makes the book a great deal more well-rounded than its literary counterparts. 

2. The Craft of Research, 3 rd Edition

Even works produced by top Ph.D. writing services can be difficult to understand, particularly for layman readers. This is because the thesis and resulting work haven’t been properly explained. This textbook helps to correct this by showing you how to properly outline your argument and the supporting evidence. In doing so, you will find that you are better equipped to write a more compelling paper. 

3. Qualitative Inquiry and Research Design: Choosing Among Five Approaches, 3 rd Edition

If you are focused on qualitative research methodology, then this textbook should be at the very top of your list. It breaks down the main five approaches to a qualitative inquiry by looking at the fundamental elements of each one of them. The author offers even more support by giving you guidelines on constructing your ideas as well as improving the standard of your work. 

4. Doing Your Research Project (Open Up Study Skills), 5 th Edition

This is the textbook that you should be reaching for if you want to get on the same level as good Ph.D. writing services. It is especially useful for those who have only just begun their Ph.D. journey. This textbook contains crucial information on the most basic of skills . This includes preparing for your research, drafting your paper, and putting the finishing touches on it. 

6. The Essential Guide to Doing Your Research Project, 2 nd Edition

If you are feeling rusty regarding any of your research methodology, then this textbook can help you out. This is undoubtedly one of the more comprehensive books on research. All the stages of the research process are broken down and the text even includes summaries, glossaries, and much more. 

7. Naturalistic Inquiry, 1 st Edition

If your research topic is based on the field of social science, then this is a top book for Ph.D. students. For one thing, it challenges traditional approaches and proposes more progressive and accurate forms of study. Following the concepts and advice of this book could lead to more accurate results. 

8. Qualitative Research: A Guide to Design and Implementation, 4 th Edition

This book offers the latest insight into qualitative research. As such, you will be able to move your study and thesis into a new era. The text should also give you better insight into researching books for your thesis, creating a modern approach to your work.

9. The Research Methods Knowledge Base, 3 rd Edition

This is a great textbook, regardless of the field that you are in. It offers up comprehensive coverage of both qualitative vs quantitative research methods. The language in the book is equally accessible to both novices as well as professional dissertation writers. This book will help to clear up any questions or confusion you may have. 

10. Introducing Research Methodology: A Beginner’s Guide to Doing a Research Project 2 nd Edition

As the name suggests, this is an excellent guide to those who are just starting out with their research project. Whether you need to brush up on the subject matter, improve your overall approach, or would like to create a more structured concept, this book will help you in all these areas. It will be like hiring your own dissertation writing services. 

11. The SAGE Handbook of Qualitative Research, 4 th Edition

There is no denying that research needs to be more diverse than ever before. If this is a concept that you would like to include in your work, this textbook can help you. Here, qualitative research is given a social spin and is applied to more real-world terms. As such, it can improve the quality and accuracy of your current and future work. 

12. The Foundations of Social Research: Meaning and Perspective in the Research Process

There is quite a bit of variation in schools of thought, terminology, and more when it comes to social research. This textbook takes the trouble to break all these down and discuss the discrepancy. In turn, this makes it far easier for you to get a more comprehensive understanding of your next step in researching books. 

13. Essentials of Research Design and Methodology

If you want fuss-free assistance on selecting research and creating an efficient research plan, this textbook will help you out. There is a lot of information available in data collection, assessment strategies, interpretation methods, and more. 

14. Introduction to Quantitative Research Methods: An Investigative Approach

In case you are having trouble grasping various concepts of quantitative research methods, you will find this book rather useful. This is because the authors take a different approach to handling these topics. They tackle each concept like detectives and use real-world problem-solving schematics. Thus, it functions as an excellent Ph.D. writing service. 

15. Research Justice 

For research to be applicable to a real-world scenario, it must appeal to all demographics. This book shows you how to create a thesis and carry out research so that you are creating a more diverse group of participants. In doing so, you make your research far more relevant by modern standards. 

16. Single Case Research Methodology, 3 rd Edition

It doesn’t matter if you are a Ph.D. student, researcher, or even a professional practitioner. This book will guide you through all aspects of single case research methodology. With the help of this text, you can conduct single-case design studies, interpret findings, write proposals, and a whole lot more. 

