Capstone Research demonstrate their research, analytical, and writing skills to either prospective

employers or graduate and professional schools.

The capstone research project is the centerpiece of the Master of Science
program. Students focus on a particular area of interest and apply what they
have learned in the classroom to an active, mentored project in global health,
either in the United States with an underserved population or with an
international partner.
Each student has a capstone mentor who oversees their experience and
helps the student achieve specific pre-determined competencies. Mentorship
is integral to the capstone experience.
Note: Completion of the Capstone Project is required for graduation.
Capstone Framework & Guidelines
A Capstone Project must demonstrate the following characteristics. Each
characteristic can be satisfied in different ways depending on the topic,
discipline, and the approach taken. But, taken together, they represent the
capstone framework.

Working closely with their mentors and the Practice Seminar course faculty, Originality: You must reach your own deep understanding of a clearly
students develop a project that asks and answers an important question in defined and focused topic. You must formulate your own perspective on an
global health. Students address their research questions using one of the issue and draw your own conclusions. The final project and form of
seven methodologies below (mixed methodology projects also may be presentation can also draw upon your originality and creativity.
considered):
Independence: Although you will have a capstone mentor as a guide and
 Quantitative Study domain expert, you will work primarily on your own.
 Qualitative Study
 Policy Analysis Appropriate Scope: The Capstone Project is equivalent to a six-credit
 Systematic Review/ Meta-analysis course. Therefore, you should plan to spend at least as much time and
 Monitoring and Evaluation energy on your Capstone Project as you have devoted to your most
challenging courses. You will have just one semester to complete your
 Cost-Effectiveness Analysis
research and writing. Therefore, you will need to keep your project within a
 Laboratory Research
limited and realistic scope.

