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Context of the Study – Writing Guide and Examples

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Context of the Study

The context of a study refers to the set of circumstances or background factors that provide a framework for understanding the research question , the methods used, and the findings . It includes the social, cultural, economic, political, and historical factors that shape the study’s purpose and significance, as well as the specific setting in which the research is conducted. The context of a study is important because it helps to clarify the meaning and relevance of the research, and can provide insight into the ways in which the findings might be applied in practice.

Structure of Context of the Study

The structure of the context of the study generally includes several key components that provide the necessary background and framework for the research being conducted. These components typically include:

Introduction : This section provides an overview of the research problem , the purpose of the study, and the research questions or hypotheses being tested.
Background and Significance : This section discusses the historical, theoretical, and practical background of the research problem, highlighting why the study is important and relevant to the field.
Literature Review: This section provides a comprehensive review of the existing literature related to the research problem, highlighting the strengths and weaknesses of previous studies and identifying gaps in the literature.
Theoretical Framework : This section outlines the theoretical perspective or perspectives that will guide the research and explains how they relate to the research questions or hypotheses.
Research Design and Methods: This section provides a detailed description of the research design and methods, including the research approach, sampling strategy, data collection methods, and data analysis procedures.
Ethical Considerations : This section discusses the ethical considerations involved in conducting the research, including the protection of human subjects, informed consent, confidentiality, and potential conflicts of interest.
Limitations and Delimitations: This section discusses the potential limitations of the study, including any constraints on the research design or methods, as well as the delimitations, or boundaries, of the study.
Contribution to the Field: This section explains how the study will contribute to the field, highlighting the potential implications and applications of the research findings.

How to Write Context of the study

Here are some steps to write the context of the study:

Identify the research problem: Start by clearly defining the research problem or question you are investigating. This should be a concise statement that highlights the gap in knowledge or understanding that your research seeks to address.
Provide background information : Once you have identified the research problem, provide some background information that will help the reader understand the context of the study. This might include a brief history of the topic, relevant statistics or data, or previous research on the subject.
Explain the significance: Next, explain why the research is significant. This could be because it addresses an important problem or because it contributes to a theoretical or practical understanding of the topic.
Outline the research objectives : State the specific objectives of the study. This helps to focus the research and provides a clear direction for the study.
Identify the research approach: Finally, identify the research approach or methodology you will be using. This might include a description of the data collection methods, sample size, or data analysis techniques.

Example of Context of the Study

Here is an example of a context of a study:

Title of the Study: “The Effectiveness of Online Learning in Higher Education”

The COVID-19 pandemic has forced many educational institutions to adopt online learning as an alternative to traditional in-person teaching. This study is conducted in the context of the ongoing shift towards online learning in higher education. The study aims to investigate the effectiveness of online learning in terms of student learning outcomes and satisfaction compared to traditional in-person teaching. The study also explores the challenges and opportunities of online learning in higher education, especially in the current pandemic situation. This research is conducted in the United States and involves a sample of undergraduate students enrolled in various universities offering online and in-person courses. The study findings are expected to contribute to the ongoing discussion on the future of higher education and the role of online learning in the post-pandemic era.

Context of the Study in Thesis

The context of the study in a thesis refers to the background, circumstances, and conditions that surround the research problem or topic being investigated. It provides an overview of the broader context within which the study is situated, including the historical, social, economic, and cultural factors that may have influenced the research question or topic.

Context of the Study Example in Thesis

Here is an example of the context of a study in a thesis:

Context of the Study:

The rapid growth of the internet and the increasing popularity of social media have revolutionized the way people communicate, connect, and share information. With the widespread use of social media, there has been a rise in cyberbullying, which is a form of aggression that occurs online. Cyberbullying can have severe consequences for victims, such as depression, anxiety, and even suicide. Thus, there is a need for research that explores the factors that contribute to cyberbullying and the strategies that can be used to prevent or reduce it.

This study aims to investigate the relationship between social media use and cyberbullying among adolescents in the United States. Specifically, the study will examine the following research questions:

What is the prevalence of cyberbullying among adolescents who use social media?
What are the factors that contribute to cyberbullying among adolescents who use social media?
What are the strategies that can be used to prevent or reduce cyberbullying among adolescents who use social media?

The study is significant because it will provide valuable insights into the relationship between social media use and cyberbullying, which can be used to inform policies and programs aimed at preventing or reducing cyberbullying among adolescents. The study will use a mixed-methods approach, including both quantitative and qualitative data collection and analysis, to provide a comprehensive understanding of the phenomenon of cyberbullying among adolescents who use social media.

Context of the Study in Research Paper

The context of the study in a research paper refers to the background information that provides a framework for understanding the research problem and its significance. It includes a description of the setting, the research question, the objectives of the study, and the scope of the research.

Context of the Study Example in Research Paper

An example of the context of the study in a research paper might be:

The global pandemic caused by COVID-19 has had a significant impact on the mental health of individuals worldwide. As a result, there has been a growing interest in identifying effective interventions to mitigate the negative effects of the pandemic on mental health. In this study, we aim to explore the impact of a mindfulness-based intervention on the mental health of individuals who have experienced increased stress and anxiety due to the pandemic.

Context of the Study In Research Proposal

The context of a study in a research proposal provides the background and rationale for the proposed research, highlighting the gap or problem that the study aims to address. It also explains why the research is important and relevant to the field of study.

Context of the Study Example In Research Proposal

Here is an example of a context section in a research proposal:

The rise of social media has revolutionized the way people communicate and share information online. As a result, businesses have increasingly turned to social media platforms to promote their products and services, build brand awareness, and engage with customers. However, there is limited research on the effectiveness of social media marketing strategies and the factors that contribute to their success. This research aims to fill this gap by exploring the impact of social media marketing on consumer behavior and identifying the key factors that influence its effectiveness.

Purpose of Context of the Study

The purpose of providing context for a study is to help readers understand the background, scope, and significance of the research being conducted. By contextualizing the study, researchers can provide a clear and concise explanation of the research problem, the research question or hypothesis, and the research design and methodology.

The context of the study includes information about the historical, social, cultural, economic, and political factors that may have influenced the research topic or problem. This information can help readers understand why the research is important, what gaps in knowledge the study seeks to address, and what impact the research may have in the field or in society.

Advantages of Context of the Study

Some advantages of considering the context of a study include:

Increased validity: Considering the context can help ensure that the study is relevant to the population being studied and that the findings are more representative of the real world. This can increase the validity of the study and help ensure that its conclusions are accurate.
Enhanced understanding: By examining the context of the study, researchers can gain a deeper understanding of the factors that influence the phenomenon under investigation. This can lead to more nuanced findings and a richer understanding of the topic.
Improved generalizability: Contextualizing the study can help ensure that the findings are applicable to other settings and populations beyond the specific sample studied. This can improve the generalizability of the study and increase its impact.
Better interpretation of results: Understanding the context of the study can help researchers interpret their results more accurately and avoid drawing incorrect conclusions. This can help ensure that the study contributes to the body of knowledge in the field and has practical applications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Chapter I INTRODUCTION Project Context

Technology is an essential part of our lives today and few cannot imagine living without it. Nowadays people are using a smart phone for their everyday lives. An android phone that has a many applications or games that installed to it. Game is one of it. Games have the particularity that you do not need to do it, but for fun, you try to overcome some obstacles. So playing games would be a voluntary effort to overcome unnecessary obstacles. In game fun is very important. In the Philippine, due to limited resources of toys of the Filipino children, they usually come up on inventing games without the need of anything but the players themselves. With the flexibility of a real human to think and act makes the game more interesting and challenging. Because it is tradition for Filipinos to play in a bigger and spacious area, most games are usually playing outside the house. But in modern generation, people especially children and young adults are starting to forget and set aside Pinoy games (like sipa) So we propose an android game entitled " hopscotch " for some entertainment and challenge. This will enhance the hand and the eye coordination of users as well as improve their response to instinct, calculation and timing.

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How To Write A Dissertation Introduction

A Simple Explainer With Examples + Free Template

By: Derek Jansen (MBA) | Reviewed By Dr Eunice Rautenbach (D. Tech) | March 2020

If you’re reading this, you’re probably at the daunting early phases of writing up the introduction chapter of your dissertation or thesis. It can be intimidating, I know.

In this post, we’ll look at the 7 essential ingredients of a strong dissertation or thesis introduction chapter, as well as the essential things you need to keep in mind as you craft each section. We’ll also share some useful tips to help you optimize your approach.

Overview: Writing An Introduction Chapter

The purpose and function of the intro chapter
Craft an enticing and engaging opening section
Provide a background and context to the study
Clearly define the research problem
State your research aims, objectives and questions
Explain the significance of your study
Identify the limitations of your research
Outline the structure of your dissertation or thesis

A quick sidenote:

You’ll notice that I’ve used the words dissertation and thesis interchangeably. While these terms reflect different levels of research – for example, Masters vs PhD-level research – the introduction chapter generally contains the same 7 essential ingredients regardless of level. So, in this post, dissertation introduction equals thesis introduction.

Free template for a dissertation or thesis introduction

Start with why.