17. Qualitative Dissertation Methodology: A Guide for Research Design and Methods, 1 st Edition 

One of the more useful aspects of this book is that it is based on actual students’ experiences. Thus, it adequately tackles all the obstacles that you may come across when researching books, writing proposals, or doing actual research. The book breaks down all elements of qualitative research into smaller parts, making it more manageable for students. 

18. Research and Publications Planner: The Graduate Student’s Guide to Publishing Academic Research

This book is written by a graduate student. Thus, it appreciates the real-world struggles of coming up with research ideas and then executing your vision. The book guides you through every step of the way, making it easy for you to structure and organize your work so that you are creating a more cohesive document. 

19. Doing Academic Research: A Practical Guide to Research Methods and Analysis

This book is suitable for students that are looking for books on research in any field. It doesn’t matter if you are humanity, business, or social science – this book will appeal to you. As the title suggests, this is a practical guide. Therefore, it will provide you with relevant information and assistance every step of the way. 

20. Case Study Research and Applications: Design and Methods, 6 th Edition

If you are engaged in case study research, then you should check out this book. This is because it uses numerous real-world case studies to give you a clearer idea of how to write, analyze , and come to your own conclusions with your current work. The writer also offers up suggestions for improvements as well as how to improve the accuracy of your research. 

21. Research Methods: A Practical Guide for Students and Researchers 

This book allows you to do research in an organized and concise manner. It starts from the very beginning of your research process and gives you tips and suggestions that are useful at every stage. Furthermore, it gives you real-world examples to describe what is being explained in the book. This is a suitable option for students across all disciplines. 

These are the top research methodology books for Ph.D. students to invest in. It doesn’t matter what discipline you are in or what kind of research you are doing. You can guarantee that at least one of these books will give you the guidance and answers that you are looking for. 

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Sample PhD Research Methodology Chapter

1.0 introduction.

This chapter designs a comprehensive research methodology tailored to the aim and objectives of the study. Specifically, the research methodology chapter is responsible for explaining the philosophical underpinnings, as well as explaining their role in examining the selected research phenomenon. Second, the researcher’s philosophical orientation is explained and the rationale for the chosen methods is provided. Finally, this chapter defends the selected data collection instruments and analysis procedures, paying close attention to their advantages and limitations. Ethical issues and methodological limitations are covered in the end.

2.0 Ontological Perspective

The process of designing a research methodology starts with the branch of ontology, which is primarily concerned with what exists in the human world and what knowledge could be acquired about this world (Anfara & Mertz, 2014). With the help of ontology, researchers can recognise the extent to which the objects they are researching are ‘real’ and what ‘truth claims’ can be made about these objects (Chawla & Sodhi, 2011). The spectrum of ontological stances ranges from naïve realism to relativism; the former assumes that there is a single reality, which could be understood using appropriate research methods, whereas the latter implies that realities exist as multiple mental constructions that change depending on the subject and context in which they exist (Crotty, 2020).

This study follows a bounded relativist position, according to which there is one shared reality within a bounded group (Easterby-Smith et al., 2012). This choice has been made because organisational culture is a context-specific phenomenon, meaning each organisation has its own culture that is manifested in its values, artefacts, stories, and symbols (Kumar, 2014). The existing literature shows that organisational culture is something that is shared by all employees, suggesting there is a single reality within this group (Crotty, 2020). Although there may be outliers, organisational culture is often viewed as the glue that connects the employees of the same organisation and communicates the reality in which they exist.

3.0 Epistemological Perspective

Having identified how ‘things’ are, it is relevant to identify how the researcher creates knowledge by selecting and justifying an epistemological stance. The methodology literature distinguishes between three major epistemological positions, depending on the relationship between the object and the subject (Anfara & Mertz, 2014). Objectivism implies that meaning exists within an object and there is an objective reality that exists independently of the subject (Dew & Foreman, 2020). On the other end of the spectrum lies subjectivism, according to which it is the subject that creates meaning and imposes it on an object (Saunders & Lewis, 2014). Finally, constructionism is a more balanced epistemological position, where the interplay between the subject and the object creates meaning but the reality of the object is still constructed by the subject (Kumar, 2008).

