Articulating research aim

• Your research aim indicates the overall direction (main goal) of your research - it demonstrates what you hope to achieve, but not necessarily how to do it

• The research aim is in the form of a broad statement about what will be achieved

• The research objectives are specific statements indicating the key issues that will be focused on in the research project (this builds on what is articulated in the research aim)

• Research question(s) is an articulation of the specific focus (objectives) of your research (sometimes researchers use research questions rather than objectives)

• Research questions should identify ‘what' you are examining

• The ‘how' you are examining is specified by your choice of research methodology and design

To describe the supermarket's objectives for the use of coupons (e.g. increasing profits, increasing customer base, build brand loyalty, etc.)

To identify the different types of coupons used at the supermarket checkouts To identify and explore which coupon values are most used at the supermarket checkouts

To identify consumer response to coupons by exploring how customer buying behaviour has changed (using for example customer loyalty card purchases)

To identify and explore the demographic variables of those customers who use coupons compared to those who don't use coupons

A top-level research question or purpose succinctly and clearly communicates to all stakeholders precisely what the research is intended to achieve.
• It is important to develop questions that are practically rigorous and theoretically robust:
• Often your clients are not sure about what they want or need, or are not able to articulate their requirements

• Without having clear research questions it is difficult to draw a boundary around or plan your work

• To ensure that all your team understands what it is you are doing and can answer the question in the time available

• To ensure that you develop the correct instrument questions to collect the data necessary to be able to directly answer the question(s) that you have set

• To ensure that your questions are directly linked to underlying theory

• It is a question (it ends in a ‘?') rather than a statement...
• e.g. What is the difference in student alertness if tutors use session breaks of 5
minutes compared with 15 minutes?

• Is not a strategic question or future based; not about what we should do
• We don't know what the problem is (or even if there is a ‘problem') so how could we think about what we should do? The research is to find out about the situation!

• Is clear and focused
• e.g. "What do students think about bank communications?" is too unfocused
• Better: "What methods do retail banks use to communicate with holders of graduate bank accounts?"