How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

There’s general research planning; then there’s an official, well-executed research plan. Whatever data-driven research project you’re gearing up for, the research plan will be your framework for execution. The plan should also be detailed and thorough, with a diligent set of criteria to formulate your research efforts. Not including these key elements in your plan can be just as harmful as having no plan at all.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

  • What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

  • Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project.

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

  • What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement, devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes, demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

  • How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Research methods might include any of the following:

User interviews: this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies: this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting: participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups: use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies: ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys: get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing: tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing: ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project. Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

  • Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

  • Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty. But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

Should you be using a customer insights hub?

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Do you share your research findings with others?

Do you analyze research data?

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Supporting Taught Postgraduates

Dissertations / work based projects

Advice and resources to support you throughout your dissertation or work based project.

Dissertations and research projects

This is a general resource to help you with the basics of organising and writing a research-based dissertation or project.  The Go further section at the end includes advice on work-based dissertations and signposts other resources.

You should consult your course or programme handbook, including online sources, and project supervisor or programme director for subject-specific guidance.

Dissertations and research projects are an opportunity to focus on particular question, and plan and undertake your own research to explore it further. Many students really enjoy being an independent researcher and becoming the expert on their work. The format varies depending on the disciplinary context, subject area, your research questions and the project. You may be reviewing the literature, analysing a novel, developing and testing a new method or doing a work-based project. However there are some common factors:

  • They are an independent piece of work. You will be working under supervision to some extent and may be collaborating with others, but ultimately you are submitting a piece of independent thought and writing.
  • They tend to have a large word count. This is to allow you to do sufficient in-depth analysis and discussion of the topic.
  • They require a large investment of time, thought and energy throughout the process. As a significant body of academic work, you need to maintain effort whilst reading, researching, thinking, writing and redrafting it.

Choosing your dissertation or project

Whether you are choosing your dissertation from a selection of topics or you are proposing your own, there are a range of factors to consider. For example:

  • What is the starting point for your work, i.e. previous or related research?
  • How feasible is your project / proposal?
  • Do you have enough time and resources to complete it?
  • Will it be of an appropriate academic level?

A key questions to ask is “How interested am I in this topic?” You will be working on your dissertation or project for some time, so having a genuine interest in the topic will help to keep you motivated. If you have any questions specific to your topic or project, you should ask your supervisor, programme director or another member of staff who teaches you.

Planning your dissertation or research project

A research-based dissertation or project is a large piece of work requiring a high level of critical analysis. To achieve this you will have to allow time, not just for the researching phase, but also for the writing and editing stages. You will need to give yourself plenty of time to:

  • Read around your topic and undertake background research;
  • Digest and think about what you are learning and writing;
  • Complete experiments, fieldwork, interviews or project placements;
  • Analyse data, findings or results, and interpret them;
  • Think about and decide on your conclusions.

Taking a project management approach to your dissertation or research project might be a more effective way to successfully complete it. The Time management page has tips and tools for organising your time.

Time management webpage and tools  

The dissertation and project planner can be used to think about the different stages and help give you an overall view of the process. There are some general points and questions to act as prompts, spaces you can add your own notes in and some useful tips and resources.

Dissertation and project planner (pdf )

Dissertation and project planner (rtf)

Writing your dissertation

You should not underestimate the time that should be allocated to writing your dissertation. Writing will involve planning, background research, drafting, redrafting, and proof-reading and editing.

First draft : Your first draft is about getting words on the page. For example, it may sketch out your first thoughts, arguments and potential structure. You can review these and use them to check: are you focussed on the right topics and questions? Is your structure and line of thought sensible? This is also a good time to set up your format requirements (e.g. page layouts, references)

Redrafts : Redrafting is where you expand and refine your ideas and argument. You may also find that as you are writing the direction of your argument changes; for example this could be due to your literature research producing new avenues of thought or your experiments turning up unexpected results. This is a good time to review the focus of your initial question, and whether your arguments or conclusions are still sensible)

Final draft(s) : In your final draft(s) is where you cast a critical eye over your work and assess how effective it is in communicating your argument and conclusions - does it answer the question? You should also check that you presentation, spelling and grammar are appropriate and polished, all your references are included, and it follows the appropriate format guidance, etc.

It is a good idea to take a break between writing and reviewing your work. Try to leave at least a day between writing before you pick it up again, the longer the better. This allows you to look at your work with an analytical eye, looking for ways to improve. Imagine you are reading your work as someone who is not so familiar with the topic: would a reader be able to follow and understand your argument? Do your ideas link? Have you signposted on from one section to the next? Remember also to look back at your question/title, does your dissertation address it? Does it follow a logical structure?

There are a variety of study guides available on dissertation and project writing. Books aimed at postgraduate students can also be useful for undergraduates.  Our IAD Resource List has a selection available in University libraries.

Study Skills Guide

Producing a professional document

Information Services have online courses available to help you produce a professional looking research report or dissertation.  These are self-paced Learn courses using Lynda.com videos and lecture recordings.

Thesis Hub: Producing your thesis or dissertation in Word  

A referencing management tool can help you to collect and organise and your source material to produce a bibliography or reference list.

Choosing a reference manager

Referencing and reference management

Work-based dissertations

Many courses and programmes, particularly at Postgraduate level, offer the opportunity to carry out a work-based dissertation. These opportunities vary between Schools and Programmes but will typically involve students tackling a research question identified by an organisation such as a business, a public sector organisation or a charity. A work based dissertation project can be invaluable for your employability and for career development.

If you are interested in carrying out a work-based dissertation you may need to start planning earlier than you would for a more traditional academic dissertation. If your Programme offers this opportunity, you will be given this information at the start of Semester 1. If you would like to source and set up a dissertation project with an external organisation yourself, you will need to speak with your Programme Director or Course Organiser first.

You can draw on resources developed by the Making the Most of Masters project.

Making the Most of Masters  

Work-based projects – advice for students  

Further information

Developing your English

Writing at postgraduate level

Critical thinking

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Doing Work Based Research

Doing Work Based Research Approaches to Enquiry for Insider-Researchers

  • Carol Costley - University of Middlesex
  • Geoffrey C Elliott - University of Worcester, UK
  • Paul Gibbs - University of Middlesex
  • Description

The authors explore the implications of these research contexts, and discuss approaches and methodologies that work based researchers might adopt, with a particular focus on ethics - one of the key concerns for those undertaking a research project of this type.