Since the phenomenon of organisational culture exists independently from the researcher, this study is in keeping with the constructionist stance, which allows for generating a contextual understanding of organisational culture and its role in employees’ well-being perception in the selected company. On the one hand, each employee has their views, values, and beliefs, which inevitably affect their perception of well-being (Pruzan, 2016). This fact implies that multiple realities are likely to exist, which are shaped and formed by the company’s employees, as well as the meanings they attach to the world in general and their employer’s organisational culture, in particular (Dew & Foreman, 2020). Still, since the researcher attempts to establish the relationship between organisational culture and employees’ perceptions of well-being and achieve an adequate level of generalisation, the adoption of subjectivist epistemology seems counterproductive. In turn, objectivism fully excludes the possibility of the existence of multiple sources of meaning, which explains why this epistemology has not been adopted either (Chawla & Sodhi, 2011).

4.0 Theoretical Perspective

The next step in designing a comprehensive research methodology would be to have a look at the researcher’s philosophical orientation that guides their action (Creswell & Creswell, 2017). Per Singh and Nath (2010), all theoretical perspectives could be broadly divided into two groups, namely those that are applied to predict the phenomenon in question and those that help in getting a better understanding of this phenomenon. Since this study is focused on the establishment of the relationship between organisational culture and employees’ well-being perceptions, using more than one method to identify the valid and logical truth seems reasonable. Therefore, the theoretical perspective of post-positivism, according to which a valid belief could be properly identified only using multiple methods because all methods are imperfect, has been selected (Anfara & Mertz, 2014). The research design of this study, including its ontological and epistemological standpoints, is presented as follows.

Figure 1: Research Design

Source: Constructed for this study

Post-positivism can be viewed as a natural evolution of the positivist theoretical stance, primarily driven by the growing complexity of the social sciences, which requires examining social phenomena from multiple vantage points to make relevant and accurate predictions (Khan, 2011). As previously noted, employees’ values, attitudes, and beliefs, which form their realities and affect their perceptions of well-being in the organisational context, make this social phenomenon multifaceted and complex (Bryman & Bell, 2015). That is why using several methods is expected to help the researcher decipher this relationship and possibly extrapolate the produced findings to different contexts (Daniel & Sam, 2011). While post-positivism is less rigorous and ‘scientific’ as compared to positivism, some scholars argue that the social world is too complex to be explained by applying natural science methods. Interpretations of reality cannot be isolated from the cultural and social context, in which the research phenomenon is taking place (Easterby-Smith et al., 2012). Still, the application of natural science methods enables the researcher to identify certain patterns, allowing for examining the relationship between organisational culture and employees’ well-being perceptions in more detail.

5.0 Methodology

Based on the above explanation and justification, this doctoral project follows a mixed-method approach, which implies the collection and analysis of qualitative and quantitative data within the same study (Singh & Nath, 2010). A mixed-method research design enables the researcher to obtain data using multiple data collection instruments, adding to the breadth of this investigation and allowing for assessing the relationship between organisational culture and employees’ perceptions of well-being more comprehensively (Cohen et al., 2017). With that being stated, following a mono method can ensure a much higher level of detalisation as compared to a mixed-method approach (Howell, 2012). Still, within the organisational context, different truths are likely to exist among different stakeholder groups, which substantiates the need to examine and compare these truths in order to identify how they are similar or different (Daniel & Sam, 2011).

This project follows the research strategy of a case study, which enables the researcher to develop an in-depth description of the target organisation and its culture. One of the main advantages of this strategy is that it implies using multiple data collection techniques, which goes in keeping with the selected research design (Bryman & Bell, 2015). Although the case study strategy does not represent the world, it focuses on a single case in relation to the selected research problem and illustrates the contextualised case of the relationship between corporate culture and employee perceptions (Singh & Nath, 2010). Although some scholars believe that case studies have limited generalisation because they are primarily focused on a single object or case, it is still possible to compare the case study findings to existing theory and, hence, provide broader implications to similar contexts outside the selected case (Yin, 2014). Since this project not only draws on existing theory but also attempts to come up with a new theory linking organisational culture to employee well-being in the workplace, it incorporates certain aspects of both inductive and deductive approaches (Pruzan, 2016).