Students plan their projects in the fall quarter, present a formal proposal
Orderly & Objective Process of Inquiry: The Capstone Project
(qualifying exam) in the winter quarter, and conduct research in the spring
demonstrates your facility with the methods of inquiry. These include the
and summer quarters. The project culminates in a written and oral
ability to ask the right questions, to synthesize ideas, to identify and use
presentation (comprehensive exam) at the end of the summer quarter. The
evidence, to draw and support conclusions, to recognize compelling
written portion may lead to future publication.
research, to communication your ideas, or to solve a problem using a specific
set of tools.
The Capstone Project is a two-semester process in which students pursue
independent research on a question or problem of their choice, engage with
Intellectual Stretch: The Capstone Project should take you to a place where
the scholarly debates in the relevant disciplines, and - with the guidance of a
you have not been before, and perhaps, did not even think you could reach.
faculty mentor - produce a substantial paper that reflects a deep
understanding of the topic.
In addition to the framework, there are also some basic guidelines for the
Capstone Project.
Students are strongly encouraged to choose a topic in which they have some
competence based on their academic work, professional experience, or
exploration of future career options. The Capstone Project is both a valuable
intellectual experience and also a vehicle through which students can
  The Capstone Project will take two semesters to complete. During
the first semester, students enroll in Capstone I, develop the
Capstone proposal, and secure approval of the proposal from a
faculty mentor and the Capstone instructor. During the second
semester, students enroll in the Capstone II.
 Separate grades are received for Capstone I and Capstone II. Each
grade must be a C (2.0) or better.
 Enrollment in Capstone I takes place no later than the second to last
semester and no earlier than the third to last semester prior to
graduation.
 The faculty mentor is a member of the UVA faculty. Mentors are
approved prior to enrollment in Capstone I.
 Students will submit a formal academic paper. Two simply
bounded/covered copies and one electronic copy are required. One
will be graded and returned; the other will be added to the BIS library
of Capstone Projects.
 Students will make a presentation to an audience of students and
faculty. These presentations are not graded separately.
Steps in doing a capstone paper or project:
Step 1: Select a topic area. See the "Selecting and focusing your research
topic" tab at left for suggestions on choosing a topic, narrowing your focus,
and developing a thesis statement or research question.
Step 2: Do a literature review. The "Literature Review" tab will link you to
helpful resources for planning a search and organizing your results. The
"Start Searching" tab gives some examples for using article databases
effectively.
Step 3: Conduct your research (for those students required to do
so). Check the "Conducting research" tab for resources on creating surveys,
finding tests, designing studies, etc.
Step 4: Present your results. The "Writing & Citing" tab brings together
resources for writing the paper, citing your sources, and avoiding plagiarism.
The "Presentation skills" tab will help you create effective visual aids and
deliver a professional presentation.
LESSON 2: HOW TO WRITE A RESEARCH TITLE
The title summarizes the main idea or ideas of your study. A good title
contains the fewest possible words that adequately describe the contents
and/or purpose of your research paper.
The title is without doubt the part of a paper that is read the most, and it
is usually read first. If the title is too long it usually contains too many
unnecessary words, e.g., "A Study to Investigate the...." On the other hand, a
title which is too short often uses words which are too general. For example,
"African Politics" could be the title of a book, but it does not provide any
information on the focus of a research paper.
Structure and Writing Style
The following parameters can be used to help you formulate a suitable
research paper title:
1. The purpose of the research
2. The narrative tone of the paper [typically defined by the type of the
research]
3. The methods used
The initial aim of a title is to capture the reader’s attention and to draw his or
her attention to the research problem being investigated.
Create a Working Title
Typically, the final title you submit to your professor is created
after the research is complete so that the title accurately captures what
was done. The working title should be developed early in the research
process because it can help anchor the focus of the study in much the same
way the research problem does. Referring back to the working title can help
you reorient yourself back to the main purpose of the study if you feel
yourself drifting off on a tangent while writing.
The Final Title
Effective titles in academic research papers have several
characteristics.
 Indicate accurately the subject and scope of the study.
 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader
interest.
  Use current nomenclature from the field of study.
 Identify key variables, both dependent and independent.
 May reveal how the paper will be organized.
 Suggest a relationship between variables which supports the major
hypothesis.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form
of a question.
 Use correct grammar and capitalization with all first words and last
words capitalized, including the first word of a subtitle. All
nouns, pronouns, verbs, adjectives, and adverbs that appear
between the first and last words of the title are also capitalized.
 In academic papers, rarely is a title followed by an exclamation mark.
However, a title or subtitle can be in the form of a question.
The Subtitle
Subtitles are quite common in social science research papers. Examples of
why you may include a subtitle:
LESSON 3: RESEARCH BACKGROUND
Research background is a brief outline of the most important studies
that have been conducted so far presented in a chronological order.
Research background should also include a brief discussion of major
theories and models related to the research problem. When writing research
background, you also need to demonstrate how your research relates to what
has been done so far in this research area.
Research background is written after the literature review. Therefore,
literature review has to be the first and the longest stage in the research
process, even before the formulation of research aims and objectives, right
after the selection of the research area.
Once the research area is selected, the literature review is
commenced in order to identify gaps in the research area, and the research
aims and objectives need to be closely associated with the elimination of this
gap in the literature.

1. Explains or provides additional context, e.g., "Linguistic

How to write the background of your study
Ethnography and the Study of Welfare Institutions as a Flow of
Social Practices: The Case of Residential Child Care Institutions as While the findings of your study form the foreground of your research, it is
Paradoxical Institutions."
2. Adds substance to a literary, provocative, or imaginative title, equally important to establish the background of your study. A well-written
e.g., "Listen to What I Say, Not How I Vote: Congressional Support
for the President in Washington and at Home." background will provide your study with a context and prompt the readers to
3. Qualifies the geographic scope of the research, e.g., "The
Geopolitics of the Eastern Border of the European Union: The Case read the rest of your paper.
of Romania-Moldova-Ukraine."
4. Qualifies the temporal scope of the research, e.g., "A Comparison However, most authors struggle with writing the background of the study.
of the Progressive Era and the Depression Years: Societal
Influences on Predictions of the Future of the Library, 1895-1940." Another common problem authors encounter is distinguishing between the
5. Focuses on investigating the ideas, theories, or work of a
particular individual, e.g., "A Deliberative Conception of Politics: background and the literature review, which are critical aspects of any
How Francesco Saverio Merlino Related Anarchy and Democracy."
research paper. The two terms are often used interchangeably; however,