This book is an authoritative and readable guide to the theory and practice of work based research. It is for anyone undertaking a research project based on work practice, including learners on postgraduate, undergraduate and doctoral programmes. Practitioners, managers and participants in work based courses or modules in education, healthcare and business management, will find it particularly useful.

'Synthesized in a highly accessible format, the readers are offered clear, practical information worth its weight in gold to anyone seeking clarity about the precise nature of the tasks they have ahead…I cannot recommend the book highly enough and would definitely prescribe its use as an antidote to the insomnia that may affect those expert practitioners but naïve academics embarking upon such a path' - Management Learning

'The collective impact of [this] book in terms of the knowledge, skills and understanding that it can provide the insider-researcher cannot be underestimated...I would recommend this book to any learner, practitioner or manager about to embark on research in their own organisation. It is both an authoratative and highly readable guide to practice and underpinning theory of work-based learning research. I have no doubt its reach and impact will be wide ranging' Journal of Higher Education, Skills and Work Based Learning

'This book provides an invaluable resource for practitioners engaged in real world research in, for and through the workplace. Practitioners bring to work-based research a wealth of practice based expertise and insight. Yet those new to researching their field of practice also have to attune their mind-sets to the discipline and demands of social scientific research. Costley Elliot and Gibbs' text achieves an intelligent balance in acknowledging their readers' expertise and experience in managing the realities of work while confronting them with the challenges and options that the research journey will present. From design to dissemination, from ethics to evaluation, the authors navigate the rich terrain of research methodology and work-based inquiry, alerting the reader to the array of perspectives and choices as well as pitfalls for the unwary. With examples that stimulate and tasks that consolidate, the text can be used from introductory to doctoral levels. A welcome and timely addition to the 'research methods' literature in a burgeoning field' - Professor Karen Evans, Institute of Education, University of London

'This is an important contribution to the ever-growing literature on the subject of insider research. Its practical focus provides readers with a substantive guide to considering and enacting research in their own organisations' - David Coghlan, Trinity College Dublin, author of Doing Action Research in Your Own Organization.

This is a really useful text for students navigating the complexities of being an insider researcher, including the challenges of working ethically, negotiating power relationships, and seeking to build collaborative practices. Highly recommended.

The textbooks provide a really interesting perspective on work-based research. We are adopting it for our new Final Project module

Good clear information relating to carrying out a research project including action research and how it is to be conducted.

Although not suitable for the module, it is a good guide for my teaching staff who are encouraged to conduct Action Research within their everyday practice

As previously expressed this publication clearly explains the process for research in a working environment to enable students to explore their chosen topics for dissertations (BA) and action research (Fd) on relevant programmes.

This publication enables students to clearly relate their research to practical situations in the workplace. Clear questions are highlighted to support students projects in their work environment.

This is a great accessible read with good examples.

Very clear guide to carring out research in the workplace. Ideal introduction for those in education

A really accessible book with thoughtful reflective questions to support work based students.

Preview this book

Sample materials & chapters.

Introduction

Chapter One

For instructors

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The SAGE Handbook of Action Research

SAGE Research Methods is a research methods tool created to help researchers, faculty and students with their research projects. SAGE Research Methods links over 175,000 pages of SAGE’s renowned book, journal and reference content with truly advanced search and discovery tools. Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines, it can be used across the social sciences, health sciences, and more.

With SAGE Research Methods, researchers can explore their chosen method across the depth and breadth of content, expanding or refining their search as needed; read online, print, or email full-text content; utilize suggested related methods and links to related authors from SAGE Research Methods' robust library and unique features; and even share their own collections of content through Methods Lists. SAGE Research Methods contains content from over 720 books, dictionaries, encyclopedias, and handbooks, the entire “Little Green Book,” and "Little Blue Book” series, two Major Works collating a selection of journal articles, and specially commissioned videos.

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17 Research Proposal Examples

research proposal example sections definition and purpose, explained below

A research proposal systematically and transparently outlines a proposed research project.

The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.

The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).

Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.

Watch my Guide: How to Write a Research Proposal

Get your Template for Writing your Research Proposal Here (With AI Prompts!)

Research Proposal Sample Structure

Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.

Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.

Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last

Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.

Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.

Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.

Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.

Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.

References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.

Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.

Research Proposal Examples

Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.

1. Education Studies Research Proposals

See some real sample pieces:

  • Assessment of the perceptions of teachers towards a new grading system
  • Does ICT use in secondary classrooms help or hinder student learning?
  • Digital technologies in focus project
  • Urban Middle School Teachers’ Experiences of the Implementation of
  • Restorative Justice Practices
  • Experiences of students of color in service learning

Consider this hypothetical education research proposal:

The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics

Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.

Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.

Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.

Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.

Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.

Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.

Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.

2. Psychology Research Proposals

See some real examples:

  • A situational analysis of shared leadership in a self-managing team
  • The effect of musical preference on running performance
  • Relationship between self-esteem and disordered eating amongst adolescent females

Consider this hypothetical psychology research proposal:

The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students

Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .

Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.

Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.

Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.

Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.

Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.

3. Sociology Research Proposals

  • Understanding emerging social movements: A case study of ‘Jersey in Transition’
  • The interaction of health, education and employment in Western China
  • Can we preserve lower-income affordable neighbourhoods in the face of rising costs?

Consider this hypothetical sociology research proposal:

The Impact of Social Media Usage on Interpersonal Relationships among Young Adults

Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.

Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.

Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.

Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.

Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.

Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.

4. Nursing Research Proposals

  • Does Orthopaedic Pre-assessment clinic prepare the patient for admission to hospital?
  • Nurses’ perceptions and experiences of providing psychological care to burns patients
  • Registered psychiatric nurse’s practice with mentally ill parents and their children

Consider this hypothetical nursing research proposal:

The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians

Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.

Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.

Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.

Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.

Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.

Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.

5. Social Work Research Proposals

  • Experiences of negotiating employment and caring responsibilities of fathers post-divorce
  • Exploring kinship care in the north region of British Columbia

Consider this hypothetical social work research proposal:

The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England

Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .

Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.

Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.

Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.

Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.

Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.

Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.

Research Proposal Template

Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)

This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.

Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.

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Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
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  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

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Hi Levi, use the site search bar to ask a question and I’ll likely have a guide already written for your specific question. Thanks for reading!

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  • How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on 30 October 2022 by Shona McCombes and Tegan George. Revised on 13 June 2023.

Structure of a research proposal

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

  • Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organised and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, frequently asked questions.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

Prevent plagiarism, run a free check.

Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

  • Example research proposal #1: ‘A Conceptual Framework for Scheduling Constraint Management’
  • Example research proposal #2: ‘ Medical Students as Mediators of Change in Tobacco Use’

Like your dissertation or thesis, the proposal will usually have a title page that includes:

  • The proposed title of your project
  • Your supervisor’s name
  • Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

  • Introduce your topic
  • Give necessary background and context
  • Outline your  problem statement  and research questions

To guide your introduction , include information about:

  • Who could have an interest in the topic (e.g., scientists, policymakers)
  • How much is already known about the topic
  • What is missing from this current knowledge
  • What new insights your research will contribute
  • Why you believe this research is worth doing

As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

  • Comparing and contrasting the main theories, methods, and debates
  • Examining the strengths and weaknesses of different approaches
  • Explaining how will you build on, challenge, or synthesise prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasise again what you aim to contribute and why it matters.

For example, your results might have implications for:

  • Improving best practices
  • Informing policymaking decisions
  • Strengthening a theory or model
  • Challenging popular or scientific beliefs
  • Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

  • Cost : exactly how much money do you need?
  • Justification : why is this cost necessary to complete the research?
  • Source : how did you calculate the amount?

To determine your budget, think about:

  • Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
  • Materials : do you need access to any tools or technologies?
  • Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement.

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. & George, T. (2023, June 13). How to Write a Research Proposal | Examples & Templates. Scribbr. Retrieved 14 May 2024, from https://www.scribbr.co.uk/the-research-process/research-proposal-explained/

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Models of work-based learning, examples and reflections

Journal of Work-Applied Management

ISSN : 2205-2062

Article publication date: 1 March 2016

The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace.

Design/methodology/approach

This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students.

The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working.

Practical implications

It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners.

Social implications

Widening access to higher education and increasing participation in HE.

Originality/value

The identification and description of a number of different models of WBL in operation in the HE sector.

  • Organizational change
  • Higher education
  • Work-based learning

Models of WBL

  • WBL partnerships
  • Work-related learning

Major, D. (2016), "Models of work-based learning, examples and reflections", Journal of Work-Applied Management , Vol. 8 No. 1, pp. 17-28. https://doi.org/10.1108/JWAM-03-2016-0003

Emerald Group Publishing Limited

Copyright © 2016, David Major

Published in the Journal of Work-Applied Management . This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at: http://creativecommons.org/licences/by/4.0/legalcode

Work-based learning (WBL) in higher education

Among the most significant changes which have occurred in UK Higher Education over the past 30 years is the introduction and development of WBL [1] into the university curriculum. While this has not been fully embraced in all universities it is, nevertheless, now recognised as a key way in which the gap between higher education and the world of work can be bridged. UK governments over the past three decades have also recognised this and have found ways of incentivising universities to develop their WBL provision. The latest initiative is the Higher Level Apprenticeship which places the onus on employer representative bodies to lead on the design of the curriculum and to work in partnership with universities for refinement and delivery.

While there is still a need to continue to “market” WBL with businesses and organisations (many of whom still do not have links with universities or appear to know of the possibilities of working with them), many are now cooperating with the HE sector and benefitting from it, especially in the areas of staff development, project development and where there is a perceived need for change management and/or cultural change. Thus, the idea of taking the university into the workplace is one that is no longer a rare occurrence but an increasingly common one and one that benefits both in terms of growth in knowledge capital and human and social capital ( Garnett, 2009 ).

The business of universities is, of course, about knowledge and learning. University research centres have always been a key way in which higher education works with industry, public service, and many other areas through knowledge transfer. In terms of learning, the emphasis has been on preparing students within the university through undergraduate, postgraduate, and doctoral and post-doctoral levels of learning and fitting them to enter into full-time employment. The innovation that has occurred through WBL is that the workplace itself becomes the site of learning and the subject of the curriculum. It provides the opportunity for individuals to not only develop themselves professionally but to access the opportunity to gain credit for their learning to contribute towards university qualifications. For businesses and organisations, the opportunity is given to work with the university to advance organisational aims whether they concern the benefits of having a more informed and better qualified workforce, engaging in a more concerted way with project development, or bringing about change within the organisation. The university also benefits through increasing its knowledge capital, improving its widening participation agenda and increasing its student numbers, and providing opportunities for academic staff to engage more with the world outside the university.

Universities, however, need to be flexible and malleable if they are to work successfully with businesses and organisations. They need to be able to demonstrate that they have something of real value to offer and that they can be accommodating in terms of fitting in with the employers’ needs. A one size fits all approach may not do. Hence the University of Chester has developed a number of different models for engaging with both individual learners and business sponsored cohorts of learners. It has tried to take the idea of “demand led” provision seriously, working with employers to deliver models of WBL that best suit the needs of the employer partner. While using the generic term, WBL, it does not necessarily envisage just one method for approaching learning in the workplace. It is equally comfortable with the term Work Applied Learning and/or Work-Based Action Learning which may foreground Action Research as a principal approach to learning and problem solving and bringing about change ( Abraham, 2012 ). It also sees a place for more traditional teaching methods where work-related learning (WRL) [2] may be the most efficient means of advancing learning in order to carry out a project or solve a work-based problem. Whether using WBL techniques or more conventional class-room-based teaching methods, the driving force is always the same, namely to take the University into the workplace and, through the learning of individual employees, enable the business or organisation to develop and change in accordance with the demands placed upon it.