6.0 Data and Methods of Collection

Two primary data collection methods, namely self-administered questionnaires and semi-structured interviews have been selected for this study. The former method implies collecting primary quantitative data from individuals who self-report their perceptions of and attitudes towards the research phenomenon (Singh, 2010). In turn, in semi-structured interviews, a researcher asks questions within a predetermined thematic framework but the questions are not set in order or phrasing (Billups, 2019). Self-administered questionnaires have been selected because they not only enable the researcher to obtain a large amount of primary data in a short period. They also generate primary data that could easily be quantified and processed graphically and statistically, which goes in keeping with the post-positivist nature of this study (Saunders & Lewis, 2014). In turn, semi-structured interviews allow for generating highly detailed data that answers the ‘why’ and ‘how’ questions, leading to more comprehensive and detailed research findings (Cohen et al., 2017).

The decision to incorporate both self-administered questionnaires and semi-structured interviews in the research design allows for offsetting the drawbacks of each of these data collection instruments. For example, in questionnaire surveys, respondents’ answers are usually limited to a set of predefined, concise response options, which may not necessarily reflect how they feel about certain things (Novikov & Novikov, 2013). Concurrently, during interviews, interviewees can provide whatever responses they want, regardless of their length or content. At the same time, interviews are commonly considered a time-consuming data collection procedure (Carson et al., 2001). Due to this reason, as well as potential access issues, it is problematic to engage a relatively large number of individuals in interviews. Alternatively, questionnaires can be distributed among a sizeable population of social actors in a fraction of the time needed to conduct an interview (Daniel & Sam, 2011). Therefore, by utilising both self-administered questionnaires and semi-structured interviews, it is possible to make the most of these instruments while overcoming their drawbacks.

7.0 Sampling

For this study, two samples were drawn to approach the relationship between corporate culture and employees’ perceptions of well-being from different vantage points. First, judgemental sampling, a non-probability sampling technique where units to be sampled are selected by the researcher based on their professional judgement, was chosen to approach the most knowledgeable and experienced managers of the target company (Creswell & Creswell, 2017). While the researcher was not intended to cap the number of interviewees included in the sample, a total of 14 top managers agreed to participate. The selection of this sampling strategy is explained by its ability to ensure a deep focus on the researched phenomenon because the interviewees exist in the same context and share similar opinions and values. In turn, managers were selected because they are expected to have a more profound knowledge of the selected company’s organisational culture and its nuances than their subordinates. Interviews were conducted online using Zoom.

Second, the researcher followed the strategy of convenience sampling, which allows for collecting research data from the most easily accessed respondents, to draw a questionnaire survey sample (Gray, 2017). At this point, around 760 employees of the target multinational company were contacted via social media platforms and asked to participate. According to the existing methodology literature, the sample size plays a crucial role when it comes to data validity and reliability, which explains why the researcher intended to include as many employees in the sample as possible (Easterby-Smith et al., 2012). 549 questionnaires were returned to the researcher, out of which 32 were excluded due to missing values. Therefore, the questionnaire survey sample consisted of 517 participants. This sample size should be enough to ensure an adequate level of validity and reliability and make sure the produced findings are generalisable to a certain extent (Dew & Foreman, 2020). All questionnaires were distributed online using Google Forms.

8.0 Analysis Strategy

As previously noted, post-positivist studies tend to use multiple methods, which translates into employing several analysis instruments within the same research project (Novikov & Novikov, 2013). This study is not the exception to this rule. The primary data obtained using self-administered questionnaires was processed both graphically and statistically. This data was quantified by assigning a code (e.g., ‘1’, ‘2’, ‘3’, ‘4’, etc.) to each response and inserting the constructed set of raw data in Microsoft Excel, which was also used to design charts and graphs. The quantified data was then inserted into an SPSS spreadsheet to make it suitable for statistical analysis. Descriptive statistics and linear regression were used to analyse the primary quantitative data and establish the relationship between organisational culture and employees’ perceptions of well-being and test the Null Hypothesis and Hypothesis 1 presented in Chapter 2. In addition, the analysis of variance (ANOVA) was conducted to test Hypothesis 2 and identify whether those employees who belonged to an older generation perceived the role of organisational culture in their well-being differently than their young colleagues. The key methodological choices, including analysis methods, are presented as follows.