To craft a high-quality dissertation or thesis introduction chapter, you need to understand exactly what this chapter needs to achieve. In other words, what’s its purpose ? As the name suggests, the introduction chapter needs to introduce the reader to your research so that they understand what you’re trying to figure out, or what problem you’re trying to solve. More specifically, you need to answer four important questions in your introduction chapter.

These questions are:

What will you be researching? (in other words, your research topic)
Why is that worthwhile? (in other words, your justification)
What will the scope of your research be? (in other words, what will you cover and what won’t you cover)
What will the limitations of your research be? (in other words, what will the potential shortcomings of your research be?)

Simply put, your dissertation’s introduction chapter needs to provide an overview of your planned research , as well as a clear rationale for it. In other words, this chapter has to explain the “what” and the “why” of your research – what’s it all about and why’s that important.

Simple enough, right?

Well, the trick is finding the appropriate depth of information. As the researcher, you’ll be extremely close to your topic and this makes it easy to get caught up in the minor details. While these intricate details might be interesting, you need to write your introduction chapter on more of a “need-to-know” type basis, or it will end up way too lengthy and dense. You need to balance painting a clear picture with keeping things concise. Don’t worry though – you’ll be able to explore all the intricate details in later chapters.

The core ingredients of a dissertation introduction chapter

Now that you understand what you need to achieve from your introduction chapter, we can get into the details. While the exact requirements for this chapter can vary from university to university, there are seven core components that most universities will require. We call these the seven essential ingredients .

The 7 Essential Ingredients

The opening section – where you’ll introduce the reader to your research in high-level terms
The background to the study – where you’ll explain the context of your project
The research problem – where you’ll explain the “gap” that exists in the current research
The research aims , objectives and questions – where you’ll clearly state what your research will aim to achieve
The significance (or justification) – where you’ll explain why your research is worth doing and the value it will provide to the world
The limitations – where you’ll acknowledge the potential limitations of your project and approach
The structure – where you’ll briefly outline the structure of your dissertation or thesis to help orient the reader

By incorporating these seven essential ingredients into your introduction chapter, you’ll comprehensively cover both the “ what ” and the “ why ” I mentioned earlier – in other words, you’ll achieve the purpose of the chapter.

Side note – you can also use these 7 ingredients in this order as the structure for your chapter to ensure a smooth, logical flow. This isn’t essential, but, generally speaking, it helps create an engaging narrative that’s easy for your reader to understand. If you’d like, you can also download our free introduction chapter template here.

Alright – let’s look at each of the ingredients now.

#1 – The Opening Section

The very first essential ingredient for your dissertation introduction is, well, an introduction or opening section. Just like every other chapter, your introduction chapter needs to start by providing a brief overview of what you’ll be covering in the chapter.

This section needs to engage the reader with clear, concise language that can be easily understood and digested. If the reader (your marker!) has to struggle through it, they’ll lose interest, which will make it harder for you to earn marks. Just because you’re writing an academic paper doesn’t mean you can ignore the basic principles of engaging writing used by marketers, bloggers, and journalists. At the end of the day, you’re all trying to sell an idea – yours is just a research idea.

So, what goes into this opening section?

Well, while there’s no set formula, it’s a good idea to include the following four foundational sentences in your opening section:

1 – A sentence or two introducing the overall field of your research.

For example:

“Organisational skills development involves identifying current or potential skills gaps within a business and developing programs to resolve these gaps. Management research, including X, Y and Z, has clearly established that organisational skills development is an essential contributor to business growth.”

2 – A sentence introducing your specific research problem.

“However, there are conflicting views and an overall lack of research regarding how best to manage skills development initiatives in highly dynamic environments where subject knowledge is rapidly and continuously evolving – for example, in the website development industry.”

3 – A sentence stating your research aims and objectives.

“This research aims to identify and evaluate skills development approaches and strategies for highly dynamic industries in which subject knowledge is continuously evolving.”.

4 – A sentence outlining the layout of the chapter.

“This chapter will provide an introduction to the study by first discussing the background and context, followed by the research problem, the research aims, objectives and questions, the significance and finally, the limitations.”

As I mentioned, this opening section of your introduction chapter shouldn’t be lengthy . Typically, these four sentences should fit neatly into one or two paragraphs, max. What you’re aiming for here is a clear, concise introduction to your research – not a detailed account.

PS – If some of this terminology sounds unfamiliar, don’t stress – I’ll explain each of the concepts later in this post.

#2 – Background to the study

Now that you’ve provided a high-level overview of your dissertation or thesis, it’s time to go a little deeper and lay a foundation for your research topic. This foundation is what the second ingredient is all about – the background to your study.

So, what is the background section all about?

Well, this section of your introduction chapter should provide a broad overview of the topic area that you’ll be researching, as well as the current contextual factors . This could include, for example, a brief history of the topic, recent developments in the area, key pieces of research in the area and so on. In other words, in this section, you need to provide the relevant background information to give the reader a decent foundational understanding of your research area.

Let’s look at an example to make this a little more concrete.

If we stick with the skills development topic I mentioned earlier, the background to the study section would start by providing an overview of the skills development area and outline the key existing research. Then, it would go on to discuss how the modern-day context has created a new challenge for traditional skills development strategies and approaches. Specifically, that in many industries, technical knowledge is constantly and rapidly evolving, and traditional education providers struggle to keep up with the pace of new technologies.

Importantly, you need to write this section with the assumption that the reader is not an expert in your topic area. So, if there are industry-specific jargon and complex terminology, you should briefly explain that here , so that the reader can understand the rest of your document.

Don’t make assumptions about the reader’s knowledge – in most cases, your markers will not be able to ask you questions if they don’t understand something. So, always err on the safe side and explain anything that’s not common knowledge.

#3 – The research problem

Now that you’ve given your reader an overview of your research area, it’s time to get specific about the research problem that you’ll address in your dissertation or thesis. While the background section would have alluded to a potential research problem (or even multiple research problems), the purpose of this section is to narrow the focus and highlight the specific research problem you’ll focus on.

But, what exactly is a research problem, you ask?

Well, a research problem can be any issue or question for which there isn’t already a well-established and agreed-upon answer in the existing research. In other words, a research problem exists when there’s a need to answer a question (or set of questions), but there’s a gap in the existing literature , or the existing research is conflicting and/or inconsistent.

So, to present your research problem, you need to make it clear what exactly is missing in the current literature and why this is a problem . It’s usually a good idea to structure this discussion into three sections – specifically:

What’s already well-established in the literature (in other words, the current state of research)
What’s missing in the literature (in other words, the literature gap)
Why this is a problem (in other words, why it’s important to fill this gap)

Let’s look at an example of this structure using the skills development topic.

Organisational skills development is critically important for employee satisfaction and company performance (reference). Numerous studies have investigated strategies and approaches to manage skills development programs within organisations (reference).

(this paragraph explains what’s already well-established in the literature)

However, these studies have traditionally focused on relatively slow-paced industries where key skills and knowledge do not change particularly often. This body of theory presents a problem for industries that face a rapidly changing skills landscape – for example, the website development industry – where new platforms, languages and best practices emerge on an extremely frequent basis.

(this paragraph explains what’s missing from the literature)

As a result, the existing research is inadequate for industries in which essential knowledge and skills are constantly and rapidly evolving, as it assumes a slow pace of knowledge development. Industries in such environments, therefore, find themselves ill-equipped in terms of skills development strategies and approaches.

(this paragraph explains why the research gap is problematic)

As you can see in this example, in a few lines, we’ve explained (1) the current state of research, (2) the literature gap and (3) why that gap is problematic. By doing this, the research problem is made crystal clear, which lays the foundation for the next ingredient.

#4 – The research aims, objectives and questions

Now that you’ve clearly identified your research problem, it’s time to identify your research aims and objectives , as well as your research questions . In other words, it’s time to explain what you’re going to do about the research problem.

So, what do you need to do here?

Well, the starting point is to clearly state your research aim (or aims) . The research aim is the main goal or the overarching purpose of your dissertation or thesis. In other words, it’s a high-level statement of what you’re aiming to achieve.

Let’s look at an example, sticking with the skills development topic:

“Given the lack of research regarding organisational skills development in fast-moving industries, this study will aim to identify and evaluate the skills development approaches utilised by web development companies in the UK”.

As you can see in this example, the research aim is clearly outlined, as well as the specific context in which the research will be undertaken (in other words, web development companies in the UK).

Next up is the research objective (or objectives) . While the research aims cover the high-level “what”, the research objectives are a bit more practically oriented, looking at specific things you’ll be doing to achieve those research aims.

Let’s take a look at an example of some research objectives (ROs) to fit the research aim.

RO1 – To identify common skills development strategies and approaches utilised by web development companies in the UK.
RO2 – To evaluate the effectiveness of these strategies and approaches.
RO3 – To compare and contrast these strategies and approaches in terms of their strengths and weaknesses.

As you can see from this example, these objectives describe the actions you’ll take and the specific things you’ll investigate in order to achieve your research aims. They break down the research aims into more specific, actionable objectives.

The final step is to state your research questions . Your research questions bring the aims and objectives another level “down to earth”. These are the specific questions that your dissertation or theses will seek to answer. They’re not fluffy, ambiguous or conceptual – they’re very specific and you’ll need to directly answer them in your conclusions chapter .