History of WBL at Chester

WBL was introduced into the University of Chester undergraduate curriculum some 35 years ago as a four-week work placement on a pass/fail basis. In 1990 the University received some government funding to develop a model of WBL for undergraduates on non-vocational degree programmes enabling them to access academic credit for their learning through work ( Department of Employment, 1993 ). The underpinning idea for the original model was the maintenance of a dialogue between the students’ learning experiences in the workplace and the more theoretical understandings of the university in order to develop the skills of reflective practice. (This was facilitated by four days per week in the placement and one day per week in the university over an eight-week period.) For example, students would bring back observations about the different ways in which senior staff in the placement organisation managed and led. This would lead to seminars on styles of leadership and management where students would be introduced to theoretical perspectives and encouraged to reflect on their experiences in the light of the ideas, models and concepts of others. Other topics for consideration would emerge on a weekly basis. While this model operated well during the pilot stage it was difficult to integrate it into the systems of the University, to allow students the freedom to undertake placements at a distance from the University, and to satisfy employers who preferred students to be full-time in the workplace. Nevertheless, this principle of reflective practice remained and remains today as the basis of the model of learning through WBL.

In order to work within the constraints of the University and to meet employer and student expectations, what had become known as the Support Programme (the one day per week in the University) was front-loaded as a week within the University of tutor-led work-shops and seminars introducing students to a whole range of ideas that should prove useful to them during their work placement. This start to the placement period is still used today. It draws on social psychology to aid the students’ understanding about themselves and others, about team roles, and about the development of negotiating skills. It may draw on theories within the field of business and management to aid the students’ understanding of how organisations work and are managed and led but, above all, it seeks to develop in students an understanding of critical reflection and what it is to be a reflective practitioner, and generally to help them to develop their employability skills and to enhance their prospects of gaining worthwhile employment at the end of their degree studies ( Major, 2005 ).

The opportunity to undertake accredited WBL as part of a full-time undergraduate degree programme is a distinctive feature of the Chester offer and the model of placement learning established during the pilot phase continues to this day, enabling some 1,200-1,500 undergraduates each year to gain academic credit towards their level five studies.

From this understanding of WBL and, to some extent, as a result of student demand (especially part-time master degree students, some of whom expressed the view that, while they mostly enjoyed the programmes they were on, the content was determined for them and it did not always prove relevant to their professional learning needs, and attendance at the University for teaching sessions were not always scheduled at times convenient to them), further developments in WBL were considered. Students had asked why it was that, as mature adults and professionals, they could not be offered learning opportunities which gave them more control over the time, place and context for their learning.

At the same time there was also a move on the part of a small number of other universities to offer more flexible forms of learning through WBL for people in full-time employment. Through links with Middlesex University who had begun to develop their WBL provision in this direction, Chester developed a WBL framework and programmes which it named Work-Based and Integrative Studies (WBIS). The aim of this initiative was to enable mature students to have more flexible learning opportunities, giving them the power to negotiate with the University the content of their programme driven by their own perceived personal and professional learning needs. While the aim was to facilitate experiential learning through WBL it maintained the opportunity for students to elect to integrate more traditional forms of University-based study through the selection of modules from across the range of the University’s module portfolio, assuming that those selected made for a coherent programme and that the student had the necessary prerequisites to undertake the study (hence the use of “Integrative” within the WBIS framework title).

The WBIS framework and programmes was validated in 1998 and provided for the full range of undergraduate and postgraduate academic qualifications from the Certificate in HE through to full master awards.

To accommodate the development of WBL, and as a result of some further pump-priming government funding, and success in securing a number of contracts, the Centre for Work-Related Studies (CWRS) was established by the University in the year 2000. This became the principal hub for much of the University’s outreach activities with its influence also extending within the University itself where other departments began to develop their own programmes based on WBIS in order to facilitate their engagement with employers within their own spheres of expertise and practice. The number of students currently engaged on WBIS and its off-shoots in other Faculties is in the region of 2,000 making the University of Chester one of the largest centres of WBL provision in the UK HE sector ( White, 2014 ). With a strong academic team, the Centre launched in 2008 its Postgraduate Certificate in WBL facilitation principally intended for employer partners delivering in-house education and training, for Further Education College tutors delivering Foundation Degrees and other University accredited qualifications, as well as being available for academic staff from other universities and those interested in developing their understanding and expertise in the field of WBL ( Major et al. , 2011 ).

the individual model;

the distance learning model;

the in-house model;

the integrated model; and

the co-delivery model.

Individual model

This is the standard delivery model where a learner enrols on a negotiated WBL programme and has his/her learning facilitated by a University tutor. The usual starting point is the self-review and negotiation of learning module which has a part diagnostic function ensuring that the learner enters a programme at the appropriate level and is working towards an achievable award. A module introducing learners to WBL study (skills and approaches to WBL) is also offered prior to the commencement of the negotiated programme. The programme itself may include taught modules from the wide range of subjects on offer across the University, assuming that the learner meets the necessary prerequisites for the module and that the modules chosen are cognisant with the overall aim of the programme and provide for a coherent learning pathway. The CWRS also has a wide range of pre-validated work-related learning modules at its disposal. However, the principal focus on the majority of negotiated programmes is what the Centre calls Negotiated Experiential Learning Modules through which WBL tasks and projects are undertaken. If they wish, learners are able to take the Exit Review and Forward Planning Module as the last in their programme of study. Looking back on previous learning and looking forward to new learning reflects the spirit of Lifelong Learning and aids the process of continuous personal and professional improvement.

Distance learning model

By definition, WBL is almost inevitably also distance learning in that the site of learning is the workplace rather than the University. However, “distance” is a relative concept and while, with the individual model as described above, learners may live within a reasonable travelling distance of the University and, therefore, be able to visit for tutorials and attendance at lectures (should Taught modules be included in their individually negotiated programmes), those living some distance from the University or those who are European or International students, may require the full distance learning model. Given that the Centre can deliver all of its core modules (e.g. self-review and negotiation of learning, skills and approaches to WBL, etc.) through distance learning and that it also has many of its own Taught WRL modules for delivery on-line, and that Negotiated modules can be discussed and agreed through face-to-face meetings on Skype or FaceTime and through the use of e-mails and telephone, distance is overcome and learners can, in principle, be based anywhere in the world.

In-house model

The in-house model is similar to the individual model as described above but, in this case, the University provides a learning facilitator who works off-site and as part of the learning and development team within a large business or organisation. Learners are likely to be on individually negotiated programmes facilitated exclusively by the University though the learning undertaken will be negotiated with both the learner and the employer. In some cases, employers may request a rolling programme of taught modules that reflect business needs and objectives. Through this model, the Centre is able to take the University into the workplace and, in so doing, help to break down barriers between higher education and industry and help to change the perceptions of individuals as to what university study entails.