they have clearly defined roles. So in this article, I will cover the basics of
writing the background and explain how it is different from the literature The background section, therefore, should provide general information about

review. the topic of your research and emphasize the main aims of the study. Please

ensure that you only discuss the main and relevant aspects of the studies
The background of the study
that have led to your aims. Do not elaborate on them as this should be done
The background of the study establishes the context of the research. This
in the literature review section. The background section should discuss your
section explains why this particular research topic is important and essential
findings in a chronological manner to accentuate the progress in the field and
to understanding the main aspects of the study. Usually, the background
the missing points that need to be addressed. The background should be
forms the first section of a research article/thesis and justifies the need for
written as a summary of your interpretation of previous research and what
conducting the study and summarizes what the study aims to achieve.
your study proposes to accomplish.

How to structure the background How to make the background engaging

In this section, the author usually outlines the historical developments in the As the background includes a lot of information, it can become a long drag,

literature that led to the current topic of research concisely. If the study is causing the readers to lose interest. To ensure that your background is

interdisciplinary, it should describe how different disciplines are connected engaging, you should try to build a story around the central theme of your

and what aspects of each discipline will be studied. research.

Additionally, authors should briefly highlight the main developments of their Ensure that the story adheres to the core idea and does not digress into a

research topic and identify the main gaps that need to be addressed. In other broad literature review. Each idea should lead to the next so that readers are

words, this section should give an overview of your study. The section should able to grasp the story and themselves identify the gaps that your study is

be organized as: going to address.

 What is known about the broad topic?

How to avoid common mistakes in writing the background
 What are the gaps or missing links that need to be addressed? 

 What is the significance of addressing those gaps?

 What are the rationale and hypothesis of your study?


