future research suggestions

Suggestions for Future Research

Your dissertation needs to include suggestions for future research. Depending on requirements of your university, suggestions for future research can be either integrated into Research Limitations section or it can be a separate section.

You will need to propose 4-5 suggestions for future studies and these can include the following:

1. Building upon findings of your research . These may relate to findings of your study that you did not anticipate. Moreover, you may suggest future research to address unanswered aspects of your research problem.

2. Addressing limitations of your research . Your research will not be free from limitations and these may relate to formulation of research aim and objectives, application of data collection method, sample size, scope of discussions and analysis etc. You can propose future research suggestions that address the limitations of your study.

3. Constructing the same research in a new context, location and/or culture . It is most likely that you have addressed your research problem within the settings of specific context, location and/or culture. Accordingly, you can propose future studies that can address the same research problem in a different settings, context, location and/or culture.

4. Re-assessing and expanding theory, framework or model you have addressed in your research . Future studies can address the effects of specific event, emergence of a new theory or evidence and/or other recent phenomenon on your research problem.

My e-book,  The Ultimate Guide to Writing a Dissertation in Business Studies: a step by step assistance  offers practical assistance to complete a dissertation with minimum or no stress. The e-book covers all stages of writing a dissertation starting from the selection to the research area to submitting the completed version of the work within the deadline. John Dudovskiy

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Future Research – Thesis Guide

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Future research, also known as recommendations for further study, is an essential section in a thesis that outlines areas where additional investigation is needed. This section acknowledges the limitations of the current research and proposes directions for future inquiry, helping to advance knowledge in the field. By providing well-thought-out suggestions, this component enhances the relevance and value of your study, contributing to the academic and practical understanding of the topic.

This guide explains the importance of the future research section, its key components, how to write it effectively, and examples of well-crafted recommendations.

Future Research

The future research section is where a researcher identifies unresolved issues, gaps, or new questions that arose during their study. It highlights areas that could not be addressed within the scope or limitations of the current research and suggests topics, methods, or perspectives for future scholars to explore.

For example, if your research studied the effects of online learning on high school students, you might suggest future research examining its long-term effects or its impact on different age groups.

Importance of Future Research

• Advancing Knowledge: Encourages the academic community to build upon your work, contributing to a deeper understanding of the topic.
• Addressing Limitations: Acknowledges areas where the current study fell short, providing a starting point for further investigation.
• Fostering Innovation: Suggests novel approaches, methods, or angles that could lead to breakthroughs in the field.
• Improving Practical Applications: Helps practitioners, policymakers, or organizations by highlighting areas that require more evidence or exploration.

Key Components of a Future Research Section

1. acknowledgment of limitations.

Clearly state the limitations of your study that hindered a comprehensive exploration of the topic.

• Example: “This study focused solely on urban schools, which limits its generalizability to rural settings. Further research should examine the impact of online learning in diverse geographic contexts.”

2. Unresolved Questions

Identify questions that your research could not address but are crucial for understanding the topic more fully.

• Example: “While this study found a correlation between social media use and self-esteem, the causality remains unclear. Future research should explore this relationship using experimental designs.”

3. Suggestions for Different Methods

Recommend alternative methodologies that could yield different or more comprehensive insights.

• Example: “This study employed qualitative interviews. Quantitative surveys with a larger sample size could provide more generalizable findings.”

4. New Variables or Perspectives

Propose additional variables, factors, or perspectives that future researchers could investigate.

• Example: “Future research could examine how cultural differences influence the effectiveness of remote work policies.”

5. Longitudinal Studies

Suggest exploring the long-term impacts or trends related to your topic.

• Example: “A longitudinal study tracking students’ academic performance over five years would provide valuable insights into the lasting effects of online learning.”

How to Write the Future Research Section

Step 1: reflect on study limitations.

Review your research process and results to identify areas that were constrained by time, resources, or methodology. Use these limitations as a basis for recommendations.

Step 2: Identify Gaps and Unanswered Questions

Pinpoint aspects of the topic that remain unexplored or unresolved, either from your findings or existing literature.

Step 3: Propose Specific Research Directions

Provide clear and actionable suggestions, ensuring they are relevant to your field and build upon your work.

Step 4: Justify Recommendations

Explain why the suggested research is necessary and how it could contribute to the field.

Step 5: Use Professional Language

Maintain an academic tone, avoiding vague or overly broad suggestions. Be concise yet specific.

Examples of Future Research Recommendations

1. education.

Study Topic: The Impact of Online Learning on Student Engagement Future Research Suggestions: “Future research should examine the long-term effects of online learning on academic achievement across various age groups. Additionally, studies could investigate the role of parental involvement in mitigating the challenges of remote education.”

2. Healthcare

Study Topic: The Effectiveness of Telemedicine in Rural Areas Future Research Suggestions: “This study focused on patient satisfaction with telemedicine services. Future research should explore its impact on clinical outcomes and healthcare cost reduction. Furthermore, investigating the barriers to telemedicine adoption in underserved communities would provide valuable insights.”

3. Environmental Studies

Study Topic: Renewable Energy Adoption in Urban Areas Future Research Suggestions: “Further research could analyze the economic feasibility of renewable energy adoption in rural settings. Comparative studies across regions with varying levels of policy support would also help identify key drivers of success.”

4. Business

Study Topic: The Role of AI in Enhancing Customer Experience Future Research Suggestions: “Future studies could focus on the ethical implications of AI in customer interactions and its impact on customer trust. Longitudinal research examining how AI adoption evolves in small versus large businesses would also be valuable.”