The research questions typically relate directly to the research objectives and sometimes can look a bit obvious, but they are still extremely important. Let’s take a look at an example of the research questions (RQs) that would flow from the research objectives I mentioned earlier.

RQ1 – What skills development strategies and approaches are currently being used by web development companies in the UK?
RQ2 – How effective are each of these strategies and approaches?
RQ3 – What are the strengths and weaknesses of each of these strategies and approaches?

As you can see, the research questions mimic the research objectives , but they are presented in question format. These questions will act as the driving force throughout your dissertation or thesis – from the literature review to the methodology and onward – so they’re really important.

A final note about this section – it’s really important to be clear about the scope of your study (more technically, the delimitations ). In other words, what you WILL cover and what you WON’T cover. If your research aims, objectives and questions are too broad, you’ll risk losing focus or investigating a problem that is too big to solve within a single dissertation.

Simply put, you need to establish clear boundaries in your research. You can do this, for example, by limiting it to a specific industry, country or time period. That way, you’ll ringfence your research, which will allow you to investigate your topic deeply and thoroughly – which is what earns marks!

Need a helping hand?

#5 – Significance

Now that you’ve made it clear what you’ll be researching, it’s time to make a strong argument regarding your study’s importance and significance . In other words, now that you’ve covered the what, it’s time to cover the why – enter essential ingredient number 5 – significance.

Of course, by this stage, you’ve already briefly alluded to the importance of your study in your background and research problem sections, but you haven’t explicitly stated how your research findings will benefit the world . So, now’s your chance to clearly state how your study will benefit either industry , academia , or – ideally – both . In other words, you need to explain how your research will make a difference and what implications it will have .

Let’s take a look at an example.

“This study will contribute to the body of knowledge on skills development by incorporating skills development strategies and approaches for industries in which knowledge and skills are rapidly and constantly changing. This will help address the current shortage of research in this area and provide real-world value to organisations operating in such dynamic environments.”

As you can see in this example, the paragraph clearly explains how the research will help fill a gap in the literature and also provide practical real-world value to organisations.

This section doesn’t need to be particularly lengthy, but it does need to be convincing . You need to “sell” the value of your research here so that the reader understands why it’s worth committing an entire dissertation or thesis to it. This section needs to be the salesman of your research. So, spend some time thinking about the ways in which your research will make a unique contribution to the world and how the knowledge you create could benefit both academia and industry – and then “sell it” in this section.

#6 – The limitations

Now that you’ve “sold” your research to the reader and hopefully got them excited about what’s coming up in the rest of your dissertation, it’s time to briefly discuss the potential limitations of your research.

But you’re probably thinking, hold up – what limitations? My research is well thought out and carefully designed – why would there be limitations?

Well, no piece of research is perfect . This is especially true for a dissertation or thesis – which typically has a very low or zero budget, tight time constraints and limited researcher experience. Generally, your dissertation will be the first or second formal research project you’ve ever undertaken, so it’s unlikely to win any research awards…

Simply put, your research will invariably have limitations. Don’t stress yourself out though – this is completely acceptable (and expected). Even “professional” research has limitations – as I said, no piece of research is perfect. The key is to recognise the limitations upfront and be completely transparent about them, so that future researchers are aware of them and can improve the study’s design to minimise the limitations and strengthen the findings.

Generally, you’ll want to consider at least the following four common limitations. These are:

Your scope – for example, perhaps your focus is very narrow and doesn’t consider how certain variables interact with each other.
Your research methodology – for example, a qualitative methodology could be criticised for being overly subjective, or a quantitative methodology could be criticised for oversimplifying the situation (learn more about methodologies here ).
Your resources – for example, a lack of time, money, equipment and your own research experience.
The generalisability of your findings – for example, the findings from the study of a specific industry or country can’t necessarily be generalised to other industries or countries.

Don’t be shy here. There’s no use trying to hide the limitations or weaknesses of your research. In fact, the more critical you can be of your study, the better. The markers want to see that you are aware of the limitations as this demonstrates your understanding of research design – so be brutal.

#7 – The structural outline

Now that you’ve clearly communicated what your research is going to be about, why it’s important and what the limitations of your research will be, the final ingredient is the structural outline.The purpose of this section is simply to provide your reader with a roadmap of what to expect in terms of the structure of your dissertation or thesis.

In this section, you’ll need to provide a brief summary of each chapter’s purpose and contents (including the introduction chapter). A sentence or two explaining what you’ll do in each chapter is generally enough to orient the reader. You don’t want to get too detailed here – it’s purely an outline, not a summary of your research.

Let’s look at an example:

In Chapter One, the context of the study has been introduced. The research objectives and questions have been identified, and the value of such research argued. The limitations of the study have also been discussed.

In Chapter Two, the existing literature will be reviewed and a foundation of theory will be laid out to identify key skills development approaches and strategies within the context of fast-moving industries, especially technology-intensive industries.

In Chapter Three, the methodological choices will be explored. Specifically, the adoption of a qualitative, inductive research approach will be justified, and the broader research design will be discussed, including the limitations thereof.

So, as you can see from the example, this section is simply an outline of the chapter structure, allocating a short paragraph to each chapter. Done correctly, the outline will help your reader understand what to expect and reassure them that you’ll address the multiple facets of the study.

By the way – if you’re unsure of how to structure your dissertation or thesis, be sure to check out our video post which explains dissertation structure .

Keep calm and carry on.

Hopefully you feel a bit more prepared for this challenge of crafting your dissertation or thesis introduction chapter now. Take a deep breath and remember that Rome wasn’t built in a day – conquer one ingredient at a time and you’ll be firmly on the path to success.

Let’s quickly recap – the 7 ingredients are:

The opening section – where you give a brief, high-level overview of what your research will be about.
The study background – where you introduce the reader to key theory, concepts and terminology, as well as the context of your study.
The research problem – where you explain what the problem with the current research is. In other words, the research gap.
The research aims , objectives and questions – where you clearly state what your dissertation will investigate.
The significance – where you explain what value your research will provide to the world.
The limitations – where you explain what the potential shortcomings and limitations of your research may be.
The structural outline – where you provide a high-level overview of the structure of your document

If you bake these ingredients into your dissertation introduction chapter, you’ll be well on your way to building an engaging introduction chapter that lays a rock-solid foundation for the rest of your document.

Remember, while we’ve covered the essential ingredients here, there may be some additional components that your university requires, so be sure to double-check your project brief!

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 ...

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How to write the conclusion chapter of a dissertation

43 Comments

Thanks very much for such an insight. I feel confident enough in undertaking my thesis on the survey;The future of facial recognition and learning non verbal interaction

Glad to hear that. Good luck with your thesis!

Thanks very much for such an insight. I feel confident now undertaking my thesis; The future of facial recognition and learning non verbal interaction.

Thanks so much for this article. I found myself struggling and wasting a lot of time in my thesis writing but after reading this article and watching some of your youtube videos, I now have a clear understanding of what is required for a thesis.

Thank you Derek, i find your each post so useful. Keep it up.

Thank you so much Derek ,for shedding the light and making it easier for me to handle the daunting task of academic writing .

Thanks do much Dereck for the comprehensive guide. It will assist me queit a lot in my thesis.

thanks a lot for helping

i LOVE the gifs, such a fun way to engage readers. thanks for the advice, much appreciated

Thanks a lot Derek! It will be really useful to the beginner in research!

You’re welcome

This is a well written, easily comprehensible, simple introduction to the basics of a Research Dissertation../the need to keep the reader in mind while writing the dissertation is an important point that is covered../ I appreciate the efforts of the author../

The instruction given are perfect and clear. I was supposed to take the course , unfortunately in Nepal the service is not avaialble.However, I am much more hopeful that you will provide require documents whatever you have produced so far.

Thank you very much

Thanks so much ❤️😘 I feel am ready to start writing my research methodology

This is genuinely the most effective advice I have ever been given regarding academia. Thank you so much!

This is one of the best write up I have seen in my road to PhD thesis. regards, this write up update my knowledge of research

I was looking for some good blogs related to Education hopefully your article will help. Thanks for sharing.

This is an awesome masterpiece. It is one of the most comprehensive guides to writing a Dissertation/Thesis I have seen and read.

You just saved me from going astray in writing a Dissertation for my undergraduate studies. I could not be more grateful for such a relevant guide like this. Thank you so much.

Thank you so much Derek, this has been extremely helpful!!

I do have one question though, in the limitations part do you refer to the scope as the focus of the research on a specific industry/country/chronological period? I assume that in order to talk about whether or not the research could be generalized, the above would need to be already presented and described in the introduction.

Thank you again!

Phew! You have genuinely rescued me. I was stuck how to go about my thesis. Now l have started. Thank you.

This is the very best guide in anything that has to do with thesis or dissertation writing. The numerous blends of examples and detailed insights make it worth a read and in fact, a treasure that is worthy to be bookmarked.

Thanks a lot for this masterpiece!

Powerful insight. I can now take a step

Thank you very much for these valuable introductions to thesis chapters. I saw all your videos about writing the introduction, discussion, and conclusion chapter. Then, I am wondering if we need to explain our research limitations in all three chapters, introduction, discussion, and conclusion? Isn’t it a bit redundant? If not, could you please explain how can we write in different ways? Thank you.