While writing an effective background, you ought to steer clear of some
mistakes. The most common mistakes in writing the background include the
following:
 Don’t write a background that is too long or too short. Focus on
including all the important details but write concisely.   in
 Don’t be ambiguous. Writing in a way that does not convey the
message to the readers defeats the purpose of the background, so
express yourself keeping in mind that the reader does not know your
research intimately.  
 Don’t discuss unrelated themes. Try and center your discussion
around the pivotal aspects of your research topic i.e. highlight the
gaps in the literature, state the novelty of the study, and the need to
conduct the study.
 Don’t be disorganized. Not discussing the themes in a chronological
manner can confuse the reader about the progress in the field, so try
and organize your writing carefully.
LESSON 4: HOW TO WRITE RESEARCH QUESTION
How to structure quantitative research question
STEP ONE
Choose the type of quantitative research question (i.e., descriptive,
comparative or relationship) you are trying to create
The type of quantitative research question that you use in your
dissertation (i.e., descriptive, comparative and/or relationship-based) needs
to be reflected in the way that you write out the research question; that is, the
word choice and phrasing that you use when constructing a research
question tells the reader whether it is a descriptive, comparative or
relationship-based research question. Therefore, in order to know how to
structure your quantitative research question, you need to start by selecting
the type of quantitative research question you are trying to create:
descriptive, comparative and/or relationship-based.
STEP TWO
Identify the different types of variable you are trying to measure,
manipulate and/or control, as well as any groups you may be interested
Whether you are trying to create a descriptive, comparative or
relationship-based research question, you will need to identify the different
types of variable that you are trying to measure, manipulate and/or control. If
you are unfamiliar with the different types of variable that may be part of your
study, the article, Types of variable, should get you up to speed. It explains
the two main types of variables: categorical
variables (i.e., nominal, dichotomous and ordinal variables) and continuous
variables (i.e., interval and ratio variables). It also explains the difference
between independent and dependent variables, which you need to
understand to create quantitative research questions.
To provide a brief explanation; a variable is not only something that
you measure, but also something that you can manipulate and control for. In
most undergraduate and master's level dissertations, you are only likely
to measure and manipulate variables. You are unlikely to carry out research
that requires you to control for variables, although some supervisors will
expect this additional level of complexity. If you plan to only
create descriptive research questions, you may simply have a number
of dependent variables that you need to measure. However, where you plan
to create comparative and/or relationship-based research questions, you will
deal with both dependent and independent variables. An independent
variable (sometimes called an experimental or predictor variable) is a
 Structure of descriptive research questions
variable that is being manipulated in an experiment in order to observe the
effect this has on a dependent variable (sometimes called an outcome
There are six steps required to construct a descriptive research
variable). For example, if we were interested in investigating the relationship
question: (1) choose your starting phrase; (2) identify and name the
between gender and attitudes towards music piracy amongst adolescents,
dependent variable; (3) identify the group(s) you are interested in; (4) decide
the independent variable would be gender and the dependent
whether dependent variable or group(s) should be included first, last or in two
variable attitudes towards music piracy. This example also highlights the
parts; (5) include any words that provide greater context to your question;
need to identify the group(s) you are interested in. In this example, the group
and (6) write out the descriptive research question. Each of these steps is
of interest are adolescents.
discussed in turn:
Once you identifying the different types of variable you are trying to
1. Choose your starting phrase
measure, manipulate and/or control, as well as any groups you may be
interested in, it is possible to start thinking about the way that the three types
You can start descriptive research questions with any of the following
of quantitative research question can be structured. This is discussed next.
phrases:
STEP THREE
Select the appropriate structure for the chosen type of quantitative How many?
research question, based on the variables and/or groups involved
How often?
How frequently?
The structure of the three types of quantitative research question
How much?
differs, reflecting the goals of the question, the types of variables, and the
What percentage?
number of variables and groups involved. By structure, we mean
What proportion?
the components of a research question (i.e., the types of variables, groups of
To what extent?
interest), the number of these different components (i.e., how many variables
What is?
and groups are being investigated), and the order that these should be
What are?
presented (e.g., independent variables before dependent variables). The
appropriate structure for each of these quantitative research questions is set
Some of these starting phrases are the examples below:
out below:

 Structure of descriptive research questions How many calories do American men and women consume per day?
 Structure of comparative research questions

 Structure of relationship-based research questions How often do British university students use Facebook each week?
 What are the most important factors that influence the career choices of
Australian university students? factors that influence the career

choices of Australian university

What proportion of British male and female university students use the
students?
top 5 social networks?
Use of the top 5 social networks What proportion of British male

What percentage of American men and women exceed their daily and female university students 

calorific allowance? use the top 5 social networks?

2. Identify and name the dependent variable

The first two examples highlight that while the name of the dependent
variable is the same, namely daily calorific intake, the way that this
All descriptive research questions have a dependent variable. You need to
dependent variable is written out differs in each case.
identify what this is. However, how the dependent variable is written out in a
research question and what you call it are often two different things. In the
3. Identify the group(s) you are interested in
examples below, we have illustrated the name of the dependent variable and
highlighted how it would be written out in the blue text. All descriptive research questions have at least one group, but can
have multiple groups. You need to identify this group(s). In the examples
How the dependent variable is
Name of the dependent variable below, we have identified the group(s) in the green text.
written out

How many calories do American How many calories do American men and women consume per day?
Daily calorific intake men and women consume per

day? How often do British university students use Facebook each week?

What percentage of American

What are the most important factors that influence the career choices
Daily calorific intake men and women exceed their
of Australian university students?
daily calorific allowance?