Integrated model

This is where, through a formal contract, the University effectively seconds a tutor/learning facilitator to a business or organisation to work as part of an in-house learning and development team. The early stages of such an arrangement are likely to be about consultancy in the area of staff development with a view to facilitating change within the organisation. The result may be the joint design and joint delivery of a training programme which may or may not carry academic credit depending on the decisions of the organisation. As implied, this model is normally only employed on a long-term arrangement and in cases where both parties have analysed thoroughly the costs, risks and advantages of such a partnership arrangement.

Co-delivery model

This is where a business or organisation wishes to deliver its own programme of learning and has appropriately academically qualified staff able to teach at HE level. The content of a programme is interrogated by a University tutor, negotiated with the deliverer to ensure level and learning outcomes are appropriate and presented within the University’s modular framework accompanied by a clear rationale for the programme and a written report from an external adviser with expertise in the negotiated curriculum. It is then presented to an Approval Panel (typically consisting of a senior Quality representative as Chair, senior representatives of Registry and Finance, the PVC for External Affairs or his/her nominee, an external consultant and in-house academic representation) established by the University especially for the authorisation of WBIS programmes, with academic staff of the Centre and representatives of the organisation present to answer questions.

Once approved, the staff of the organisation responsible for delivery is required to undertake a training programme provided by the University. This is a quality measure focussing on the facilitation of learning through WBL and the assessment of learners using the assessment strategies and criteria approved by the University. Once the organisation’s delivery-staff have been through this process they are made Associate Tutors of the University. This is a formal HR process which effectively contracts the deliverers to the University on an unpaid basis ultimately giving the University the right to have them removed as members of the delivery team should they not be fulfilling their duties appropriately (the UK QAA requires that universities have measures in place to enable them to “reach out and control”). Responsibility for the delivery of the programme is then handed over to the partner organisation with support from the University. First marking of assignments is undertaken by the deliverer with the University in the role of second marker and retaining full control over marks submitted to Awards Boards. A link tutor maintains regular contact with the organisation and the University has full responsibility for quality assurance ( Talbot et al. , 2014 ).

This is the model used most frequently by the University when working with businesses and organisations ( Table I ).

Examples of the integrated model and the in-house model

The examples have been chosen to indicate the depth and sustainable nature of the work undertaken with two organisations both concerned to offer professional development opportunities to their respective staff and to bring about positive change in the organisations and to address organisational aims and priorities.

Example 1: the integrated model

The first example follows the pattern of the integrated model referred to above. The University responded to an invitation to tender for work with an agency of a large government department. The agency in question had responsibility for the distribution of benefits for disabled people and their carers and the key function of a group of 1,500 employees was to make decisions about the eligibility of applicants and the amount of benefit awarded. For a number of years this process had not run smoothly with many decisions being challenged by applicants and taken to tribunals where a significant number of decisions were overturned. Audit officers refused to engage further with the service because of constant failure to implement recommendations and the matter was raised in parliamentary committee. Thus, a decision was taken to bring in a partner to work with the agency in order to improve the performance of the decision makers (DMs) and the University of Chester was selected and given a three-year contract. A significant factor in awarding the contract to the University seems to have been the fact that, at interview, rather than telling the agency what needed to be done and how the University had the expertise to do it, the Chester team acknowledged the difficulties the agency faced, admitted that they had no ready-made solution to their problems, but offered to work with them to try to improve the situation. This seemed to resonate with the agency which was not looking for someone to relieve them of the responsibility to get things right but for a partner who would work with them offering advice and insight into the problems they faced and helping them to find a way forward for themselves.

It was agreed at the outset that cultural change was essential and the first thing that was undertaken was a review of the existing training programme DMs had to undertake after appointment. This consisted of a six-week lecture programme where trainee DMs attended from 9.00 a.m. until 5.00 p.m. each day, receiving information from doctors about a whole range of medical conditions and their effects, from lawyers about legal matters, from civil servants, from expert DMs, and so on. At the end of this they were deemed to be trained and ready to take on a full case load without further interventions.

Without doubt, decision making of the sort that was required is a complex matter. Prior to civil servants being appointed to do the task, it had been done by medical doctors specially trained for the role. However, an early decision was made that practically all of the information disseminated during the six-week block training could be made available on-line and accessible to DMs as and when they needed particular knowledge of a medical condition or a legal matter. Given the attention span of an audience, plus the huge amount of information made available to them, it was agreed that lectures were probably not the most effective way of ensuring a sound basis for decision making.

After much debate, it was considered that a training programme should be devised that built on the knowledge and expertise of the workforce and aimed to focus on sharpening the DMs considerative and deliberative skills and thinking processes, especially developing in them more advanced capabilities in critical thinking and critical reflection as well as developing a greater empathetic awareness through direct contact with applicants (a move that had previously been resisted). The training programme consisted of attendance at a number of workshops, together with a programme of WBL. It was also agreed that team working should be introduced with particularly complex cases coming under the scrutiny of more than one DM. (Prior to this each DM was regarded as working directly on behalf of the government minister responsible for the department with no interventions.)

The overall aim was to develop a set of standards and to ensure that DMs had the capability to work to them, constantly seeing themselves as learners and professionals working within a community of practice. DMs were assessed in the context of real-life decision making, which required them to present cases and justify their decisions to their assessors demonstrating the process by which they had arrived at a decision. The majority of DMs qualified with a University Professional Certificate (60 credits at level 4) in Professionalism in Decision Making and Appeals ( Table II ).

While the aim was to hand over the delivery of the training programme to the agency learning and development team at the end of three years, so much progress was being made through the partnering of University and Business that it was decided that an extension to the contract should be requested. This was granted for a further two years and then, despite the collapse of world financial markets and the on-set of austerity government, two further one-year contracts were granted and the work continued until the government decided to sell off the agency to a private contractor.