Tips for Writing an Effective Future Research Section

• Be Specific: Avoid vague or general statements. Provide clear and actionable suggestions.
• Align with Study Findings: Ensure your recommendations build logically on your results and limitations.
• Consider Feasibility: Propose research directions that are practical and achievable within the field.
• Emphasize Significance: Highlight the potential impact and importance of the proposed research.
• Avoid Redundancy: Do not repeat ideas already covered in other sections of your thesis.

Common Pitfalls to Avoid

• Overly Broad Recommendations: Suggestions that are too general lack value and direction.
• Neglecting Feasibility: Avoid proposing research that is impractical or unrealistic within the field.
• Ignoring Context: Ensure your suggestions are relevant to the scope of your study and field of inquiry.
• Unclear Justifications: Failing to explain why future research is necessary weakens the recommendations.

The future research section is a vital component of a thesis, helping to guide the academic community and practitioners toward further exploration and innovation. By identifying gaps, addressing limitations, and proposing actionable directions, this section contributes to the ongoing growth of knowledge in your field. Crafting a well-thought-out future research section not only enhances the value of your thesis but also establishes your work as a stepping stone for others in the academic journey.

• Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches . Sage Publications.
• Flick, U. (2018). An Introduction to Qualitative Research . Sage Publications.
• Bryman, A. (2016). Social Research Methods . Oxford University Press.
• Babbie, E. (2020). The Practice of Social Research . Cengage Learning.
• Booth, W. C., Colomb, G. G., & Williams, J. M. (2016). The Craft of Research . University of Chicago Press.

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Evans D, Coad J, Cottrell K, et al. Public involvement in research: assessing impact through a realist evaluation. Southampton (UK): NIHR Journals Library; 2014 Oct. (Health Services and Delivery Research, No. 2.36.)

Public involvement in research: assessing impact through a realist evaluation.

Chapter 9 conclusions and recommendations for future research.

• How well have we achieved our original aim and objectives?

The initially stated overarching aim of this research was to identify the contextual factors and mechanisms that are regularly associated with effective and cost-effective public involvement in research. While recognising the limitations of our analysis, we believe we have largely achieved this in our revised theory of public involvement in research set out in Chapter 8 . We have developed and tested this theory of public involvement in research in eight diverse case studies; this has highlighted important contextual factors, in particular PI leadership, which had not previously been prominent in the literature. We have identified how this critical contextual factor shapes key mechanisms of public involvement, including the identification of a senior lead for involvement, resource allocation for involvement and facilitation of research partners. These mechanisms then lead to specific outcomes in improving the quality of research, notably recruitment strategies and materials and data collection tools and methods. We have identified a ‘virtuous circle’ of feedback to research partners on their contribution leading to their improved confidence and motivation, which facilitates their continued contribution. Following feedback from the HS&DR Board on our original application we did not seek to assess the cost-effectiveness of different mechanisms of public involvement but we did cost the different types of public involvement as discussed in Chapter 7 . A key finding is that many research projects undercost public involvement.

In our original proposal we emphasised our desire to include case studies involving young people and families with children in the research process. We recruited two studies involving parents of young children aged under 5 years, and two projects involving ‘older’ young people in the 18- to 25-years age group. We recognise that in doing this we missed studies involving children and young people aged under 18 years; in principle we would have liked to have included studies involving such children and young people, but, given the resources at our disposal and the additional resource, ethical and governance issues this would have entailed, we regretfully concluded that this would not be feasible for our study. In terms of the four studies with parental and young persons’ involvement that we did include, we have not done a separate analysis of their data, but the themes emerging from those case studies were consistent with our other case studies and contributed to our overall analysis.

In terms of the initial objectives, we successfully recruited the sample of eight diverse case studies and collected and analysed data from them (objective 1). As intended, we identified the outcomes of involvement from multiple stakeholders‘ perspectives, although we did not get as many research partners‘ perspectives as we would have liked – see limitations below (objective 2). It was more difficult than expected to track the impact of public involvement from project inception through to completion (objective 3), as all of our projects turned out to have longer time scales than our own. Even to track involvement over a stage of a case study research project proved difficult, as the research usually did not fall into neatly staged time periods and one study had no involvement activity over the study period.

Nevertheless, we were able to track seven of the eight case studies prospectively and in real time over time periods of up to 9 months, giving us an unusual window on involvement processes that have previously mainly been observed retrospectively. We were successful in comparing the contextual factors, mechanisms and outcomes associated with public involvement from different stakeholders‘ perspectives and costing the different mechanisms for public involvement (objective 4). We only partly achieved our final objective of undertaking a consensus exercise among stakeholders to assess the merits of the realist evaluation approach and our approach to the measurement and valuation of economic costs of public involvement in research (objective 5). A final consensus event was held, where very useful discussion and amendment of our theory of public involvement took place, and the economic approach was discussed and helpfully critiqued by participants. However, as our earlier discussions developed more fully than expected, we decided to let them continue rather than interrupt them in order to run the final exercise to assess the merits of the realist evaluation approach. We did, however, test our analysis with all our case study participants by sending a draft of this final report for comment. We received a number of helpful comments and corrections but no disagreement with our overall analysis.

• What were the limitations of our study?

Realist evaluation is a relatively new approach and we recognise that there were a number of limitations to our study. We sought to follow the approach recommended by Pawson, but we acknowledge that we were not always able to do so. In particular, our theory of public involvement in research evolved over time and initially was not as tightly framed in terms of a testable hypothesis as Pawson recommends. In his latest book Pawson strongly recommends that outcomes should be measured with quantitative data, 17 but we did not do so; we were not aware of the existence of quantitative data or tools that would enable us to collect such data to answer our research questions. Even in terms of qualitative data, we did not capture as much information on outcomes as we initially envisaged. There were several reasons for this. The most important was that capturing outcomes in public involvement is easier the more operational the focus of involvement, and more difficult the more strategic the involvement. Thus, it was relatively easy to see the impact of a patient panel on the redesign of a recruitment leaflet but harder to capture the impact of research partners in a multidisciplinary team discussion of research design.