Excellent!!! Thank you…

Thanks for this informative content. I have a question. The research gap is mentioned in both the introduction and literature section. I would like to know how can I demonstrate the research gap in both sections without repeating the contents?

I’m incredibly grateful for this invaluable content. I’ve been dreading compiling my postgrad thesis but breaking each chapter down into sections has made it so much easier for me to engage with the material without feeling overwhelmed. After relying on your guidance, I’m really happy with how I’ve laid out my introduction.

Thank you for the informative content you provided

Hi Derrick and Team, thank you so much for the comprehensive guide on how to write a dissertation or a thesis introduction section. For some of us first-timers, it is a daunting task. However, the instruction with relevant examples makes it clear and easy to follow through. Much appreciated.

It was so helpful. God Bless you. Thanks very much

I thank you Grad coach for your priceless help. I have two questions I have learned from your video the limitations of the research presented in chapter one. but in another video also presented in chapter five. which chapter limitation should be included? If possible, I need your answer since I am doing my thesis. how can I explain If I am asked what is my motivation for this research?

You explain what moment in life caused you to have a peaked interest in the thesis topic. Personal experiences? Or something that had an impact on your life, or others. Something would have caused your drive of topic. Dig deep inside, the answer is within you!

Thank you guys for the great work you are doing. Honestly, you have made the research to be interesting and simplified. Even a novice will easily grasp the ideas you put forward, Thank you once again.

Excellent piece!

I feel like just settling for a good topic is usually the hardest part.

Thank you so much. My confidence has been completely destroyed during my first year of PhD and you have helped me pull myself together again

Happy to help 🙂

I am so glad I ran into your resources and did not waste time doing the wrong this. Research is now making so much sense now.

Gratitude to Derrick and the team I was looking for a solid article that would aid me in drafting the thesis’ introduction. I felt quite happy when I came across the piece you wrote because it was so well-written and insightful. I wish you success in the future.

thank you so much. God Bless you

Thank you so much Grad Coach for these helpful insights. Now I can get started, with a great deal of confidence.

It’s ‘alluded to’ not ‘eluded to’.

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CAPSTONE PROJECT: Parts of a Capstone Project

Parts of a Capstone Project
Voice in the Capstone Project
Analysis of Qualitative Data

What a Table of Contents Could Contain

I Introduction A Statement Of Problem/Opportunity (Research Question) B Background, Context, And Significance Of Study C Project Researcher Identification II Literature Review A Subheadings (Themes Discovered In Review) B Notice Of Gaps In Knowledge III Methods A Subjects/Participants B Data Collection Approaches/Strategies 1 Advantage Of Strategy 2 Limitation Of Strategy 3 Potential Risk 4 Ethical Issues About Collection Upon The Subjects/Participants C Data Analysis Approaches And/Or Software (NOT The Results Themselves, Just How You Are Going To Analyze The Data – Coding Method, Analysis Of Interviews/Recordings, Mathematics And Stats Analysis) IV Results, Findings, Interpretation, And Discussion V Recommendations, Application, And Conclusion VI Reference Pages

What Goes Into Each Section

Next: Voice in the Capstone Project >>
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BUS605: Strategic Project Management

Project Scope and Context

As you read, consider the importance of a clear scope statement in avoiding scope creep throughout the project.

Project Context

The realities of externalities.

One term closely related to context is externality . It refers to a "consequence of an economic activity that is experienced by unrelated third parties". An externality can involve "a loss or gain in the welfare of one party resulting from an activity of another party, without there being any compensation for the losing party". For example, a sudden rise in oil prices could be a devastating externality in a project that depends on a steady and economical fuel supply. Some externalities are positive – for example, Ireland's decision to make public college education essentially free for all citizens made an already highly educated workforce even more attractive to pharmaceutical and software companies, which increased their investment in the country.

You and your project team have no control over externalities. But your job, as a project manager, is to be on the lookout for them at every turn, and to respond quickly and decisively when they do.

According to Merriam-Webster, the term context refers to "the situation in which something happens: the group of conditions that exist where and when something happens". All projects occur within multiple contexts – within an organizational context (both yours and the customer's), a market context, a technical context, and a social context. All of these can change over the life of a project, and in the permanent whitewater of the modern business world, they probably will. Good project managers pay attention to changing context. They realize that, as contexts change, the project will probably need to be adjusted. Completing the project in accordance with the original objectives could end up being a terrible outcome, if it turns out that the original objectives no longer fit the context of the organization.

The potential for changing contexts means that no two projects are the same. Even if you think you've completed an identical project recently, you'll almost certainly find that differences in context will force you to alter your approach in some way or another. For example, the fact that you successfully built a hospital in Detroit can't completely prepare you for the experience of building a hospital in San Francisco, where the area's volatile seismic activity means you need to consider a host of issues related to earthquake-resistance. In product development, you might find that the customer did not fully understand their needs at the outset. As you begin to learn what the customer wants, you might see the project in a much broader, more complicated context. Likewise, the introduction of new technology can increase the complexity of a project in ways you couldn't foresee during initiation. To deal with these changes, you need to be able to rely on a flexible project team that can adapt as the project unfolds.

An article by James Kanter in the New York Times describes the construction of two European nuclear power plants that were supposed to be "clones" of each other, with both built according to rigid standards specifying every aspect of the projects down to "the carpeting and wallpaper". The similarity of the projects was supposed to lead to clear sailing for both, but a host of unforeseen technical problems resulted in major delays and cost overruns. This is a perfect example of how contexts – one reactor was in Finland, the other in France – can dramatically affect the outcomes of supposedly identical projects. Problems at the Finnish site included a foundation that was too porous and therefore likely to corrode, inexperienced subcontractors drilling holes in the wrong places, and communication problems arising from a workforce composed of people speaking eight different languages. At the supposedly identical French site, a different array of problems included cracks in the concrete base, incorrectly positioned steel reinforcements, and unqualified welders. According to UniStar Nuclear Energy, the company behind the Finnish and French projects, a fleet of similar reactors are in the works around the world. Who knows what risks will arise on those projects. After all, France and Finland are at least stable, geologically speaking. But as Kanter points out, "Earthquake risks in places like China and the United States or even the threat of storm surges means building these reactors will be even trickier elsewhere".

Context is especially important in product development, where the backdrop for a new product can change overnight. In a paper arguing for a more flexible approach to product development, M. Meißner and L. Blessing discuss the many ways context influences the product development process:

Designers are influenced by the society in which they live, and their decisions depend on political, social, and financial pressures. The technological environment and the accelerating rate of change is a characteristic of modern times. Changing conditions produce new needs and thereby encourage new developments, innovation is rewarded, and new artifacts are created. Some products require design activity on a far larger scale than others. Huge one-off products such as power plants or oil platforms require an immense and skillfully organized design operation. Less complex products such as hand tools or toys can be designed by a single person…. The designer could be working in a small company, carrying a variety of responsibilities including the marketing, design, and manufacturing of the product. Or he could be working in a larger company where many people work on a single design project with specified areas of activity and a hierarchy of responsibilities.

In changing contexts, flexibility is key. In his studies of successful project managers, Alexander Laufer found that the best project managers

deviate from the common "one best way" approach and adjust their practices to the specific context of their project. Avoiding the "one best way" approach does not imply, however, that there are no "wrong ways," that "anything goes," or that you must always "start from scratch". There is always the need to strike a balance between relying on the accumulated knowledge of the organization, on the one hand, and enhancing the flexibility and creativity within each individual project on the other.

Laufer argues that modern project managers need to employ a modern, more flexible approach than their predecessors:

The classical model of project management, in which standards are developed for virtually all situations, expects the project manager to serve primarily as a controller: to ensure that team members adhere to the established standard. This role entails only a minimal requirement for judgment and no requirement for adaptation. In reality, the project manager must constantly engage in making sense of the ambiguous and changing situation, and he must adjust the common practices to the unique situation. This process requires a great deal of interpretation and judgment based on rich experience.

In Lesson 5, we'll talk about the value of building diverse teams that bring together people with complementary skills – ideally, people of varying ages and levels of experience. But how can new project managers, who lack that all-important "rich experience," increase their overall understanding of their projects' multiple contexts? Start by researching past projects with similar characteristics, consulting with mentors, and, generally, checking as many formal and informal sources regarding lessons learned from previous projects as you can find. It also helps to stay well-informed – about your organization, your customers, your industry, and the world in general. For instance, if you were working on a construction project in the healthcare field in the past decade, you would have experienced a pronounced change in context, away from a doctor-centered system to a patient-centered system that seeks to empower patients to define value on their terms. If you were new to managing projects in that field, you would be wise to learn all you could about that shift. In the living order, such seismic changes are the norm, not the exception, in nearly all industries.

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1.3 Project Context

Learning objectives.

Identify the effect of organization type on time horizons.
Compare project management and operations management.
Describe the organizational options for managing projects.

The project is affected by the type of organization in which the project is conducted and how the organization is organized to manage projects.