How often do British university What proportion of British male and female university students use the

Weekly Facebook usage students use Facebook each top 5 social networks?

week?
What percentage of American men and women exceed their daily
Factors influencing career choices What are the most important 
calorific allowance?
The examples illustrate the difference between the use of a single group
(e.g., British university students) and multiple groups (e.g., American
men and women).
4. Decide whether the dependent variable or group(s) should
be included first, last or in two parts
Sometimes it makes more sense for the dependent variable to appear before
the group(s) you are interested in, but sometimes it is the opposite way
around. The following examples illustrate this, with the group(s) in green
text and the dependent variable in blue text:
Group 1st; dependent variable 2nd:
How often do British university students use Facebook each week?
Dependent variable 1st; group 2nd:
What are the most important factors that influence the career
choices of Australian university students?
Sometimes, the dependent variable needs to be broken into two parts around
the group(s) you are interested in so that the research question flows. Again,
the group(s) are in green text and the dependent variable is in blue text:
How many calories do American men and women consume per day?
Of course, you could choose to restructure the question above so that you do
not have to split the dependent variable into two parts. For example:
How many calories are consumed per day by American
men and women?
When deciding whether the dependent variable or group(s) should be
included first or last, and whether the dependent variable should be broken
into two parts, the main thing you need to think about is flow: Does the
question flow? Is it easy to read?
5. Include any words that provide greater context to your question
Sometimes the name of the dependent variable provides all the explanation
we need to know what we are trying to measure. Take the following
examples:
How many calories do American men and women consume per day?
How often do British university students use Facebook each week?
In the first example, the dependent variable is daily calorific intake (i.e.,
calories consumed per day). Clearly, this descriptive research question is
asking us to measure the number of calories American men and women
consume per day. In the second example, the dependent variable is
Facebook usage per week. Again, the name of this dependent variable
makes it easy for us to understand that we are trying to measure the often
(i.e., how frequently; e.g., 16 times per week) British university students use
Facebook.
However, sometimes a descriptive research question is not simply interested
in measuring the dependent variable in its entirety, but a
particular component of the dependent variable. Take the following examples
in red text:
What percentage of American men and women exceed their daily
calorific allowance?
What are the most important factors that influence the career choices of
Australian university students?
In the first example, the research question is not simply interested in the daily
calorific intake of American men and women, but what percentage of these
How many calories do American men and women consume per day?
How often do British university students use Facebook each week?
What are the most important factors that influence the career choices of
Australian university students?
What proportion of British male and female university students use the
top 5 social networks?
What percentage of American men and women exceed their daily

American men and women exceeded their daily calorific allowance. So the calorific allowance?

dependent variable is still daily calorific intake, but the research question
In the section that follows, the structure of comparative research questions is
aims to understand a particular component of that dependent variable (i.e.,
discussed.
the percentage of American men and women exceeding the recommend
daily calorific allowance). In the second example, the research question is not
only interested in what the factors influencing career choices are, but which STEP FOUR
Write out the problem or issues you are trying to address in the form of
of these factors are the most important. a complete research question

Therefore, when you think about constructing your descriptive
research question, make sure you have included any words that
provide greater context to your question
6. Write out the descriptive research question
In the previous section, we illustrated how to write out the three types of
research question (i.e., descriptive, comparative and relationship-based
research questions). Whilst these rules should help you when writing out your
research question(s), the main thing you should keep in mind is whether your
research question(s) flow and are easy to read.

Once you have these details? (1) the starting phrase, (2) the name of the

dependent variable, (3) the name of the group(s) you are interested in,
and (4) any potential joining words ? you can write out the descriptive
research question in full. The example descriptive research questions
discussed above are written out in full below:
LESSON 5: SCOPE AND LIMITATION OF THE STUDY
5. The geographical location covered in the study

The scope of a study explains the extent to which the research area will be

explored in the work and specifies the parameters within the study will be
LESSON 6: Benefits and Beneficiaries of Study
operating.