We also found it was sometimes more difficult to engage research partners as participants in our research than researchers or research managers. On reflection this is not surprising. Research partners are generally motivated to take part in research relevant to their lived experience of a health condition or situation, whereas our research was quite detached from their lived experience; in addition people had many constraints on their time, so getting involved in our research as well as their own was likely to be a burden too far for some. Researchers clearly also face significant time pressures but they had a more direct interest in our research, as they are obliged to engage with public involvement to satisfy research funders such as the NIHR. Moreover, researchers were being paid by their employers for their time during interviews with us, while research partners were not paid by us and usually not paid by their research teams. Whatever the reasons, we had less response from research partners than researchers or research managers, particularly for the third round of data collection; thus we have fewer data on outcomes from research partners‘ perspectives and we need to be aware of a possible selection bias towards more engaged research partners. Such a bias could have implications for our findings; for example payment might have been a more important motivating factor for less engaged advisory group members.

There were a number of practical difficulties we encountered. One challenge was when to recruit the case studies. We recruited four of our eight case studies prior to the full application, but this was more than 1 year before our project started and 15 months or more before data collection began. In this intervening period, we found that the time scales of some of the case studies were no longer ideal for our project and we faced the choice of whether to continue with them, although this timing was not ideal, or seek at a late moment to recruit alternative ones. One of our case studies ultimately undertook no involvement activity over the study period, so we obtained fewer data from it, and it contributed relatively little to our analysis. Similarly, one of the four case studies we recruited later experienced some delays itself in beginning and so we had a more limited period for data collection than initially envisaged. Research governance approvals took much longer than expected, particularly as we had to take three of our research partners, who were going to collect data within NHS projects, through the research passport process, which essentially truncated our data collection period from 1 year to 9 months. Even if we had had the full year initially envisaged for data collection, our conclusion with hindsight was that this was insufficiently long. To compare initial plans and intentions for involvement with the reality of what actually happened required a longer time period than a year for most of our case studies.

In the light of the importance we have placed on the commitment of PIs, there is an issue of potential selection bias in the recruitment of our sample. As our sampling strategy explicitly involved a networking approach to PIs of projects where we thought some significant public involvement was taking place, we were likely (as we did) to recruit enthusiasts and, at worst, those non-committed who were at least open to the potential value of public involvement. There were, unsurprisingly, no highly sceptical PIs in our sample. We have no data therefore on how public involvement may work in research where the PI is sceptical but may feel compelled to undertake involvement because of funder requirements or other factors.

• What would we do differently next time?

If we were to design this study again, there are a number of changes we would make. Most importantly we would go for a longer time period to be able to capture involvement through the whole research process from initial design through to dissemination. We would seek to recruit far more potential case studies in principle, so that we had greater choice of which to proceed with once our study began in earnest. We would include case studies from the application stage to capture the important early involvement of research partners in the initial design period. It might be preferable to research a smaller number of case studies, allowing a more in-depth ethnographic approach. Although challenging, it would be very informative to seek to sample sceptical PIs. This might require a brief screening exercise of a larger group of PIs on their attitudes to and experience of public involvement.

The economic evaluation was challenging in a number of ways, particularly in seeking to obtain completed resource logs from case study research partners. Having a 2-week data collection period was also problematic in a field such as public involvement, where activity may be very episodic and infrequent. Thus, collecting economic data alongside other case study data in a more integrated way, and particularly with interviews and more ethnographic observation of case study activities, might be advantageous. The new budgeting tool developed by INVOLVE and the MHRN may provide a useful resource for future economic evaluations. 23

We have learned much from the involvement of research partners in our research team and, although many aspects of our approach worked well, there are some things we would do differently in future. Even though we included substantial resources for research partner involvement in all aspects of our study, we underestimated how time-consuming such full involvement would be. We were perhaps overambitious in trying to ensure such full involvement with the number of research partners and the number and complexity of the case studies. We were also perhaps naive in expecting all the research partners to play the same role in the team; different research partners came with different experiences and skills, and, like most of our case studies, we might have been better to be less prescriptive and allow the roles to develop more organically within the project.

• Implications for research practice and funding

If one of the objectives of R&D policy is to increase the extent and effectiveness of public involvement in research, then a key implication of this research is the importance of influencing PIs to value public involvement in research or to delegate to other senior colleagues in leading on involvement in their research. Training is unlikely to be the key mechanism here; senior researchers are much more likely to be influenced by peers or by their personal experience of the benefits of public involvement. Early career researchers may be shaped by training but again peer learning and culture may be more influential. For those researchers sceptical or agnostic about public involvement, the requirement of funders is a key factor that is likely to make them engage with the involvement agenda. Therefore, funders need to scrutinise the track record of research teams on public involvement to ascertain whether there is any evidence of commitment or leadership on involvement.

One of the findings of the economic analysis was that PIs have consistently underestimated the costs of public involvement in their grant applications. Clearly the field will benefit from the guidance and budgeting tool recently disseminated by MHRN and INVOLVE. It was also notable that there was a degree of variation in the real costs of public involvement and that effective involvement is not necessarily costly. Different models of involvement incur different costs and researchers need to be made aware of the costs and benefits of these different options.

One methodological lesson we learned was the impact that conducting this research had on some participants’ reflection on the impact of public involvement. Particularly for research staff, the questions we asked sometimes made them reflect upon what they were doing and change aspects of their approach to involvement. Thus, the more the NIHR and other funders can build reporting, audit and other forms of evaluation on the impact of public involvement directly into their processes with PIs, the more likely such questioning might stimulate similar reflection.