Organizational Priorities

Organizations fulfill a societal role to meet economic, religious, and governance functions. Local factories, churches, and hospitals are all organizations that provide some social or community need. Factories create wealth and jobs, churches provide spiritual and common social needs for communities, and government organizations provide regulations and services that allow for an orderly society. These organizations have different views of time and each organization develops an operational approach to accomplishing the purpose of the organization over that time horizon. For example, a religious group might begin construction of a cathedral that would take several lifetimes to complete, government performance is reviewed at election time, and a publicly owned company must justify its use of money each year in the annual report.

Organizations operate to effectively and efficiently produce the product or service that achieves the organization’s purpose and goals as defined by the key stakeholders —those who have a share or interest. An organization seeks to develop stable and predictable work processes and then improve those work processes over time through increased quality, reduced costs, and shorter delivery times. Total quality management, lean manufacturing, and several other management philosophies and methodologies have focused on providing the tools and processes for increasing the effectiveness and efficiency of the organization. Historically, these methodologies focused on creating incremental and continuous improvement in work processes. More recently, organizations are increasingly focused on step changes that take advantage of new technologies to create a significant improvement in the effectiveness or efficiency of the organization.

Often, these initiatives to increase organizational effectiveness or efficiency are identified as projects. Economic organizations will initiate a project to produce a new product, to introduce or revamp work processes to significantly reduce product costs, or to merge with other organizations to reduce competition or lower costs and generate additional profits. A social organization, such as a hospital, may build a new wing, introduce a new service, or design new work processes to reduce costs. A government organization may introduce a new software program that handles public records more efficiently, build a new road to reduce congestion, or combine departments to reduce costs.

Each of the initiatives meets our definition of a project. Each is a temporary endeavor and produces a unique product or service. Managing these projects effectively entails applying project management knowledge, skills, and tools.

Operations Management versus Project Management

One way to improve understanding of project management is to contrast project management with operations management. Whether in an economic, socioreligious, or government organization, managers are charged with effectively and efficiently achieving the purpose of the organization. Typically, a manager of an economic organization focuses on maximizing profits and stockholder value. Leaders with socioreligious organizations focus on effective and efficient delivery of a service to a community or constituency, and governmental managers are focused on meeting goals established by governmental leaders.

Operations managers focus on the work processes of the operation. More effective work processes will produce a better product or service, and a more efficient work process will reduce costs. Operations managers analyze work processes and explore opportunities to make improvements. Total quality management, continuous process improvement, lean manufacturing, and other aspects of the quality movement provide tools and techniques for examining organizational culture and work processes to create a more effective and efficient organization. Operations managers are process focused, oriented toward capturing and standardizing improvement to work processes and creating an organizational culture focused on the long-term goals of the organization.

Project managers focus on the goals of the project. Project success is connected to achieving the project goals within the project timeline. Project managers are goal directed and time sensitive. Project managers apply project management tools and techniques to clearly define the project goals, develop an execution plan to meet those goals, and meet the milestones and end date of the project.

An operations manager may invest $10,000 to improve a work process that saves $3,000 a year. Over a five-year period, the operations manager improved the profitability of the operations by $5,000 and will continue to save $3,000 every year. The project manager of a one-year project could not generate the savings to justify this kind of process improvement and would not invest resources to explore this type of savings.

An operations manager creates a culture to focus on the long-term health of the organization. Operations managers build teams over time that focus on standardizing and improving work processes, that search for and nurture team members who will “fit in,” and that contribute to both the effectiveness of the team and the team culture. Project managers create a team that is goal focused and energized around the success of the project. Project team members know that the project assignment is temporary because the project, by definition, is temporary. Project team members are often members of organizational teams that have a larger potential to affect long-term advancement potential. Project managers create clear goals and clear expectations for team members and tie project success to the overall success of the organization. Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.

Organizing to Manage Projects

Because project management is different from operations management, projects are handled best by people who are trained in project management. This expertise can be obtained by hiring an outside consulting firm that specializes in project management or by developing an in-house group.

Some organizations are designed to execute projects. Often entities contract with engineering and construction companies to design and build their facilities or hire software companies to develop a software solution. The major work processes within these organizations are designed to support the acquisition and execution of projects. Functional departments such as estimating, scheduling, and procurement create and maintain core competencies designed to support projects. The ability of these types of organizations to successfully manage projects becomes a competitive advantage in the marketplace.

Organizations designed to produce products or services also use projects. Major activities outside the normal work of the organization’s department or functional units or major activities that cross functional boundaries become a project (a temporary task undertaken to create a product or service that is unique). As economic pressures increase the speed in which organizations must change and adapt to new environmental conditions, leaders are increasingly chartering projects to enable the organization to more quickly adapt. The application of a project management approach increases the likelihood of success as organizations charter a project to facilitate organizational change, to increase the development and introduction of new products or support the merger or divesture of organizational units.

Project management offices (PMOs) have emerged to facilitate development of organizational knowledge, skills, and tools to internally charter and manage projects within the organization. The PMO varies in structure and responsibility depending on the project management approach of the parent organization. On one end of the spectrum, the PMO has complete responsibility for projects within an organization from the criteria and selection of appropriate projects to accountability for project performance. In organizations that make a large investment in the PMO, a large number of new product or process improvement projects are submitted, and the project office develops a portfolio of projects to manage over a given period that maximizes the use of organizational resources and provides the greatest return to the organization.

PMOs can provide various functions for an organization. Some possible functions include the following:

Project management . Some organizations maintain the project manager within the PMO, assign project managers from other departments, procure contract project managers, or practice a combination of all three.
Center of excellence . The project office can maintain the organization’s project management policies and procedures, maintain a historical database, maintain best practices, and provide training and specialized expertise when needed.
Portfolio management . The project office actually supervises the project managers and monitors project performance. Portfolio management also includes prioritizing projects on the basis of value to the organization and maintains an inventory of projects. Portfolio management balances the number and type of projects to create the greatest return from the entire portfolio of projects.
Functional support . The project office maintains project management expertise to support the project. Estimating, project scheduling, and project cost analysis are examples of functional support.

Key Takeaways

The purpose of an organization can affect its view of the time allowed for projects.
In an organization, project management can be used to make step changes to take advantage of new technologies or make significant improvements in effectiveness or efficiency.
Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.
Projects can be handled by outside contractors or by an internal group in a PMO.
The type of organization can influence the ____ frame allowed for projects.
Operations managers are focused on __________, while project managers are focused on the goals of the project.
If projects are routinely handled internally, the group that manages the projects might be called the ______ ______ _____ (three words).
A friend of yours has a forty-five-minute commute to work. She decides to spend some time evaluating the different options she has for routes and possible carpooling to reduce the cost or time it takes to get to work. Is this task an example of something that uses the skills of an operations manager, or does it need the additional skills of a project manager? Explain your answer and refer to the definitions provided.
Business managers focus on improving efficiency and effectiveness, but sometimes they use a project management approach to make significant changes. What often prompts them to use the project management approach? What would be an example?

Operations versus Project Management

The manager of a sales department must meet annual sales goals, manage personnel in the department, and develop and deliver product training for clients. How is this type of operations management different from project management? Address each of the following issues in your answer:

How is the relationship between the operations manager and the sales staff different from the relationship between a project manager and the project team members?
Which of the duties described above is most like project management and might be contracted to an outside firm?
What is the biggest difference between project management and the sales manager’s job?

Project Management from Simple to Complex Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

Kelly Louise Preece

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Using non verbal cues to build rapport with students, emotionally challenging research and researcher well-being, augmenting the doctoral thesis in preparation for a viva, how hard can it be testing ai detection tools.

Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole.

Infographic with steps on how to draft your PhD thesis

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation.

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can find out more about tiny texts and thesis abstracts on Thomson’s blog.

Writing tips for higher education professionals
Resource collection on academic writing
What is your academic writing temperament?

Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

This chapter will argue that…
This section illustrates that…
This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

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5Â Â 1.1 Introduction Many transportation agencies are facing challenges attracting qualified, technically competent, culturally sensitive, and motivated planning staff. Others are able to attract employees, but report that they often lose mid-level supervisors and managers to competition from other organizations that offer more defined career paths or higher salaries. The mid-level supervisors are perhaps the most valuable staff resource due to their experience and knowledge of agency practices. The com- petitive factors, for example, higher salaries, are often very difficult if not impossible for public agencies to match given civil service and, if present, union requirements. There is also a sense among many groups that the staff in many transportation planning units do not reflect the diversity of the communities they serve. The cumulative capabilities of an agencyâs staff are one of the most important strengths of any organization. NCHRP Project 08-125, âAttracting, Retaining, and Developing the Transportation Workforce: Transportation Planners,â was motivated by a concern that transportation agencies were facing challenges attracting, professionally developing, and retaining qualified planning staff. These challenges could be exacerbated in the future given continuing societal, technological, and environmental changes. Transportation agencies will likely need different planning capabilities to meet these future challenges. [1,2,3] In particular, the ability to plan effectively will depend on developing agency planning capabilities and transportation planning staff with requisite talents, including KSAs, that enable the agency to address emerging planning challenges. The research was based on several themes that reflect the nature of the first 20Â years of the 21st century as a transformative period in the history of transportation (see, for example, [4]). Although the exact nature of this transformation is not entirely clear, the initial clues are revealing. Rapidly evolving transportation and information technologies include connected and automated vehicles, and new ways of providing mobility (for example, Mobility as a Service (MaaS)). In many instances these new mobility strategies are provided via new business models (for example, trans- portation network companies (TNCs) and docked and dockless bicycle and scooter companies). These technology-based mobility options are heralding a new revolution in personal mobility. [5] This research found that the following key themes associated with a changing planning envi- ronment will likely affect desired staff KSAs. Strategic PerspectiveâThe Long View The need for a strategic perspective on future transportation challenges and on the types of professionals and skill sets needed is especially strong in the field of transportation planning. Understanding the likely characteristics of the world we will live in and of the future role of the transportation system becomes a critical point of departure for creating a credible transportation C H A P T E R 1 Project Context, Research Objectives, and Approach