Researchers are encouraged to consider who will benefit from their

Basically, this means that you will have to define what the study is going to
research, especially when the research may involve or affect multiple
cover and what it is focusing on. Similarly, you also have to define what the individuals or groups (eg beneficiaries, non-academic users, participants and
their associates, researchers or research organisations) - particularly where
study is not going to cover. This will come under the limitations. Generally,
benefit to one individual or group may lead to increased risk to another.
the scope of a research paper is followed by its limitations. 
Researchers should aim to achieve a positive risk-benefit ratio, but should
also ensure they safeguard the independence and excellence of the
As a researcher, you have to be careful when you define your scope or area
research.
of focus. Remember that if you broaden the scope too much, you might not

be able to do justice to the work or it might take a very long time to complete. Benefit can be defined as the positive impact from the research to

Consider the feasibility of your work before you write down the scope. Again,
if the scope is too narrow, the findings might not be generalizable.
Typically, the information that you need to include in the scope would cover
the following:
1. General purpose of the study
2. The population or sample that you are studying
the parties directly involved (e.g. research participants and those associated
with them, researchers and research organisations), as well as the
demonstrable contribution of research to knowledge, our economy,
individuals and society. During the development of the research the
maximisation of research benefits should hold central position when
considering ethics issues. A study may be considered ethical when there is a
positive risk-benefit ratio - that is, the risks and intrusions for people taking
part in research are minimised and justified by the expected benefits for the
participants, or for science and society.

3. The duration of the study

4. The topics or theories that you will discuss


LESSON 7: HOW TO WRITE STATEMENT OF THE PROBLEM
Tips on Writing a Problem Statement
A problem statement is basically a statement that illustrates a clear
vision and the overall method that will be used to solve the problem at hand.
Usually used when doing research, a problem statement discusses
any foreseeable tangible or intangible problems that the researcher may face
throughout the course of the project.
Getting Started on a Problem Statement
Here are several key tips for writing a problem statement:
Tip One: Write out your vision.
In order to decide what must be done when solving the problem, it is
important to understand the vision. Be sure to include the benefit of solving
the problem. Take the time to write your vision clearly and concisely.
Tip Two: Write out your issue statement.
Write an issue statement that describes the problem and why solving the
problem is important. This two-sentence statement simply describes the
problems that you are encountering and specific issues related to the
problem.
Tip Three: Organize your method.
Writing out the method that you plan to use to solve the problem is a crucial
part of writing out your problem statement. It is through your method that you
convey the steps that you will take in solving the problem.
Tip Four: Use your "W’s."
Think back to grade school and you will recall how your English teacher
probably taught you about the five "W’s" - who, what, where, when, and why -
questions that you need to answer when writing an essay. As you proceed to
write your problem statement, you should incorporated the five W’s, and
answer them completely.
You should be thinking about:
 Who the problem affects
 What the outcome would be if the problem was not solved
 Where the problem is taking place
 When the problem needs to be fixed
 Why is it important for the problem to be fixed
Here are a few examples of questions to be answered:
 Is the problem short-term or will it continue into the future?
 How many people are affected by this problem?
 Would this research revise existing knowledge or practices? If so,
how?
Once you answer the questions you have posed, you should have a pretty
well rounded problem statement. Make a few drafts until the problem
statement is as polished as possible.
Problem Statement:

We want all of our software releases to go to production seamlessly, without

defects, where everyone is aware and informed of the outcomes and status.
(Vision)

Today we have too many release failures that result in too many rollback
failures. If we ignore this problem; resources will need to increase to handle
the cascading problems, and we may miss critical customer deadlines which
could result in lost revenue, SLA penalties, lost business, and further damage
to our quality reputation. (Issue Statement)

We will use our Kaizen Blitz methodology in evaluating the last release to
help us improve our processes. (Method)

Conclusion

A problem well stated is half solved, Wally Davis taught me that one.  And

he's right, the better the clarity around what the team is attempting to fix, the
more efficient they'll be in solving the problem, the solution will better 'fix' the
issues, and the team can get back to executing the business versus fixing it.