CRAFTING RESEARCH QUESTIONS

One of the most crucial efforts during research is writing a sound research
question. If the research question does not capture the audiences attention and
if it does not excite the researcher then the proposal and research paper will
probably be unsuccessful. Consequently, a well-crafted research question
should be evocative, relevant, clear, and researchable.
1


Evocative Questions

If a question catches the researchers eye and makes the researcher want to find
out more about the topic, then the question is evocative. If the question retains
the researchers interest because the answer to the question is not obvious, then
the question is evocative. Questions that are conceptually innovative and
evocative sometimes have the following qualities.

An evocative question is on the cutting-edge of research within the area the
researcher is investigating. Direct, contemporary questions that warfighters want
answers to will be the main focus of Air Command and Staff College (ACSC)
research and these types of questions should be of great interest to military
audiences. One way to frame the research question is to structure it as a
paradox, a contradiction or inconsistency in what many people logically perceive
to be true.

Finally, the question could take a unique tack toward an old problem in such a
way that pulls in readers. For example, it could use a new methodology to a
research problem that others have not tried. Also, it could link two different fields
of study together in a way that has not been tried. These innovative approaches
attract readers and add credibility to research as being fresh and original.
2


Relevant Questions

A relevant question is pertinent, germane, or applicable to the researchers
community of readers. ACSCs community of readers will consist predominantly
of military members and civilian government professionals, and almost all will be
affiliated with the Defense Department. The broader the question, the more
readers it is likely to appeal to. If the question is too broad, however, specificity
and clarity are sometimes lost.

Two basic ways to indicate the relevance of the research topic and question are
to fill in a missing piece of the research puzzle and to make new connections
between issues. Many researchers find that key information is missing in their
areas of interest. Typically in these instances, past researchers have failed to
uncover or analyze pertinent pieces of the research puzzle. If the answer to the
research question can fill in those pieces of the puzzle then new information or
knowledge is added to the research field. Adding new knowledge is one of the
prime goals of any research effort and is very important to any community of
researchers.

The ability to connect the question/answer to a larger problem or issue can
increase the relevance of the topic. This process also shows other researchers
that there are many different ways to connect the pieces of the puzzle to solve
the question. Connecting broader trends, patterns, and/or contexts deepens
understanding of the topic and helps create a more holistic view of the issue.
3


For example, the study of how Haiti became a failed state has increased the
broader understanding of what international conditions create healthy and
unhealthy states. The identified trends, patterns, and contextual elements that
contributed to the failure of Haitis government provide an analytical framework
for the study of strong and weak states as a whole. This deeper understanding
can hopefully help mitigate the impact of failing states or even prevent future
failed states.

Clear Questions

Research readers are usually busy people, just like researchers. They have little
time to pick their way through a research project in search of the real issue or
problem. That is one reason, among others, why research questions should be
short, simple, and devoid of any slang or colloquialisms.

Sometimes it is not possible to create a short, direct, and simple question that
illuminates the research issue. This should be a goal, however. When
researchers analyze their topics they should break apart the issue conceptually
and then put it back together in such a way that it gives their audience a clear
understanding of the depth and breadth of their topic. It is important that the
research question be as coherent and uncomplicated as possible. Some
suggestions are offered below on how to accomplish that goal.

Do not stray too far from the original topic when framing the research question.
Also, a question that is not too theoretical or too complex will still garner the
interest of readers without frightening them away. A final process that helps
create clear questions is to limit the number of variables discussed in the
research question.
4


For example, of the two following questions which is easier to understand?

Is the need for a new air-refueling tanker the result of poor planning,
budget declines, cost overruns in other programs, or because current
platforms are old and have not been replaced but repaired?

Is the need for a new air-refueling tanker a function of leadership or
management?

Both questions are interesting but the second question is more direct and offers
two main focal points whereas the first question offers up many variables that
may be discussed, possibly confusing readers. It is not as concise or
straightforward as the first question.

Researchable Questions

Finally, a good research question is researchable. Researchers have limited
time, space, expertise, and research facilities. Some researchers may be in the
field during large portions of their ACSC studies and this may constrain their
research options. Students should plan ahead and find a topic that can be
completed successfully within their constraints.

Also, researchers should normally seek a topic in which they have some
knowledge so that they do not spend inordinate amounts of research time
familiarizing themselves with the basics of their topic. In addition, students need
to be aware of the research limitations in terms of time and resource availability
that deployments or TDYs may create.

Researchers must carefully weigh their constraints. Consider the following
questions before choosing a research question:

How much time is needed for the research project?
Does the researcher have the necessary expertise for the research topic?
Will there be any ethical limitations?
Will there be any limitations due to the inability to use classified, sensitive,
or proprietary information?
Can the researcher obtain the cooperation from all the necessary
individuals, communities, and institutions needed to answer the chosen
research question?
What will the research project cost, who will pay, and will the costs be too
prohibitive?
If the researchers project is too large, can the researcher break it down
and address one or two of the most important parts instead?
5


Remember, good research is an iterative process that requires foresight and
planning.
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Edited by Drs. John T. Ackerman and Matthew C. Stafford, ACSC/DL
[Updated by Dr. Kathleen A. Mahoney-Norris, ACSC/DL, December 2010]

Source:

Institute of International Studies Online Dissertation Workshop (IIS Workshop).
The Research Question. University of California. On-line: Internet. Available
April 2007 at http://iis.berkeley.edu/DissPropWorkshop/nutsandbolts/


1
IIS Workshop, The Research Question.
2
Ibid.
3
Ibid.
4
Ibid.
5
Ibid., 3.
6
Ibid.