• Recommendations for further research

There are a number of gaps in our knowledge around public involvement in research that follow from our findings, and would benefit from further research, including realist evaluation to extend and further test the theory we have developed here:

• In-depth exploration of how PIs become committed to public involvement and how to influence agnostic or sceptical PIs would be very helpful. Further research might compare, for example, training with peer-influencing strategies in engendering PI commitment. Research could explore the leadership role of other research team members, including research partners, and how collective leadership might support effective public involvement.
• More methodological work is needed on how to robustly capture the impact and outcomes of public involvement in research (building as well on the PiiAF work of Popay et al. 51 ), including further economic analysis and exploration of impact when research partners are integral to research teams.
• Research to develop approaches and carry out a full cost–benefit analysis of public involvement in research would be beneficial. Although methodologically challenging, it would be very useful to conduct some longer-term studies which sought to quantify the impact of public involvement on such key indicators as participant recruitment and retention in clinical trials.
• It would also be helpful to capture qualitatively the experiences and perspectives of research partners who have had mixed or negative experiences, since they may be less likely than enthusiasts to volunteer to participate in studies of involvement in research such as ours. Similarly, further research might explore the (relatively rare) experiences of marginalised and seldom-heard groups involved in research.
• Payment for public involvement in research remains a contested issue with strongly held positions for and against; it would be helpful to further explore the value research partners and researchers place on payment and its effectiveness for enhancing involvement in and impact on research.
• A final relatively narrow but important question that we identified after data collection had finished is: what is the impact of the long periods of relative non-involvement following initial periods of more intense involvement for research partners in some types of research, particularly clinical trials?

Included under terms of UK Non-commercial Government License .

• Cite this Page Evans D, Coad J, Cottrell K, et al. Public involvement in research: assessing impact through a realist evaluation. Southampton (UK): NIHR Journals Library; 2014 Oct. (Health Services and Delivery Research, No. 2.36.) Chapter 9, Conclusions and recommendations for future research.
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Research Implications & Recommendations

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | May 2024

T he research implications and recommendations are closely related but distinctly different concepts that often trip students up. Here, we’ll unpack them using plain language and loads of examples , so that you can approach your project with confidence.

Overview: Implications & Recommendations

• What are research implications ?
• What are research recommendations ?
• Examples of implications and recommendations
• The “ Big 3 ” categories
• How to write the implications and recommendations
• Template sentences for both sections
• Key takeaways

Implications & Recommendations 101

Let’s start with the basics and define our terms.

At the simplest level, research implications refer to the possible effects or outcomes of a study’s findings. More specifically, they answer the question, “ What do these findings mean?” . In other words, the implications section is where you discuss the broader impact of your study’s findings on theory, practice and future research.

This discussion leads us to the recommendations section , which is where you’ll propose specific actions based on your study’s findings and answer the question, “ What should be done next?” . In other words, the recommendations are practical steps that stakeholders can take to address the key issues identified by your study.

In a nutshell, then, the research implications discuss the broader impact and significance of a study’s findings, while recommendations provide specific actions to take, based on those findings. So, while both of these components are deeply rooted in the findings of the study, they serve different functions within the write up.

Need a helping hand?

Examples: Implications & Recommendations

The distinction between research implications and research recommendations might still feel a bit conceptual, so let’s look at one or two practical examples:

Let’s assume that your study finds that interactive learning methods significantly improve student engagement compared to traditional lectures. In this case, one of your recommendations could be that schools incorporate more interactive learning techniques into their curriculums to enhance student engagement.

Let’s imagine that your study finds that patients who receive personalised care plans have better health outcomes than those with standard care plans. One of your recommendations might be that healthcare providers develop and implement personalised care plans for their patients.

Now, these are admittedly quite simplistic examples, but they demonstrate the difference (and connection ) between the research implications and the recommendations. Simply put, the implications are about the impact of the findings, while the recommendations are about proposed actions, based on the findings.

The “Big 3” Categories

Now that we’ve defined our terms, let’s dig a little deeper into the implications – specifically, the different types or categories of research implications that exist.

Broadly speaking, implications can be divided into three categories – theoretical implications, practical implications and implications for future research .

Theoretical implications relate to how your study’s findings contribute to or challenge existing theories. For example, if a study on social behaviour uncovers new patterns, it might suggest that modifications to current psychological theories are necessary.

Practical implications , on the other hand, focus on how your study’s findings can be applied in real-world settings. For example, if your study demonstrated the effectiveness of a new teaching method, this would imply that educators should consider adopting this method to improve learning outcomes.

Practical implications can also involve policy reconsiderations . For example, if a study reveals significant health benefits from a particular diet, an implication might be that public health guidelines be re-evaluated.

Last but not least, there are the implications for future research . As the name suggests, this category of implications highlights the research gaps or new questions raised by your study. For example, if your study finds mixed results regarding a relationship between two variables, it might imply the need for further investigation to clarify these findings.

To recap then, the three types of implications are the theoretical, the practical and the implications on future research. Regardless of the category, these implications feed into and shape the recommendations , laying the foundation for the actions you’ll propose.

How To Write The Sections

Now that we’ve laid the foundations, it’s time to explore how to write up the implications and recommendations sections respectively.

Let’s start with the “ where ” before digging into the “ how ”. Typically, the implications will feature in the discussion section of your document, while the recommendations will be located in the conclusion . That said, layouts can vary between disciplines and institutions, so be sure to check with your university what their preferences are.

For the implications section, a common approach is to structure the write-up based on the three categories we looked at earlier – theoretical, practical and future research implications. In practical terms, this discussion will usually follow a fairly formulaic sentence structure – for example:

This research provides new insights into [theoretical aspect], indicating that…

The study’s outcomes highlight the potential benefits of adopting [specific practice] in..