Figure 2: Methodological Choices

The researcher also used a content analysis technique to process the primary data generated by the interviewees. Unlike graphical or statistical analyses, the content analysis does not demonstrate cause-and-effect links between variables but rather enables the researcher to get a deeper understanding of interviewees’ perceptions, feelings, and lived experiences (Carson et al., 2001). The recorded interviews were first converted into text transcripts using word processing software. Afterwards, the transcribed data was processed by NVivo to create codes and nodes according to the main themes of this project, such as ‘organisational culture’, ‘employee well-being’, ‘work-life balance’, ‘employee recognition’, and ‘job satisfaction’. This software was also used to identify the frequency of the aforementioned themes and other tendencies in the interviewees’ responses.

9.0 Ethical Issues

Before obtaining primary data from the participants, they were provided with an information sheet that covered all the important aspects of this project, including its aim and objectives, anticipated outcomes, and research procedure (Saunders & Lewis, 2014). Informed consent was obtained from each potential interviewee and survey participant to make sure their participation was voluntary. They were explicitly communicated both verbally and in writing that they were able to withdraw from the data collection process at will. Moreover, this process was made fully anonymous to prevent the potential leakage of personal data and contribute to the participants’ intention to take part (Singh, 2010).

10.0 Methodological Limitations

Although the designed research methodology is characterised by a relatively high level of replicability, it could be argued that the adoption of bounded relativism does not add to the generalisability of the produced empirical outcomes (Daniel & Sam, 2011). The point is that the mental constructions of reality held by those managers and employees who participated in this project may not necessarily match one another, leading to multiple interpretations of how their well-being is affected by the employer’s organisational culture (Saunders & Lewis, 2014). Another limitation is that self-administered questionnaires significantly limit the researcher’s ability to decipher hidden meaning that exists in organisational practices and events, which makes this study biased towards making predictions rather than deepening our understanding of the research phenomenon (Novikov & Novikov, 2013).

11.0 Chapter Summary

Ontologically, this study is framed within bounded relativism, which implies that reality constructions exist within a boundary of a peculiar group. In turn, from an epistemological viewpoint, this project adopts constructionism and the post-positivist theoretical perspective. Since this study follows a mixed-method approach, the researcher obtained primary qualitative and quantitative data from 14 top managers and 517 employees of the target business entity by means of semi-structured interviews and self-administered questionnaires, respectively. The collected data was processed, thematically, graphically, and statistically using NVivo, Microsoft Excel, and SPSS.

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Saunders, M., & Lewis, P. (2014). Doing Research in Business and Management: An Essential Guide to Planning Your Project . Pearson Education.

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Singh, Y., & Nath, R. (2010). Research methodology . APH Publishing.

Yin, R. (2014). Case study research: Design and methods . SAGE.

How to Write a PhD Research Proposal

Starting on PhD research is a big step in a researcher’s academic journey, and submitting a research proposal is a significant part of it. Indeed, many PhD scholars seek guidance on how to write a PhD research proposal , which is the foundational document that outlines the scope, objectives, and methodology of their prospective doctoral study. This article takes a look at the essential elements of a PhD research proposal and discuss practical steps to help develop an effective and strong document.  

What is a PhD Research Proposal ?  

Think of a PhD research proposal as a blueprint for your research. It lays out the main questions you want to seek answers to in your study, and presents an overview of the field you are planning to dive into. The PhD research proposal is not just about summarizing what is already available in the public domain. It is a critical document that demonstrates the feasibility, significance, and originality of the proposed research, and therefore, plays a crucial role in influencing admission decisions and securing funding opportunities. It also explains how your research is different and new and underscores the unique angles, perspectives and originality of your area of study.[ 1]    

Why is a PhD Research Proposal Needed?  

Even though your research proposal focuses on what you plan to do in the future, supervisors and funders also want to see what you have already achieved academically. Their interest lies in how well you understand the existing research, including recent studies and discussions in your academic field.   

Therefore, it is essential to showcase your awareness about gaps in current knowledge and how your research will develop new knowledge and perspectives. Presenting a clear and detailed picture of this background is critical.[ 2]  

How to Structure Your PhD Research Proposal ?  

Research proposals can vary based on the institution you wish to send the proposal to or your subject of study, but there is a broad structure that needs to be followed.[ 3][4][5]  A good PhD research proposal structure should highlight what makes your idea unique, feasible, and significant.   