6 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners planning capability. In transportation planning, by its very nature, one looks out 20 to 25Â years to identify the key characteristics of the world we will likely live in (although some agencies have adopted 40- and 50-year planning horizons). This research adopted such a future orientation, and focused on what different futures might mean to a transportation agencyâs planning staffing and required skills sets. The configuration and focus of future transportation agencies and of their planning functions will likely be very different than what exists today. All one needs to do is look back 20 years to see what transportation planners were considering as part of the then planning process and compare this to todayâs challenges and opportunities to see how dramatically the planning environment can change. To better prepare for these changes, planning professionals not only need to evaluate their core competencies, but also their ability to anticipate what the future likely holds. Some transportation research has examined possible âgame changersâ in the evolution of society, their consequences to the transportation system, and thus challenges to transporta- tion agencies. NCHRP Report 798: The Role of Planning in a 21st Century State Department of TransportationâSupporting Strategic Decisionmaking, for example, focused on possible future planning challenges to state departments of transportation (DOTs): Although their responsibilities may have changed over time, planners should continue to have an impor- tant role to play in supporting strategic decision-making. While DOT leaders are dealing with more tactical responsibilities and overseeing the day-to-day operation of the department, they need planners who can stay ahead of the emerging issues, consider the âwhat if?â scenarios, lead thoughtful evaluations of strategic trade-offs, and communicate the importance of the DOT to the stateâs economy and quality of life. [5] Broader Role for Technology The emergence and proliferation of advanced technologies are impacting the transportation system and society in general, in particular in changing the way we plan, move around, and manage communities. The most prominent changes are being driven by the underlying technological trends related to digitalization, electrification, automation, shared use of assets, and interpersonal and data connectivity. These changes also affect consequent business and financial models related to the development of new infrastructure while also filling existing gaps in funding at the federal, state, and local levels. Technology trends also impact both transportation planning as a process (for example, new technology-based means of communicating to a range of diverse groups), as well as an agencyâs technical capabilities (for example, large-scale data collection and data management). In the next 5Â years, important technology trends affecting transportation will likely include more robust internet and wireless communications, increased electrification of vehicles, higher integration of advanced driver assistance capabilities, changes to freight and logistics resulting from smart manufacturing (first mile/last mile solutions and drone delivery), improved and per- sonalized information access, an uptick in personal mobility devices, and microtransit. Post-2025, electric vehicles will likely continue to be an important trend in transportation system use, putting pressure on an efficient allocation of energy through smart grids. Smart mobility, expanded trav- eler information systems, adoption of wireless traffic management systems, and higher penetra- tion of automated vehicles and shared use technology are all forecasted to impact transportation systems and associated institutional arrangements. Each of these will affect the types of issues that will be considered as part of the transportation planning process. Planning Support for Policy and Decision-Making Needs As part of the planning process, transportation officials anticipate and respond to a range of societal concerns, evolving characteristics of the transportation system, and changing economic,

Project Context, Research Objectives, and Approach 7Â Â demographic, and cultural contexts for transportation decisions. Examples of consequential policy issues identified by the TRB in its Critical Issues in Transportation 2019 Policy Snapshot [6], included: â¢ Transformational technologies and services: Steering the technology revolution â¢ Serving a growing and shifting population â¢ Energy and sustainability: Protecting the planet â¢ Resilience and security: Preparing for threats â¢ Safety and public health: Safeguarding the public â¢ Equity: Serving the disadvantaged â¢ Governance: Managing our systems â¢ System performance and asset management â¢ Funding and finance: Paying the tab â¢ Goods movement: Moving freight â¢ Institutional and workforce capacity â¢ Research and innovation: Preparing for the future It seems likely that planning efforts in states, regions, or local areas could well have their own, in many cases similar, concerns that would need to be reflected in the planning process. The Impact of Changes on Essential Knowledge Transportation planning has evolved considerably since its professional origins in the middle of the 20th century. Transportation planners of the future will likely be expected to ensure that transportation plays a supportive and proactive role in improving a regionâs economic, social, and environmental well-being even more so than it does today. Transportation system/ personal use technologies will likely transform the concept of personal travel. Innovations in goods manufacture and delivery could have dramatic effects on freight flows (e.g., 3-D printing). [7] Changing demographics will influence all aspects of society, with a strong focus on equity and transportation for diverse populations. Concerns for transportation system equity, resilience, and public health, which are emerging issues today, could very well be commonplace in 10 to 15Â years, with planners spending considerable time identifying transportation system and popu- lation vulnerabilities. The Increasingly Diverse and Dispersed âClientsâ of Planning Activities The range of transportation issues, both for mobility demand and infrastructure/service supply, is increasingly responsive to the broad range of socioeconomic, racial, ethnic, and cultural diversity in society. [8] Developing appropriate transportation solutions requires recognizing key differ- ences, not only in transportation habits and needs and relevant solutions, but also a planning process that can effectively depict key differences and communicate with the broadest range of constituents. Agency Culture and Organization Influence on Workforce Recruitment Development and Retention This research recognized that, taken together, the range of planning issues noted above can have a critical impact on needed planning workforce capabilities (in terms of KSA), but also on the workforce itself in terms of their interests, values, and desired work and life styles. There are distinct differences in these characteristics and in terms of motivation and expectations as

8 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners one considers different generational cohorts, for example, baby boomers, millennials (Gen Y), Gen X, and Gen Z. As noted later, the literature review found that the characteristics of Gen X and Gen Z employees include such things as: â¢ Work attitudes trending toward entrepreneurial and collaborative approaches and multitasking; â¢ More familiarity and interest in digital and internet-based work tools and working remotely; â¢ Career orientation trending toward personal fulfillment and tempered by skepticism about public sector employment; â¢ Interest in career vectors offering personal development and continuous learning opportunities; â¢ Explicit consideration of public versus private sector employment opportunities; â¢ Willingness to move to new jobs that offer greater quality of life benefits and flexibility; and â¢ Expectation of culturally competent, diverse, and inclusive agency staff and leadership. These factors could be at considerable odds with many current workplace environments in both the public and private sectors. In public agencies these factors become even more important when work environments are often characterized by required credentialing for advancement, narrow position descriptions, rigid hierarchy, concentrating talents and skills in position descriptions, minimal opportunities for cross disciplinary enrichment, and narrow recruitment targets. In some cases, these factors are dictated by civil service and/or union requirements. The workforce develop- ment challenge therefore goes well beyond the identification of needed capabilities; it goes to the importance of organizational structure and culture, career opportunities, on-the-job training and enrichment, and quality of life considerations. 1.2 Project Objectives The purposes of this project were to (1) develop knowledge, skills, abilities, education, and experience (KSAEE) characteristics and talent profiles for transportation planners at all levels of planning applications that reflect current needs and capabilities likely needed to meet future work efforts; and (2) provide guidance to transportation agencies on how to attract, develop, manage, and retain future transportation planners. There are multiple audiences for the results of this research most importantly including agency and planning program managers. Other important audiences include university transportation programs and human resource managers who have responsibilities in preparing, attracting, and developing an agencyâs staff resources. The results could also be useful for others not familiar with the planning profession. Developing and retaining planning staff with the competency to identify and address future needs depends on: â¢ Analyzing future transportation planning trends and issues as a determinant of planning workforce talent requirements; â¢ Identifying the KSAs relevant to developing a planning process and planning products that anticipate, understand, and meet emerging trends; â¢ Attracting, competing for, and retaining staff that have the requisite KSAs; â¢ Creating a work environment that recognizes the learning, working, and interpersonal commu- nications styles needed for todayâs planners; â¢ Providing professional development opportunities that will provide experienced planners with an exposure to new skills and tools to enhance their capabilities; â¢ Providing an attractive work environment and work conditions that meet the organizationâs mission while meeting staff needs; â¢ Providing a career plan and professional development opportunities that are competitive with other career paths;

Project Context, Research Objectives, and Approach 9Â Â â¢ Offering a flexible and structured human resource program that supports and encourages fulfilling career paths for transportation planners; and â¢ Attracting transportation planners that reflect the characteristics of the society they serve. These factors were considered as part of the research and are reflected in the approach that guided the research. 1.3 Research Approach FigureÂ 1 shows the steps in the research approach. The approach started with an understand- ing of talent profiles characterized by KSAs. Of note, only KSAs were examined at this point in the research given that the education and experience (EEs) factors were really qualifying criteria for a job and thus not part of the core knowledge and abilities to be successful in the job. An ability to add EEs to a talent profile was later added for those agencies that might want to create job descriptions, which were based on the full set of KSAEEs. The range of desired KSAs was based on a literature review of transportation planning and the âfuturesâ literatures, and a review of transportation agency websites. In order to understand how these driving forces related to agency planning needs and capabilities, the literature review was augmented with outreach efforts that included: â¢ Surveys of â A large engineering/planning consulting firm â AASHTO members of the Committee on Planning 1. Project Management/Interaction with Stakeholders Throughout Project Figure 1. Research approach.