This study raises several questions that warrant further investigation, such as…

Moving onto the recommendations section, you could again structure your recommendations using the three categories. Alternatively, you could structure the discussion per stakeholder group – for example, policymakers, organisations, researchers, etc.

Again, you’ll likely use a fairly formulaic sentence structure for this section. Here are some examples for your inspiration: 

Based on the findings, [specific group] should consider adopting [new method] to improve…

To address the issues identified, it is recommended that legislation should be introduced to…

Researchers should consider examining [specific variable] to build on the current study’s findings.

Remember, you can grab a copy of our tried and tested templates for both the discussion and conclusion sections over on the Grad Coach blog. You can find the links to those, as well as loads of other free resources, in the description 🙂

FAQs: Implications & Recommendations

Research implications & recommendations, how do i determine the implications of my study.

To do this, you’ll need to consider how your findings address gaps in the existing literature, how they could influence theory, practice, or policy, and the potential societal or economic impacts.

When thinking about your findings, it’s also a good idea to revisit your introduction chapter, where you would have discussed the potential significance of your study more broadly. This section can help spark some additional ideas about what your findings mean in relation to your original research aims. 

Should I discuss both positive and negative implications?

Absolutely. You’ll need to discuss both the positive and negative implications to provide a balanced view of how your findings affect the field and any limitations or potential downsides.

Can my research implications be speculative?

Yes and no. While implications are somewhat more speculative than recommendations and can suggest potential future outcomes, they should be grounded in your data and analysis. So, be careful to avoid overly speculative claims.

How do I formulate recommendations?

Ideally, you should base your recommendations on the limitations and implications of your study’s findings. So, consider what further research is needed, how policies could be adapted, or how practices could be improved – and make proposals in this respect.

How specific should my recommendations be?

Your recommendations should be as specific as possible, providing clear guidance on what actions or research should be taken next. As mentioned earlier, the implications can be relatively broad, but the recommendations should be very specific and actionable. Ideally, you should apply the SMART framework to your recommendations.

Can I recommend future research in my recommendations?

Absolutely. Highlighting areas where further research is needed is a key aspect of the recommendations section. Naturally, these recommendations should link to the respective section of your implications (i.e., implications for future research).

Wrapping Up: Key Takeaways

We’ve covered quite a bit of ground here, so let’s quickly recap.

• Research implications refer to the possible effects or outcomes of a study’s findings.
• The recommendations section, on the other hand, is where you’ll propose specific actions based on those findings.
• You can structure your implications section based on the three overarching categories – theoretical, practical and future research implications.
• You can carry this structure through to the recommendations as well, or you can group your recommendations by stakeholder.

Remember to grab a copy of our tried and tested free dissertation template, which covers both the implications and recommendations sections. If you’d like 1:1 help with your research project, be sure to check out our private coaching service, where we hold your hand throughout the research journey, step by step.

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Research Recommendations – Guiding policy-makers for evidence-based decision making

Research recommendations play a crucial role in guiding scholars and researchers toward fruitful avenues of exploration. In an era marked by rapid technological advancements and an ever-expanding knowledge base, refining the process of generating research recommendations becomes imperative.

But, what is a research recommendation?

Research recommendations are suggestions or advice provided to researchers to guide their study on a specific topic . They are typically given by experts in the field. Research recommendations are more action-oriented and provide specific guidance for decision-makers, unlike implications that are broader and focus on the broader significance and consequences of the research findings. However, both are crucial components of a research study.

Difference Between Research Recommendations and Implication

Although research recommendations and implications are distinct components of a research study, they are closely related. The differences between them are as follows:

Types of Research Recommendations

Recommendations in research can take various forms, which are as follows:

These recommendations aim to assist researchers in navigating the vast landscape of academic knowledge.

Let us dive deeper to know about its key components and the steps to write an impactful research recommendation.

Key Components of Research Recommendations

The key components of research recommendations include defining the research question or objective, specifying research methods, outlining data collection and analysis processes, presenting results and conclusions, addressing limitations, and suggesting areas for future research. Here are some characteristics of research recommendations:

Research recommendations offer various advantages and play a crucial role in ensuring that research findings contribute to positive outcomes in various fields. However, they also have few limitations which highlights the significance of a well-crafted research recommendation in offering the promised advantages.

The importance of research recommendations ranges in various fields, influencing policy-making, program development, product development, marketing strategies, medical practice, and scientific research. Their purpose is to transfer knowledge from researchers to practitioners, policymakers, or stakeholders, facilitating informed decision-making and improving outcomes in different domains.

How to Write Research Recommendations?

Research recommendations can be generated through various means, including algorithmic approaches, expert opinions, or collaborative filtering techniques. Here is a step-wise guide to build your understanding on the development of research recommendations.

1. Understand the Research Question:

Understand the research question and objectives before writing recommendations. Also, ensure that your recommendations are relevant and directly address the goals of the study.

2. Review Existing Literature:

Familiarize yourself with relevant existing literature to help you identify gaps , and offer informed recommendations that contribute to the existing body of research.

3. Consider Research Methods:

Evaluate the appropriateness of different research methods in addressing the research question. Also, consider the nature of the data, the study design, and the specific objectives.

4. Identify Data Collection Techniques:

Gather dataset from diverse authentic sources. Include information such as keywords, abstracts, authors, publication dates, and citation metrics to provide a rich foundation for analysis.

5. Propose Data Analysis Methods:

Suggest appropriate data analysis methods based on the type of data collected. Consider whether statistical analysis, qualitative analysis, or a mixed-methods approach is most suitable.