Follow these proven tips to structure a PhD research proposal and make it stand out:  

• Provisional Title: The title should not only describe the subject matter but also hint at your approach or main question.   
• Key Question: The key question is crucial for defining the scope and purpose of the research, making sure everything stays clear and organized.  
• Topic Description: This section serves to introduce readers to the topic being studied, outlines its key focus areas, and helps establish a clear context for the study.   
• Existing Knowledge: Here, researchers are required to provide a brief outline of existing knowledge drawn from seminal works, recent research findings, and ongoing debates and highlight gaps in the literature, demonstrating their awareness of existing scholarship.  
• Detailed Bibliography: A detailed bibliography not only reflects the thoroughness of the literature review but also provides credibility to the proposed study. It allows reviewers to assess the quality and relevance of sources and enables them to gauge the scholarly merit of the PhD proposal.  
• Research Methodology: Details of a comprehensive plan outlining the methodology, procedures, and techniques that will be employed to address the research objectives are included here. Methodology includes information on any special facilities, resources, or equipment required for data collection, analysis, or experimentation.   
• Research Plan: This section provides a structured outline of the tasks and activities to be undertaken, along with their respective deadlines or milestones. It includes key phases such as literature review, data collection, analysis, and writing up the findings.   

How Long Should a PhD Research Proposal be?  

A research proposal typically spans approximately 2,500 words, although there is flexibility in the length as there is no strict upper or lower limit. However, the length may vary depending on the requirements of the institution or funding agency.   

Tips for Writing Your PhD Research Proposal  

Now that you understand the structure of a PhD research proposal , here are some tips to help you craft a compelling document: [7]    

• Start early: Begin drafting your research proposal well in advance to allow yourself ample time for revisions and refinement.   
• Be specific: Provide clear and detailed explanations of your objectives, methodology, and expected outcomes.   
• Seek feedback: Share your proposal with peers or advisors to receive constructive feedback and suggestions for improvement.   
• Write clearly and concisely: Use clear and concise language to convey your ideas effectively, avoiding unnecessary jargon or technical terms.   
• Be ethical: Address any ethical considerations related to your research, such as participant consent or data privacy.  
• Revise and proofread: Take time to revise, proofread and proofread again. Best to weed out any inconsistencies and errors for a favourable impression and to clearly communicate your ideas.  
• Be passionate: Clearly convey your enthusiasm for the research topic and potential impact of your proposed study. Let your passion for your research topic shine through your proposal.  

References:  

• How to write a PhD research proposal – University of Liverpool  
• How to write a successful research proposal – Prospects  
• How to write a good PhD proposal – The University of Queensland  
• Writing a research proposal – Sociological Studies – The University of Sheffield  
• Writing a Good PhD Research Proposal – Researchgate  
• Guidelines to Writing a Research Proposal – University of Oxford  
• Top tips for writing your research proposal – University of Birmingham  

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Related Reads:

• How to Write the First Draft of a Research Paper with Paperpal? 
• Research Funding Basics: What Should a Grant Proposal Include?

APA format: Basic Guide for Researchers

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Tao Lu, PhD

Associate Professor of Pharmacology & Toxicology

Adjunct Associate Professor of Biochemistry & Molecular Biology

Adjunct Associate Professor of Medical & Molecular Genetics

Showalter Scholar

Member of "Woman Advisory Council" at IUSM

International Professional Activities

Patent Applications

Lu, T  and Prabhu, L. Small molecule protein arginine methyltransferase 5 (PRMT5) inhibitors and methods of treatment. International Patent Application PCT/US2017/058572, filed on October 26, 2017

Lu, T  and Prabhu, L. Small molecule protein arginine methyltransferase 5 (PRMT5) inhibitors and methods of treatment. U.S. Provisional Patent Application 62/534,969, filed on July 20, 2017

Lu, T  and Prabhu, L. Small molecule protein arginine methyltransferase 5 (PRMT5) inhibitors and methods of treatment. U.S. Provisional Patent Application 62/413,341, filed on October 26, 2016

Lu, T  and Stark GR. Discovery of the FBXL11 as the negative regulator of NFkB. Filed to the Cleveland Clinic Invention Disclosure in July, 2007, in the process of provisional patent application.