10 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners â ITE Planning Council â WTS (Womenâs Transportation Seminar) â¢ Focus Group â Conference of Minority Transportation Officials (COMTO) â¢ Interviews of â Directors of university transportation centers â Program directors of university-based training programs â Program staff for the National Transit Institute (NTI) â¢ Workshop â Session at the 2019 TRB Annual Meeting The results of this data collection led to the identification of the KSAs considered most impor- tant for current and expected future characteristics of transportation planning. Talent profiles represent a new way (for public agencies) of portraying a positionâs desired competencies. One of the key points for Task 5, developing talent profiles, was that transportation planning is not considered the same across agencies. Transportation planning consists of many different analysis and data collection efforts, information-producing tasks, interaction with key stakeholders and the public, and conducting multimodal studies as well as mode-specific plan- ning (for example, active transportation). Transportation planning needs also will likely differ for small rural states as compared to large urban states. Task 5 developed a typology for the KSAs reflecting these diverse perspectives that became part of the talent profile template used through- out the research. In other words, the approach toward developing talent profiles was based modularly so that an agency can pick which KSAs will be most relevant to their needs. The planning talent profiles: â¢ Reflect the current relationships among stakeholders regarding the range of planning activities, including conventional transportation planning in areas related to data analysis, forecasting, impact analysis, and evaluation; â¢ Array the appropriate set of distinctly different planning activities defined in terms of differ- ences in needed KSAs and related background in education and expertise; â¢ Reflect differences in positions by function and role including agency director, manager, analyst, specialist, and technician. Common KSAs were identified for every planning position, no matter what role it has in the agency. For example, it was found that âfamiliarity with trans- portation planning principlesâ was considered critical for every position in a planning unit. In addition, position-specific KSAs were identified for those that often interact with many dif- ferent agency functions or that require special knowledge, for example, transportation system operations, asset management, access and mobility improvement, system resilience, public health, and the like; â¢ Give special attention to critical planning contexts requiring special talents (non-planning disciplines, work experience, and the like) currently unavailable; and â¢ Represent a range of KSAs relating to a set of driving forces that could influence future trans- portation planning. The results of the initial research tasks led to the development of an Agency Talent Profile Tool (Tool) that could be used by agency managers to develop talent profiles quickly and effec- tively. A separate Tool was developed for use by employees. The draft Tool was piloted with four agencies: the Atlanta Regional Commission (ARC), the metropolitan planning organization (MPO) for the Atlanta, Georgia metropolitan area; the Minnesota Department of Transpor- tation (MnDOT); the Montana Department of Transportation (MDOT); and the New Jersey Department of Transportation (NJDOT). These pilots obtained feedback from transportation planning officials and human resource staff on the substance, usefulness, and form of the Tool.

Project Context, Research Objectives, and Approach 11Â Â This Tool was incorporated into a QRG that included a step-by-step process for agency offi- cials, primarily human resource and planning managers, to do the following: â¢ Identify prospective planning KSAs for their agencies in light of current and likely future planning needs; â¢ Develop talent profiles given external and internal (to the agency) driving forces that have been identified in their agency; â¢ With the addition of EEs requirements, develop position or job descriptions based on these talent profiles; and â¢ Identify strategies for assuring a strong and capable planning staff today (e.g., training and professional development needs), attracting the staff of tomorrow, and retaining both. The final QRG is presented in Appendix C and also is available as a separate PDF on the TRB website. The research approach faced significant challenges caused by the 2020 COVID-19 pandemic. Many of the data collection strategies had to be modified to reflect the changing demands on transportation agency staff and limitations on physical interaction. For example, it was origi- nally planned to survey COMTO members, but given the demands on transportation officials in responding to the pandemic, it was decided that a more focused, internet-based group discussion would be more effective. COVID-19 also affected the plan for conducting pilot studies of the Tool developed for this research, which had been originally envisioned as in-person pilot studies. All of the transportation agencies contacted to participate in the pilots were requiring staff to work remotely and were not allowing in-person meetings from outside individuals. As a result, the pilots were conducted on-line as facilitated, interactive, 1-hour discussions with transportation plan- ning and human resource officials. The discussions focused on the draft Tool, which participants received in advance to allow them to understand how the Tool was structured. Although COVID-19 has affected the work style of many DOT staff, the QRG is still valid in that such external factors are part of the organizational assessment that is part of the QRG pro- cess. The QRG will continue to be valid as work spaces change.

For public agencies, attracting qualified, technically competent, culturally sensitive, and motivated planning staff can be challenging in a competitive landscape.

The TRB National Cooperative Highway Research Program's NCHRP Research Report 980: Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners presents an assessment of current and emerging forces that are shaping transportation planning practice and the transportation planning workforce.

Supplemental to the report are downloadable tools (one for employees and one for employers ), an implementation memo , a Quick Reference Guide , and a Summary .

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Contextualizing Your Research Project

First Online: 23 October 2020

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In research, contextualization is a way of approaching our research project, or linking it to the relevant research and to the setting of the study. Contextualization gives credibility and support to our research project as a whole. Research contextualizing takes various shapes and forms. The two main ways in which research is contextualized will be illustrated and discussed in this chapter. First, we contextualize our research in relation to the established literature and prior studies. Second, we contextualize our research by linking it to (a) the specific context in which it was conducted like institution and workplace (micro-level); and (b) the location or general setting of the study like geographic territory and location (macro-level). Based on these two main ways of contextualizing research, a further two-fold wider contextualization of our research project will be identified too, namely, linking our research to other disciplines (domains of study) and other contexts (locations). In all cases, our research must be contextualized and grounded in theory and/or practice. This chapter, consolidated by abundant illustrative examples, takes the reader along these paths of contextualizing research.

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Shehadeh, A. (2020). Contextualizing Your Research Project. In: Coombe, C., Anderson, N.J., Stephenson, L. (eds) Professionalizing Your English Language Teaching. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-34762-8_27

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1.3: Project Context

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Learning Objectives

Identify the effect of organization type on time horizons.
Compare project management and operations management.
Describe the organizational options for managing projects.

The project is affected by the type of organization in which the project is conducted and how the organization is organized to manage projects.

Organizational Priorities

Operations Management versus Project Management

Organizing to Manage Projects

PMOs can provide various functions for an organization. Some possible functions include the following:

Project management . Some organizations maintain the project manager within the PMO, assign project managers from other departments, procure contract project managers, or practice a combination of all three.
Center of excellence . The project office can maintain the organization’s project management policies and procedures, maintain a historical database, maintain best practices, and provide training and specialized expertise when needed.
Portfolio management . The project office actually supervises the project managers and monitors project performance. Portfolio management also includes prioritizing projects on the basis of value to the organization and maintains an inventory of projects. Portfolio management balances the number and type of projects to create the greatest return from the entire portfolio of projects.
Functional support . The project office maintains project management expertise to support the project. Estimating, project scheduling, and project cost analysis are examples of functional support.

Key Takeaways

The purpose of an organization can affect its view of the time allowed for projects.
In an organization, project management can be used to make step changes to take advantage of new technologies or make significant improvements in effectiveness or efficiency.
Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.
Projects can be handled by outside contractors or by an internal group in a PMO.
The type of organization can influence the ____ frame allowed for projects.
Operations managers are focused on __________, while project managers are focused on the goals of the project.
If projects are routinely handled internally, the group that manages the projects might be called the ______ ______ _____ (three words).
A friend of yours has a forty-five-minute commute to work. She decides to spend some time evaluating the different options she has for routes and possible carpooling to reduce the cost or time it takes to get to work. Is this task an example of something that uses the skills of an operations manager, or does it need the additional skills of a project manager? Explain your answer and refer to the definitions provided.
Business managers focus on improving efficiency and effectiveness, but sometimes they use a project management approach to make significant changes. What often prompts them to use the project management approach? What would be an example?

Operations versus Project Management

How is the relationship between the operations manager and the sales staff different from the relationship between a project manager and the project team members?
Which of the duties described above is most like project management and might be contracted to an outside firm?
What is the biggest difference between project management and the sales manager’s job?

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Understanding the Context of a Project

Understanding the context of a project is important to evaluating a project and incorporating sustainability into ongoing projects..

Every project has a unique context. The scope, setting, phase, decision processes and stakeholders affect the opportunities to incorporate sustainability on any project. Understanding the project's context is critical to successful application of sustainability goals. Context should be viewed as both a constraint and an opportunity.

FHWA, in describing Context Sensitive Solutions, defines context as the natural or built environment created by the land, topography, natural features, buildings and associated features, land use types, and activities on property adjacent to streets and on sidewalks, and a broader area created by the surrounding neighborhood, district, or community. Context also refers to the diversity of users of the environment. Much of the guidance here is not specific to sustainability or INVEST .