6. Consider Limitations and Ethical Considerations:

Acknowledge any limitations and potential ethical considerations of the study. Furthermore, address these limitations or mitigate ethical concerns to ensure responsible research.

7. Justify Recommendations:

Explain how your recommendation contributes to addressing the research question or objective. Provide a strong rationale to help researchers understand the importance of following your suggestions.

8. Summarize Recommendations:

Provide a concise summary at the end of the report to emphasize how following these recommendations will contribute to the overall success of the research project.

By following these steps, you can create research recommendations that are actionable and contribute meaningfully to the success of the research project.

Download now to unlock some tips to improve your journey of writing research recommendations.

Example of a Research Recommendation

Here is an example of a research recommendation based on a hypothetical research to improve your understanding.

Research Recommendation: Enhancing Student Learning through Integrated Learning Platforms

Background:

The research study investigated the impact of an integrated learning platform on student learning outcomes in high school mathematics classes. The findings revealed a statistically significant improvement in student performance and engagement when compared to traditional teaching methods.

Recommendation:

In light of the research findings, it is recommended that educational institutions consider adopting and integrating the identified learning platform into their mathematics curriculum. The following specific recommendations are provided:

• Implementation of the Integrated Learning Platform:

Schools are encouraged to adopt the integrated learning platform in mathematics classrooms, ensuring proper training for teachers on its effective utilization.

• Professional Development for Educators:

Develop and implement professional programs to train educators in the effective use of the integrated learning platform to address any challenges teachers may face during the transition.

• Monitoring and Evaluation:

Establish a monitoring and evaluation system to track the impact of the integrated learning platform on student performance over time.

• Resource Allocation:

Allocate sufficient resources, both financial and technical, to support the widespread implementation of the integrated learning platform.

By implementing these recommendations, educational institutions can harness the potential of the integrated learning platform and enhance student learning experiences and academic achievements in mathematics.

This example covers the components of a research recommendation, providing specific actions based on the research findings, identifying the target audience, and outlining practical steps for implementation.

Using AI in Research Recommendation Writing

Enhancing research recommendations is an ongoing endeavor that requires the integration of cutting-edge technologies, collaborative efforts, and ethical considerations. By embracing data-driven approaches and leveraging advanced technologies, the research community can create more effective and personalized recommendation systems. However, it is accompanied by several limitations. Therefore, it is essential to approach the use of AI in research with a critical mindset, and complement its capabilities with human expertise and judgment.

Here are some limitations of integrating AI in writing research recommendation and some ways on how to counter them.

1. Data Bias

AI systems rely heavily on data for training. If the training data is biased or incomplete, the AI model may produce biased results or recommendations.

How to tackle: Audit regularly the model’s performance to identify any discrepancies and adjust the training data and algorithms accordingly.

2. Lack of Understanding of Context:

AI models may struggle to understand the nuanced context of a particular research problem. They may misinterpret information, leading to inaccurate recommendations.

How to tackle: Use AI to characterize research articles and topics. Employ them to extract features like keywords, authorship patterns and content-based details.

3. Ethical Considerations:

AI models might stereotype certain concepts or generate recommendations that could have negative consequences for certain individuals or groups.

How to tackle: Incorporate user feedback mechanisms to reduce redundancies. Establish an ethics review process for AI models in research recommendation writing.

4. Lack of Creativity and Intuition:

AI may struggle with tasks that require a deep understanding of the underlying principles or the ability to think outside the box.

How to tackle: Hybrid approaches can be employed by integrating AI in data analysis and identifying patterns for accelerating the data interpretation process.

5. Interpretability:

Many AI models, especially complex deep learning models, lack transparency on how the model arrived at a particular recommendation.

How to tackle: Implement models like decision trees or linear models. Provide clear explanation of the model architecture, training process, and decision-making criteria.

6. Dynamic Nature of Research:

Research fields are dynamic, and new information is constantly emerging. AI models may struggle to keep up with the rapidly changing landscape and may not be able to adapt to new developments.

How to tackle: Establish a feedback loop for continuous improvement. Regularly update the recommendation system based on user feedback and emerging research trends.

The integration of AI in research recommendation writing holds great promise for advancing knowledge and streamlining the research process. However, navigating these concerns is pivotal in ensuring the responsible deployment of these technologies. Researchers need to understand the use of responsible use of AI in research and must be aware of the ethical considerations.

Exploring research recommendations plays a critical role in shaping the trajectory of scientific inquiry. It serves as a compass, guiding researchers toward more robust methodologies, collaborative endeavors, and innovative approaches. Embracing these suggestions not only enhances the quality of individual studies but also contributes to the collective advancement of human understanding.

Frequently Asked Questions

The purpose of recommendations in research is to provide practical and actionable suggestions based on the study's findings, guiding future actions, policies, or interventions in a specific field or context. Recommendations bridges the gap between research outcomes and their real-world application.

To make a research recommendation, analyze your findings, identify key insights, and propose specific, evidence-based actions. Include the relevance of the recommendations to the study's objectives and provide practical steps for implementation.

Begin a recommendation by succinctly summarizing the key findings of the research. Clearly state the purpose of the recommendation and its intended impact. Use a direct and actionable language to convey the suggested course of action.

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Recommendation in Research

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A recommendation in research refers to the advice or suggestions provided by researchers at the conclusion of their study, aimed at addressing the gaps identified, enhancing future research , and applying findings in practical contexts. Recommendations are crucial as they guide stakeholders, including policymakers, practitioners, and fellow researchers, on how to utilize the research outcomes effectively. These suggestions are typically based on the evidence gathered during the study and are intended to improve practices, inform decision-making, and inspire further investigations to build on the existing knowledge.

What is Recommendation in Research?