This was profoundly disappointing given the huge improvements that had been made in respect of the original reasons for engaging the University in the first place. Evidence showed that far fewer cases were going to tribunal and for the majority of those the original decisions were upheld. There was also a feeling amongst the DMs themselves that they were now professionally and academically qualified to fulfil their role and this gave them a greater pride in their work and greater self-satisfaction.

As a matter of interest, the company that took over the agency was relieved of its contract following a large number of complaints about delays in decision making and the poor quality of the decisions. The company that replaced it has also discovered the challenges involved in taking on this responsibility.

In summary, it was agreed by both partners that the training programme had achieved a number of key developments. For example, it had brought about cultural change within the organisation and it had put learning at the heart of the business. Various monitoring and evaluation exercises were carried out by the agency during the seven years of the contract and these showed vast improvement in the quality of decisions, fewer cases going to tribunals and, of those that did, fewer original decisions being overturned. A key development for the DMs themselves was that they felt that the role had become thoroughly professionalised and given them a status comparable to that of other professions ( Perrin et al. , 2009 ).

Example 2: the in-house model

This follows the pattern of the in-house model described above. The Centre has been working with a large hospital in the North West of England for more than 15 years offering in-service, non-clinical, professional development opportunities for all staff including managers, administrators, nurses, midwives and, at times, doctors and surgeons. The opportunity came about when the Centre was approached by the manager in charge of education and training at the hospital. She had heard about the WBIS framework and thought it an ideal complement to their existing programme. The Centre agreed to a University WBL tutor joining the hospital education and training team on the basis of two to three days per week (depending on work-load) and were given a contract that allowed them to draw down fee income on the basis of an agreed number of module enrolments. This model (with some variations) continues today despite changes in management and budget cuts.

Essentially, with this model, the Centre works with individual learners, though each year a programme of Taught Work-Related Learning modules is agreed with the hospital so that the organisation’s needs, as well as individual learning needs, are being addressed and hopefully met. For example, the list below shows some of the most frequent requests coming from the employer as well as the learners.

communication skills;

effective workplace teams;

stress and stress management;

negotiation skills;

transition and change management; and

strategies for building effective workplace leadership.

self-review and negotiation of learning (introductory);

skills and approaches to WBL (preparatory);

negotiated experiential learning modules (work-based learning projects and tasks); and

exit review and forward planning (final module of a programme including providing a plan for further learning).

Over the years, the Centre has developed a bank of literally hundreds of WRL modules, the majority of which reflect the nature of the businesses and organisations it has been working with and the demands and complexities of daily working life. Such modules include Conflict Resolution, Organisational Structure, Culture and Change, Leading People Through Change, Team Building and Leadership, and Developing Emotionally Intelligent Leadership. Some modules, such as Action Learning Facilitation, are designed to provide a skill base for learners to form groups to solve their own workplace problems and issues.

An interesting coincidental factor is that some of these WRL modules bring together hospital staff from all walks of life. This offers interest from the point of view of group dynamics because many different cultures appear to operate within the one organisation and, to some extent, a silo mentally exists which means that the various professional groupings interact mainly exclusively. The typical delivery model for a module is a two-day workshop followed by an agreed period of WBL/experiential learning with negotiated learning outcomes leading to the completion of an assignment. Workshop sessions bring together hospital staff from all walks of life in a common cause and this really does have the impact of breaking down perceived barriers to communication between the various professional groupings.

These Taught WRL modules are widely advertised among staff who can apply for them (usually after consultation with their line manager) and use them as part of their individually negotiated programme of WBL supported by the in-house University tutor working as part of the organisation’s learning and development team. University tutors with relevant expertise are brought in to run the workshops and mark assignments.

In summary, this particular arrangement has achieved a number of key things. For example, the organisation considers that it helps them to address their business objectives and to improve staff performance. It also considers that it helps to facilitate change within the organisation and provides an important means of professional development for hospital staff. As previously mentioned it also helps to break down the silo mentality that appears to exist between the various professional groupings and, thus, improve communications.

From the perspective of the University, it widens access to and increases participation in HE (especially for non-graduate nurses, midwives and administrators and some managers) and it helps to produce a more rounded and engaged workforce through the development of key areas such as critical thinking, critical reflection including critical self-reflection and critical action all susceptible to growth and development through programmes of WBL.

Reflections

In both of the examples considered, WBL is used as the principal means for bringing about change in the workplace. This raises the important issue as to what is the distinctive contribution of this form of learning that helps to bring about change to the culture and working practices of organisations, thereby improving performance and developing new ways of working. Some preliminary thoughts are to do with the practice-based nature of WBL and the way in which it identifies alternative ways of doing things (that is what education does, namely it helps us to see things from more than one perspective). WBL also offers a form of learning that is immediately relevant to professional and working life, and it does not automatically provide the learner with theoretical answers to questions they have not asked, leaving them to work out both the questions and the answers for themselves. If working practices start to change as a result of WBL, this is the beginning of a change in culture (e.g. from individual to team working – that is a cultural shift).

Both the examples considered also yielded information about the impact WBL has on individuals raising the issue as to what is it about this way of learning that so often gives learners a greater sense of their own identity and professionalism. Again, some preliminary thoughts are that it offers a form of education that starts from and builds on to what people know (it does not start from the premise of what they do not know), for example the Chester Self-Review module, and the incorporation of credit for prior learning. Identifying what you do and what you know, and seeing how others value this, can be a very self-affirming process. WBL also puts people in charge of their own learning and allows them to work in areas that are immediately relevant to them and their learning needs. It also combines both epistemology and ontology (through growth in knowledge and self-knowledge via critical thinking, critical reflection, critical self-reflection, and critical action) which, in turn, help to define graduateness ( Major, 2002 ).

In examples such as those given, it is the case that WBL also challenges higher education and the businesses and organisations themselves. For example, university systems are generally speaking not geared up for WBL. Their comfort zone is full-time undergraduates on three- or four-year degree courses. Universities also tend to get very nervous about quality issues when engaging in partnerships of any sort and can become preoccupied with ensuring that their processes and procedures are so robust that external agencies could not possibly find fault and bring adverse publicity on their heads. There is also the interesting issue of the colonisation of knowledge outside of their expertise and control and how to deal with this to ensure maintenance of standards and full quality assurance.