While the context for every project will be different, every project has a context. An inventory of the context may include:

The area's natural environment. Does the project area include a major natural feature such as a river, open space, or view to a mountain?
The area's social environment. How do stakeholders perceive the community and its strengths and weaknesses? Are there major gathering places in the project area? What are the area's demographics? Are there elderly, low-income, or minority communities in the area?
The function and design of the transportation facility. What types of users and trips does the facility need to accommodate?
The transportation behavior in the area. Who is traveling in the area? What modes are they using?
The area's economic environment. What are the land uses in the area? How does the transportation facility affect businesses and residents?
The area's cultural characteristics. What aspects of the community are important to stakeholders? What significant features define the community?

Context Sensitive Solutions can provide additional guidance in establishing the context of your project.

What is the Scope?

Project scope is the defined work that needs to be accomplished for a project. A scope is an understanding of what is to be included or excluded from a project. The project’s scope must be understood in order to determine appropriate sustainability goals and solutions. For example, an overlay project would be a good candidate for paving criteria , but solutions related to drainage or lighting may not apply.

Who is Affected by the Project?

It is important to allow for meaningful participation from all stakeholders who may be affected by the project in order to consider their input in the project development decision making process. Involvement must be early, inclusive, continuous and tailored to each project in order to reach the desired outcomes for the project.

Some aspects of the project might be viewed positively by one stakeholder group and negatively by another. For example, substantial regional traffic might be a positive for the owner of an auto oriented business and a negative for the area’s residents. Descriptions of the project should use objective, value-neutral language to reflect the perspectives of all stakeholders without judging which aspects are good or bad.

Most, if not all, projects have multiple stakeholders who may have interest in guiding the application of sustainable solutions into a highway project. Each stakeholder is likely to have different opinions; not all points of view can be fully accommodated.

Stakeholders generally include:

Roadway owners: federal, state, county and city agencies as well as the general public
Funding agencies: federal, state, county, city and other regional authorities
Design consultants: those involved with corridor, road or even parking lot design
Contractors: heavy construction, road and paving contractors
Community members: residents, workers, business owners, visitors, etc.
Planning agencies: local planning agencies such as metropolitan planning organizations
Regulatory agencies: local, regional, state, federal,
Native American tribal Organizations

Where is the Project in the Decision-Making Process?

It is important to take into account where you are in the decision-making process for any given project. Where you are in the decision process will likely have a significant influence on the types of sustainable criteria that are considered, prioritized, and incorporated into a project. For example, the choice to consider inclusion of transit lanes on a highway project must be considered early on in the understanding of the project purpose and in development and evaluation of alternatives. While later on in project development, such as in final design, the choices that remain are primarily solutions that can potentially improve sustainability in construction. The earlier these sustainability best practices can be considered in the project development process, the greater the number of sustainability concepts that can be incorporated.

What Are the Desired Outcomes of the Project?

What are the desired outcomes of the project, as defined by the stakeholders, and how do sustainability goals fit within them?

How Do You Prioritize Criteria in a Cost-Constrained Environment?

Implementing the principles of sustainability should lead to a wise and cost-effective use of resources that supports long-term benefits. This is particularly important in times of limited availability of funds. Sustainable elements should only be selected after considering their value and cost compared to the value of other sustainable elements or other important project or network features. Because financial resources are limited, all decisions to include sustainable elements necessarily involve trade –offs. Paying for some set of features means that money won’t be available for others. Evaluating the cost-effectiveness of the sustainable element is therefore critical in deciding which criteria to choose.

A cost-effective analysis is especially important when seeking to achieve multiple objectives. Sustainable elements should be considered as a whole, recognizing how they fit together to achieve the highest possible sustainable value given the funding available. Without a comparative valuation of the sustainable features, the benefits of the sustainable elements might be “sub optimized”—in other words, achieve less than is possible. For example, project funding used for an on-site renewable energy facility that reduces energy use and emissions from operational equipment might come at the cost of not having enough funds to pay for intelligent transportation features that could reduce congestion. The energy-savings and emission reductions from the renewable energy site might be more than offset by those that could have been achieved had the funds been used to pay for ITS features that would have relieved congestion.

INVEST assumes that transportation agencies undertake this kind of analysis in making project and systems level decisions, but it does award points for more advanced efforts, including benefit-cost analysis and economic impact analysis (included in PD-1: Economic Analyses).

Does the Criterion Meet Project and/or Agency Goals?

Ensure that selected criteria fit within the agency's sustainability goals, strategies, or approaches (for example, to reduce greenhouse gas emissions). To do this, the criteria can be sorted by the triple bottom line principles (social, environmental, and economic) and each criterion can be reviewed for its goal statement. For example, in PD- 26: Construction Equipment Emission Reduction, the goal is to “reduce air emissions from non-road construction equipment.” Therefore, this goal supports the agency’s sustainability goals.

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Explain What Is Meant By The Term ‘Project Context’

Published: 3rd February 2020

1. Political

2. sociological , 4. environmental factors.

Environmental factors may influence the project context. For a construction project an environmental impact assessment needs to be done early on in the project so that the project manager can understand all the risks involved and allow the project manager to plan time to allow consultation with the relevant authorities or to gain permits e.g. an environmental permit for discharges to land water and air.

2 Comments Leave a comment

I really like this answer, lots of detail and structure well done.

Very informative and clear explanations.

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What is the Project Context for NGO Grant Applications?

By Priti Thapa

Project Context is circumstances in which an event occurs. It is the description of the internal and external environment where the project is going to be undertaken and the effect of the environment on the project. The environment includes risk and opportunity. The project context analyzes the problem and the range of impact of the project strategy to bring the desired change. The project context is also useful to develop appropriate strategies for dealing with the SWOT analysis.

SWOT Analysis

S strength, nature of organization and project that give it an advantage over others W weakness, nature of organization and project that is disadvantage relative to others O opportunity, elements that could be used for success of the project T threat, elements that could cause failure of the project

Strengths and weaknesses are often internal to your organization, while opportunities and threats generally relate to the external environment.

For a proposal, the project not only introduces your project set up but also helps to describe the reasoning factor, why it is important to start this project in this area. Understanding of project context is important for a successful application. It draws a full picture of your project and grabs the attention of the grantor, giving sufficient reason as to why you need the funding to implement the project. Each project is different and has different contextual an issue to deal with therefore it is important to understand a project’s context.

Key Elements of Project Context

The key elements of project context can be divided into the problem, goal, beneficiary and time.

The problem statement describes the context for the project. You need to address the problem and connect it to the real world. Give an overview of the cause of the problem and its effect. Use stories and anchor those stories with statistics to support your argument. Identify the challenges to addressing the problem. Describe the gap between the problem and solution and the factors that have prevented on solving the problem.

Goal explains the purpose of the project. What you will accomplish at the end of the project. It can be the measurable changes expected as a result of the project. If there are several goals, relate objectives to the appropriate goal. You need to integrate it with the crosscutting themes. This will explain the purpose of your project to the reader directly and explicitly. You can also include the rationale for your project.

Beneficiary

The project context of an NGO should always focus on the humanistic perspective. It should focus on the people you serve, rather than the need of your organization. Beneficiaries of the project are the people who will directly or indirectly benefit from your project. They are the people whose circumstances you want to change by implementing your idea. Make the context-specific: who will benefit from the program, how many and when.

The effectiveness of project can only be achieved if the project is implemented in the time of need. Timely action is important. Double relay the message on why it is important to take the action now. State the urgency of your project to increase the interest of the donor. The scope of your project is not just about the final result you expect to attain; it is the impact you make along the way.

About the author

Priti is a Development Professional with years of experience as a Director of Operations for an American humanitarian organization in Nepal. She is a published writer and researcher focusing on international development funding and grassroots NGOs. She holds a master’s degree in Business. She oversees the team that provides support to NGOs and site users.

The example of swot goes well thank you .

Hi Prijung, I am glad you found this article useful!

A very important article especially for those intending to venture into project proposal writing for funding. Thanks

I’m going to be using this article for some references. Could you please tell me how long ago this article was?

Dear Ahmad: This article was published on May 2nd 2019 on proposalsforngos.com

HI I AM HAPPY TO BE PART AND I LIKE THIS PROGRAM IT HAVE HELP ME MORE

Thanks for this. Got it at the right time I really needed

I’m glad you found this article helpful!

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Project context in thesis proposal

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The term 'context' comes from a Latin root meaning 'to knit together', 'to make a connection' or 'to link'. In research, contextualization is a way of approaching your research, or linking your research project to the relevant research and to the specific setting of the study (Rousseau & Fried, 2001, p. 1).Research contextualization is a vital aspect of any research project ...
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Context of the Study – Writing Guide and Examples

Context of the Study

Structure of Context of the Study

How to Write Context of the study

Example of Context of the Study

Context of the Study in Thesis

Context of the Study Example in Thesis

Context of the Study in Research Paper

Context of the Study Example in Research Paper

Context of the Study In Research Proposal

Context of the Study Example In Research Proposal

Purpose of Context of the Study

Advantages of Context of the Study

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Muhammad Hassan

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