A recommendation in research is a suggestion or course of action proposed by researchers based on their study’s findings. It aims to address identified gaps, enhance future research, and apply results in practical scenarios. Recommendations guide stakeholders, such as policymakers and fellow researchers, on utilizing the research effectively to improve practices, inform decisions, and inspire further studies.

Examples of Recommendations in Research

• Implement Comprehensive Training Programs : Ensure that employees receive ongoing training to keep up with technological advancements.
• Increase Funding for Renewable Energy Projects : Allocate more resources to develop sustainable energy solutions.
• Promote Interdisciplinary Research : Encourage collaboration across various fields to address complex global issues.
• Adopt Advanced Data Analytics : Utilize cutting-edge data analysis techniques to improve decision-making processes.
• Enhance Public Awareness Campaigns : Develop strategies to educate the public on critical health issues.
• Strengthen Cybersecurity Measures : Implement robust security protocols to protect sensitive information.
• Encourage Community Involvement : Foster greater community participation in local governance.
• Develop Inclusive Policies : Create policies that address the needs of diverse populations.
• Optimize Supply Chain Management : Improve logistics and supply chain efficiency to reduce costs.
• Support Mental Health Initiatives : Increase support for mental health programs and services.

Recommendation for Students in Research

Research is a crucial component of academic and professional development. Here are some key recommendations for students engaged in research to ensure success and meaningful contributions to their field:

1. Choose a Relevant and Interesting Topic

• Personal Interest: Select a topic that genuinely interests you.
• Relevance: Ensure the topic is relevant to your field of study.
• Scope: Make sure the topic is neither too broad nor too narrow.

2. Conduct a Thorough Literature Review

• Background Research: Review existing literature to understand the current state of knowledge.
• Identify Gaps: Identify gaps in the existing research that your study can address.
• Theoretical Framework: Build a strong theoretical foundation for your research.

3. Develop a Clear Research Plan

• Objectives: Define clear and achievable research objectives.
• Methodology: Choose appropriate research methods and techniques.
• Timeline: Create a realistic timeline with milestones for completing each stage of the research.

4. Use Reliable and Valid Sources

• Academic Journals: Prefer peer-reviewed journals for sourcing information.
• Primary Sources: Whenever possible, use primary sources to gather data.
• Citation Management: Use citation management tools to organize your references.

5. Ensure Ethical Conduct

• Informed Consent: Obtain informed consent from participants if your research involves human subjects.
• Data Privacy: Ensure the confidentiality and privacy of your data.
• Integrity: Maintain honesty and transparency in your research process.

6. Develop Strong Analytical Skills

• Critical Thinking: Develop the ability to critically analyze data and sources.
• Statistical Analysis: Gain proficiency in statistical methods if your research involves quantitative data.
• Qualitative Analysis: Learn methods for analyzing qualitative data, such as thematic analysis.

7. Seek Feedback and Collaboration

• Mentorship: Seek guidance from your research advisor or mentor regularly.
• Peer Review: Engage with peers for feedback and constructive criticism.
• Collaboration: Collaborate with other researchers to enhance the quality of your study.

8. Maintain Clear and Consistent Documentation

• Research Journal: Keep a detailed journal of your research process, observations, and reflections.
• Data Management: Organize your data systematically for easy retrieval and analysis.
• Progress Reports: Regularly update your progress and adjust your plan as needed.

9. Communicate Your Findings Effectively

• Writing Skills: Develop strong academic writing skills to present your findings clearly.
• Presentations: Learn to create and deliver effective presentations of your research.
• Publication: Aim to publish your research in reputable academic journals or conferences.

10. Stay Updated and Continue Learning

• Current Trends: Stay updated with the latest developments in your field.
• Professional Development: Attend workshops, seminars, and conferences to enhance your knowledge and skills.
• Networking: Build a professional network with other researchers and professionals in your field.

Types of Recommendation in Research

Recommendations in research are crucial as they provide actionable insights based on the study’s findings. Here are the primary types of recommendations commonly found in research:

1. Practical Recommendations

Practical recommendations offer actionable advice that can be implemented in real-world settings. These are particularly useful for practitioners and policymakers.

• Implementation Strategies: Suggest ways to apply research findings in practice.
• Policy Changes: Recommend modifications to existing policies or the creation of new policies.
• Best Practices: Identify effective practices and procedures based on research results.

2. Theoretical Recommendations

Theoretical recommendations are aimed at advancing academic knowledge and understanding. They often suggest directions for future research or adjustments to existing theories.

• Theory Development: Propose new theories or modifications to existing ones based on research findings.
• Conceptual Frameworks: Suggest new conceptual models or frameworks.
• Research Hypotheses: Recommend specific hypotheses for future testing.

3. Methodological Recommendations

Methodological recommendations focus on the research process itself. They offer suggestions for improving research design, data collection, and analysis techniques.

• Research Design: Advise on more effective or innovative research designs.
• Data Collection Methods: Recommend better or alternative methods for data collection.
• Analytical Techniques: Suggest advanced or more appropriate analytical techniques.

4. Policy Recommendations

Policy recommendations are directed towards governmental or organizational bodies. They aim to influence policy-making processes based on research evidence.

• Legislative Changes: Recommend changes to laws or regulations.
• Organizational Policies: Suggest adjustments to organizational policies and procedures.
• Public Health Initiatives: Propose new public health strategies or interventions.

5. Educational Recommendations

Educational recommendations are targeted at educational institutions, educators, and curriculum developers. They aim to improve educational practices and outcomes.

• Curriculum Development: Suggest changes or additions to curricula.
• Teaching Methods: Recommend effective teaching strategies and methods.
• Educational Programs: Propose new programs or enhancements to existing ones.