Lu, T , Burdelya, LG, Stark GR and Gudkov AV. Methods of inhibiting apoptosis using latent TGFb.  U.S. provisional Patent No. 60/526,667, filed December 2, 2004.

Key Publications

Selected from ~60 publications, Complete list of published work can be found at:

http://www.ncbi.nlm.nih.gov/myncbi/browse/collection/48581694/?sort=date&direction=descending

1. Prabhu, L, Wei, H, Chen, L, Ozlem, D, Amero, A, Sandusky, G, Sun, E, Wang, J, Mo, J, Safa, A, Korc, M, Zhang, Z, and Lu, T *. Innovative AlphaLISA discovers a novel small-molecule inhibitor targeting PRMT5 in pancreatic and colon cancers. Oncotarget 8(25): 39963-39977, 2017. * Corresponding author. - 1) Featured on front cover, Priority Paper, 2) Honorable Mention Award, Cancer Research Day, 3)  Honorable Mention, Erica M. Daniel Kepner Award for Scientific Achievement

2. Martin, M, Hua, L, Wang, B, Wei, H, Prabhu, L, Hartley, AV, Jiang, G, Liu, Y, and  Lu, T *. Novel serine 176 phosphorylation of YBX1 activates NF-kB in colon cancer.  J Biol Chem   292 (8): 3433-3444, 2017. * Corresponding author

3. Wang, B, Wei, H, Prabhu, L, Zhao, W, Martin, M, Hartley, A, and Lu, T *. Role of novel serine 316 phosphorylation of the p65 subunit of NF-kB in differential gene regulation. J Biol Chem 290 (33): 20336-20347, 2015 * Corresponding author - Selected for Donald Bowman Award

4.  Lu, T * and Stark, GR*. NF-kB, regulation by methylation. Cancer Res 75 (18): 3692-3695, 2015. * Corresponding authors

5. Wei, H, Wang, B, She, Y, Gopalan, B, Miyagi, M, Stark, GR, and  Lu, T *. PRMT5 dimethylates R30 of the p65 subunit to activate NF-kB.  Proc Natl Acad Sci USA  110:13516-13521, 2013. *Corresponding Author.  - 1) Selected for F1000 Prime, 2) Hal Broxymeyer & Victoria Champion Outstanding Publication Award, 3) 2nd Place Award, Cancer Research Day

6.  Lu, T *, Yang, M, Huang, D, Ghosh, G, and Stark GR. Role of lysine methyaltion of NF-kB in differential gene regulation. Proc Natl Acad Sci USA 110: 13510-13515, 2013. *Corresponding author - Selected for F1000 Prime

7. Zhang, T, Park, KA, Li, Y, Byun, HS, Jeon, J, Lee, Y, Hong, JH, Kim, JM, Huang, SM, Choi, SW, Kim, SH, Sohn, KC, Ro, H, Lee, JH, Lu, T , Stark, GR, Shen, HM, Liu, ZG, Park, J, and Hur, GM. PHF20 regulates NF-κB signalling by disrupting recruitment of PP2A to p65.  Nat Commun  4:2062-2074, 2013. 

8. Stark, GR, Wang, Y, and Lu, T . Lysine methylation of promoter-bound transcription factors and relevance to cancer. Cell Res  21(3):375-380, 2011.

9.  Lu, T *, Jackson, MW, Wang, B, Yang, M, Chance, M, Miyagi, M, Gudkov, AV, and Stark, GR*. Regulation of NF-kB by NSD1/FBXL11-dependent reversible lysine methyaltion of p65.  Proc Natl Acad Sci USA  107: 46-51, 2010 *Corresponding authors

10.  Lu, T and Stark, GR. Use of forward genetics to discover novel regulators of NF-kB. Book Chapter in Book "NF-kB". Editors: Michael Karin and Lou Staudt, Cold Spring Harbor Press , p253-264, 2010.

Please visit Dr. Tao Lu's laboratory website for more information:

https://marti336.wixsite.com/taolulab

The research in my lab centers on the multi-functional transcription factor nuclear factor κB (NF-κB). As a hallmark in many cancers and a key link between inflammation and cancer, the pivotal transcription factor NF-κB is a “hot” target for disease treatment. My research focuses on addressing how NF-κB is regulated and how this regulation contributes to tumorigenesis. Ultimately, these studies may provide a rational basis for the design of new strategies for treating NF-κB-activated cancers and inflammatory disorders.