From personal observations and conversations with employers over time, it would seem that for them the challenges may include issues to do with blending learning with work (after all, education is not their main concern), and how to provide a supportive environment for learning. It may also challenge the ability of businesses and organisations to cope with independent thinkers, all holding views about how to do things differently (WBL can be subversive in that it may challenge accepted conventions). Sometimes it may require a leap of faith (can a non-specialist organisation really assist my specialist business?).

The aim of this paper has been to show how one institution of higher education is forging links with the world of business and responding to the claim that university-level learning so often fails to meet the expectations of employers in terms of graduate skills and capabilities. It is also, hopefully, showing how responding to the not unreasonable expectations of government that universities have a role to play in supporting the societies and economies of the communities they serve, is possible. In particular, the paper has tried to show the importance of listening carefully to the requirements of prospective employer partners in order to respond more precisely to meeting their needs rather than presenting them with an inflexible offer. For the majority of employers the university is not the first place they will turn to if they are facing change and feel they need external help and support. Through the means of WBL, it is possible to modify the thinking of employers and their understanding and expectations of what universities have to offer them especially at times when they are facing change and uncertainty.

Summary table showing main characteristics of the models

Chart showing comparison of pre-WBL development programme with the WBL development programme

Work-based learning is defined here as fully accredited, negotiated, modules or programmes of planned learning through work delivered by higher education providers. It allows for informal learning where that learning is carefully identified and evidenced and assessed for credit for prior experiential learning as part of a planned programme of work-based learning, and where that prior learning is deemed to be relevant to, and congruent with, the planned outcomes of study. This definition implies that students are assessed using explicit assessment criteria against agreed learning outcomes and requires evidence of learning such that equals any other subject or field of study within the higher education curriculum.

Work-related learning is defined here as modules or programmes of study where aims, learning outcomes and content are designed to support the development of knowledge and understanding of matters directly related to the work context but which are taught through workshops, seminars and lectures in the more conventional environment of a class-room.

Abraham , S. ( 2012 ), Work-Applied Learning for Change , AIB Publications , Adelaide .

Department of Employment ( 1993 ), Work Based Learning for Academic Credit: A Dissemination Document , ISBN 1-870529-15-4 , Department of Employment , Her Majesty’s Stationery Office .

Garnett , J. ( 2009 ), “ Contributing to the intellectual capital of organisations ”, in Costley , G. and Workman , B. (Eds), Work Based Learning: Journeys to the Core of Higher Education , Middlesex University Press , London , pp. 226 - 238 .

Major , D. ( 2002 ), “ A more holistic form of higher education: the real potential of work based learning ”, The Journal of Widening Participation and Lifelong Learning , Vol. 4 No. 3 , pp. 26 - 34 .

Major , D. ( 2005 ), “ Learning through work based learning ”, in Hartley , P. , Woods , A. and Pill , M. (Eds), Enhancing Teaching in Higher Education: New Approaches for Improving Student Learning , Routledge , London , pp. 16 - 25 .

Major , D. , Meakin , D. and Perrin , D. ( 2011 ), “ Building the capacity of higher education to deliver programmes of work based learning ”, Higher Education, Skills and Work-Based Learning , Vol. 2 , UVAC , Bolton .

Perrin , D. , Weston , P. , Thompson , P. and Brodie , P. ( 2009 ), Facilitating Employer Engagement through Negotiated Work Based Learning , Higher Education Funding Council for England , Bristol .

Talbot , J. , Perrin , D. and Meakin , D. ( 2014 ), “ Risk management and cultural virtue in HE co-delivery arrangements ”, Quality Assurance in Education , Vol. 22 No. 2 , pp. 109 - 124 .

White , G. ( 2014 ), On Chester on: A History of Chester College and the University of Chester , University of Chester Press , Chester .

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10 Project Based Learning (PBL) Examples

If you’ve spent any amount of time in a K–12 classroom, you’ve likely heard about project-based learning (PBL). 

It’s more than just an education buzzword or catch-all for hands-on projects—if implemented properly, PBL can help young learners retain more knowledge, grow their understanding of the world around them, and even identify career possibilities for the future. This form of learning is an excellent way to engage students in their own education and prepare them for success in the real world. Perhaps most importantly, project-based learning can help students develop 21st century skills they’ll carry with them their entire lives, such as critical thinking, problem solving, and collaboration. 

PBL can be used in any subject area and is adaptable to any grade level. It is an especially effective way to engage learners of differing abilities, including English language learners and students with special needs.

In this blog post, you’ll find 10 examples of PBL engagements you can try in your own K–12 classroom. You’ll be amazed at how PBL can transform your content! 

Explore project-based learning principles for elementary schools >>

Overview of Project-based Learning

Project-based learning is a mode of instruction that gives learners the opportunity to apply theoretical knowledge to real-world problems in the classroom. In PBL, classrooms are organized so that students work together on real-world tasks or problems. By inviting students to engage in hands-on learning activities, they acquire and solidify knowledge in a way that directly applies to their lives. 

PBL is appropriate for students from preschool through grade 12 and beyond. It comprises activities like classroom debates, community service activities, field trips, language immersion programs, and much more. There is no set time for PBL engagements; some last less than one class period, while others, such as long-term research projects, can take over a year or more to complete.

To be considered a PBL engagement, an activity must incorporate most or all of the following seven criteria:

  • An open-ended question, challenge, or problem
  • An inquiry-based process that stimulates curiosity and generates questions
  • The acquisition of new knowledge and skills that build upon prior knowledge
  • The use of higher-level skills such as critical thinking, communication, collaboration, and creativity
  • The promotion of student voice and choice
  • Opportunities for instructor or peer feedback and revision
  • A public presentation of the problem, research processes, methods, and results

PBL is used frequently in STEM or STEAM instruction, since so much of our everyday lives is influenced by the pillars of science, technology, engineering, the arts, and math. For many students, a “learning by doing” approach can make a potentially intimidating or challenging subject much more manageable and “real.”

Among other benefits , PBL encourages critical thinking, connects a student’s education to the real world, supports long-term knowledge retention, and helps build lifelong curiosity and a love for learning. 

It is important to remember that PBL is not a one-size-fits-all approach — activities such as the ones in this article should be adapted to meet the needs of your students and the curriculum.