Recommendation for Future Researchers

Future researchers can benefit from insights and guidance to enhance the quality and impact of their studies. Here are some key recommendations:

1. Explore Unanswered Questions

• Identify Gaps: Focus on gaps highlighted in previous research to build on existing knowledge.
• New Areas: Investigate emerging areas or under-researched topics within your field.

2. Improve Methodological Rigor

• Innovative Methods: Incorporate innovative research methodologies and techniques.
• Replication Studies: Conduct replication studies to verify and validate findings from prior research.
• Mixed Methods: Utilize mixed methods approaches to provide a comprehensive understanding of the research problem.

3. Ensure Ethical Conduct

• Ethical Guidelines: Adhere to ethical guidelines and standards throughout the research process.
• Informed Consent: Ensure that participants provide informed consent and understand their rights.
• Data Privacy: Protect the confidentiality and privacy of participants’ data.

4. Enhance Data Quality

• Robust Data Collection: Use robust data collection methods to ensure accuracy and reliability.
• Triangulation: Employ triangulation by using multiple data sources or methods to strengthen findings.
• Longitudinal Studies: Consider conducting longitudinal studies to observe changes over time.

5. Collaborate and Network

• Interdisciplinary Collaboration: Work with researchers from different disciplines to gain diverse perspectives.
• International Partnerships: Form partnerships with international researchers to broaden the scope and impact of your study.
• Professional Networks: Join professional organizations and attend conferences to stay updated and connected.

What is the Purpose of Recommendation in Research

Recommendations in research are essential for guiding future actions based on the study’s findings. Here are the main purposes of including recommendations in research:

1. Guiding Future Research

• Identify Gaps: Point out areas where more research is needed.
• Suggest Topics: Recommend specific topics or questions for future studies.
• Encourage Validation: Suggest replicating the study in different settings to confirm results.

2. Informing Policy and Practice

• Policy Changes: Provide evidence-based suggestions for improving or creating policies.
• Best Practices: Offer practical advice for professionals to improve their work.
• Implementation: Suggest ways to apply the research findings in real-world situations.

3. Enhancing Academic Knowledge

• Theoretical Contributions: Help develop or refine theories based on the research findings.
• Stimulate Discussion: Encourage further academic debate and inquiry.

4. Improving Research Methods

• Methodology: Recommend better or alternative research methods.
• Data Collection: Suggest more effective ways to gather data.
• Analysis Techniques: Propose improved methods for analyzing data.

5. Solving Practical Problems

• Actionable Solutions: Offer practical solutions to problems identified in the research.
• Resource Allocation: Guide organizations on how to use resources more effectively.
• Strategic Planning: Assist in planning future actions based on the research insights.

How to Write Research Recommendations?

Writing research recommendations involves providing actionable advice based on the findings of your study. Here are steps and tips to help you write effective research recommendations:

1. Review Your Findings

• Summarize Key Findings: Begin by summarizing the most important findings of your research.
• Highlight Significant Results: Focus on results that have significant implications for future research, policy, or practice.

2. Align Recommendations with Objectives

• Reflect on Objectives: Ensure that your recommendations align with the original objectives of your study.
• Address Research Questions: Directly address the research questions or hypotheses you set out to explore.

3. Be Specific and Actionable

• Concrete Actions: Provide specific actions that stakeholders can take.
• Clear Guidance: Offer clear and practical steps rather than vague suggestions.

4. Prioritize Recommendations

• Importance: Rank recommendations based on their importance and feasibility.
• Immediate vs. Long-Term: Distinguish between recommendations that can be implemented immediately and those that are long-term.

5. Consider Different Audiences

• Tailor Recommendations: Adapt recommendations to different audiences such as policymakers, practitioners, researchers, or the general public.
• Relevant Language: Use language and terms that are relevant and understandable to each audience.

6. Support with Evidence

• Link to Findings: Base your recommendations on the evidence from your research.
• Cite Data: Use data and examples from your study to justify each recommendation.

7. Address Limitations

• Acknowledge Constraints: Recognize any limitations in your study and how they might affect your recommendations.
• Suggest Improvements: Provide suggestions for how future research can address these limitations.

8. Highlight Benefits

• Positive Outcomes: Emphasize the potential benefits of implementing your recommendations.
• Impact: Discuss the impact your recommendations could have on the field, policy, or practice.

9. Be Realistic

• Feasibility: Ensure that your recommendations are realistic and achievable.
• Resources: Consider the resources required to implement your recommendations and whether they are available.

10. Review and Revise

• Proofread: Carefully review your recommendations for clarity, coherence, and correctness.
• Feedback: Seek feedback from peers or advisors to refine your recommendations.

FAQ’s

Why are recommendations important in research.

Recommendations provide practical applications of research findings, guiding stakeholders in implementing changes or further investigations.

How do you write a good research recommendation?

A good research recommendation is specific, actionable, and directly linked to the study’s conclusions and data.

What should be included in a research recommendation?

Include the action to be taken, the rationale behind it, and its expected impact or benefits.

Can recommendations suggest further research?

Yes, recommendations often suggest areas for further study to address limitations or explore new questions.

How should recommendations be structured in a research paper?

Recommendations should follow the conclusion section, clearly numbered or bullet-pointed for easy reading.

What is the difference between conclusions and recommendations?

Conclusions summarize the findings, while recommendations propose actions based on those findings.

Who benefits from research recommendations?

Policymakers, practitioners, researchers, and other stakeholders can benefit from research recommendations.

How many recommendations should a research paper have?

The number of recommendations varies but should be concise and focused, usually between three to five key suggestions.

Can recommendations be generalized to other contexts?

Recommendations should be context-specific but can sometimes be adapted for broader application.

What language should be used in writing recommendations?

Use clear, precise, and direct language to ensure recommendations are easily understood and actionable.

Text prompt

• Instructive
• Professional

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