ACTIVE RESEARCH:

Two major directions of research are being conducted in our lab.

1) Epigenetic regulation of NF-κB in cancer.

We have discovered that the histone modifying enzymes, such as protein arginine methyltransferase 5 (PRMT5) and the F-box leucine repeat rich protein 11 (FBXL11), a known histone H3 lysine 36 (H3K36) demethylase are novel regulators of NF-κB. Currently, we are studying the role of these histone modifying enzymes in cancer. Specifically, we have adapted the AlphaLISA technique into a high throughput screen platform to screen for PRMT5 small molecule inhibitors. This work has resulted in two US Provisional Patents and one International Patent application. The lead compound and its derivatives may serve as the basis for new medicine development to combat cancer.

Furthermore, since elevated NF-κB activity has been widely observed in both chronic inflammatory bowel disease (IBD) and colitis-associated colon cancer (CAC), and is believed to be a key link between IBD and CAC, therefore, NF-κB is widely considered to be an attractive therapeutic target for CAC. We have successfully established genetically engineered mouse models to investigate the role of the role of FBXL11 in CAC and other inflammation related diseases, such as diabetes and atherosclerosis.

2) Using Validation-based insertional mutagenesis (VBIM) technique to discover novel genes.

VBIM is a powerful genetic approach for gene discovery. We have employed this innovative approach to identify novel regulators of NF-κB. These regulators may have great potential to serve as new biomarkers and therapeutic targets for cancer. Furthermore, understanding the underlying molecular mechanisms regarding how these novel regulators control NF-κB activity may help to devise innovative therapeutic strategies to control NF-κB activity in cancer.   

Additionally, our lab is also utilizing VBIM technique to discover carboplatin and paclitaxel resistance genes in cancer. Once identified, targeting these genes may help to overcome chemoresistance to carboplatin or paclitaxel, thus, improving their efficacies for cancer treatment. Finally, the newly discovered drug resistance genes may serve as biomarkers to help physicians to design more precise treatment to each individual patient.

In conclusion, the research in our lab utilizes a broad range of advanced research techniques and experimental models to discover novel aspects of NF-κB regulation and new genes for drug resistance, with the hope of identifying innovative biomarkers, therapeutic targets in cancer and other NF-κB related diseases, and eventually, lead to the development of new medicines to treat these devastating diseases.

RESEARCH FUNDING:

NIH-NIGMS Grant # 1R01GM120156-01A1

Role: Principle investigator

Project Title: Gene-specific responses to NF-κB through lysine and arginine methylation of p65

NIH-NCI Grant # 1 R03 CA223906-01

Role: Leading Principle Investigator (with Dr. Harikrishna Nakshatri)

Project Title: Impact of NF-κB methylation on chemoresistance and metastasis of breast cancer

V Foundation Kay Yow Cancer Fund 4486242

Role: Principle Investigator

Project Title: Facing the challenge, a novel approach to combat carboplatin resistance in ovarian cancer

100 VOH Grant # 2987613

Role: Leading Principle Investigator (with Dr. Lang Li)

Project Title: A novel approach to discover drug resistance genes in metastasized breast cancer cells

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New Unit Chief of the Statistical Methods Unit, Melissa Cidade

BJS proudly announces Melissa A. Cidade, PhD, as the newest member of its leadership team. As Chief of the Statistical Methods Unit, a newly created branch of the Statistical Programs Division, Melissa will oversee confidentiality and data privacy efforts; data quality standards; and methodological efficiencies and innovations for the agency. Melissa brings 20 years of survey research experience to this role. She most recently served as a principal methodologist for the U.S. Census Bureau's Economic Directorate, leading the research developing the largest annual economic survey in the United States. Her areas of expertise include multimethod piloting, survey experimental design, and operationalization of complex social phenomenon into reliable survey questions. She is a founding member of the Establishment Survey Affinity Group for the American Association for Public Opinion Research (AAPOR), and currently serves as the Program Chair for the local chapter, DC-AAPOR. She holds a PhD from the Department of Sociology at George Mason University.