10 Real World Examples of Project-Based Learning in the Classroom

The following 10 examples of project-based learning can be adapted to any classroom, for any grade level, and to fit specific curriculum and individual student needs. 

As you examine these examples, notice where you see evidence of the criteria for high-quality PBL.

1. Create Your Own Website

Project Challenge: Design a solution to a problem. Create a website to advertise your solution with clear reasons and relevant evidence to influence buyers.

Using a website builder platform such as Wix or Squarespace, have students create their own website for a product or service of their choosing. Exercising both research and computer skills, students will research their topic, draft the content, design the layout, and test their site for usability. The design process should incorporate testing and critiquing their classmates’ websites, providing constructive feedback to improve the user experience. 

Use the purpose for the website to integrate the targeted learning outcomes into this project. Remember, high-quality project-based learning requires learners to learn and apply new skills and knowledge in order to complete the project.

Targeted Learning Outcomes:  

  • CCSS.ELA-LITERACY.W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

2. PSA Video Project

Project Challenge: Create a PSA about a change you’d like to see here at school. Support your opinion by surveying stakeholders (classmates, teachers, parents, staff) and creating visual representations with pictures or bar graphs. 

Have your students work in teams to create videos in the style of a public service announcement. Ask them to choose an issue they feel strongly about and craft an informative or persuasive argument that might air during primetime television commercial breaks, before YouTube videos, or as a targeted ad on social media. Each group would be responsible for researching their topic, writing the script, and filming the video, with each step being broken into discrete tasks based on individual students’ interests and abilities.

This project naturally lends itself to English Language Arts, but project-based learning innately creates so much opportunity for cross curricular connections.

Targeted Learning Outcomes: 

  • CCSS.ELA-LITERACY.W.3.1 . Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • CCSS.MATH.CONTENT.3.MD.B.3 . Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

3. Take Action on Current Events

Project Challenge: How might a price increase on avocados impact certain communities’ access to fresh produce? 

Use a current event and a question like the example above to inspire research, learn about different cultures or history, etc. and then do something about it—even if it’s as simple as writing a letter to the CEO of Whole Foods or WalMart explaining your proposed solution.

Teach students the importance of objective reporting and presenting all of the facts without taking a personal stance; provide examples of award-winning journalism students can use as a reference. Ask them to consider not only the factual elements of the story, but also their larger implications. What might the public at large need to know about this event to make them concerned? 

Students can use their research to write an article, create a presentation, or even film a video in the style of a breaking news report. Research projects like this are an excellent way for students to learn about a complex topic, especially one that is directly relevant to their world. 

  • CCSS.ELA-LITERACY.RI.9-10.8 . Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Education isn’t about just filling your head with facts. It’s about taking knowledge and doing something novel with it. So once the students have that experience [in the SmartLab], they start to see that what they’re learning about is bigger than just a fact or concept. Learning is no longer a job; it becomes this adventure. — Brian Beierle, SmartLab Facilitator Prairie View Elementary School, East Troy, WI 

4. Model Bridge Engineering & Construction

two kids working together on a hands-on model bridge engineering project

Project Challenge: Use physics principles to design and build a safe, durable structure.

STEM projects are an excellent way to engage students in science, technology, engineering, and math. In this type of project, students learn and apply physics concepts and mathematical skills to design, build, and test a model bridge.

Students can work either individually or in small groups. They will need to research different types of bridges, consider the materials they will use, and test their bridge to see if it can hold weight. Once they present their findings to the class, students can test their bridges against others’ to determine what combination of materials and design results in the highest structural integrity. This type of project encourages students to think critically and apply their knowledge to real-world situations.

The SmartLab HQ is helping us develop students who are critical thinkers, communicators, and collaborators. We hope this type of project-based learning will empower our students to make meaningful contributions to the world and be true trailblazers. — Dr. Tracy Bonday, Head of School Ursuline Academy, New Orleans, LA

5. Create a Community Mural

Project Challenge: Facilitate a public art project by focusing on the logistical requirements, such as permitting, materials, and stakeholder input.

Public art breathes new life into the most unassuming places! In this type of project, students will brainstorm as a group to identify a viable space for a new wall mural, whether on school property or somewhere in the community. They will work together to secure the necessary permissions, create a budget, source materials, conceptualize, design, plan, and paint the art.

Arts projects are not only an excellent way for students to exercise their creativity, but planning the logistical side of public art installation helps students build and exercise project management skills, taking into account the input of multiple stakeholders.

Creating a budget and planning a mural requires lots of math thinking! Kindergarteners can measure the dimensions of the wall using nonstandard units of measurement, while middle schoolers can use equations to balance their budget with the size of the mural and material choices.

In the SmartLab, students are engaged in hands-on, problem-based learning. It’s not only different, it’s fun! — Jenny Ledin, SmartLab Facilitator Prairie View Elementary, East Troy, WI

6. Food Bank Awareness & Volunteering

Project Challenge: How can we use our research skills to spread awareness of a local food bank and increase their donations?

Incorporate a visit to the food bank to interview staff, collect information for marketing materials, and interview community members who utilize it and want others to know about its value. Students can then use this research to create and disseminate calls for donations and volunteers, as well as advertise the service to communities who may not be aware of it.

The service component of this project may take place during school, after school hours, or even on the weekend, but students can use time in class to research issues related to food insecurity in their community and even conceptualize sustainable solutions. Projects like these can help students integrate with the local community, allow them to connect their learning to real-word problems, and develop empathy and compassion for others.

The skills that are developed in the SmartLab HQs create good citizens and good humans. It builds on foundational skills and creates the ideal attitudes you want to see in the classroom. — Hallinan Elementary School, Lake Oswego, OR

7. Produce Your Own Podcast

Project Challenge: How can you convey a compelling story or message using only an audio medium?

Creating and producing a podcast is a great example of a topical technology project. Students can research their own topic, develop the script, record, and then publish the podcast on a hosting platform such as Podbean or Soundcloud . Each individual or group can connect their podcast to an existing curriculum unit or subject, or come up with a topic or genre of their choosing, focusing instead on learning and applying critical research and communication skills.

8. Field Trip with a Purpose

Project Challenge: Solve an environmental issue in your backyard.

Plan a field trip to study the effects of human activity on the natural environment. For example, if your school is near a coastal area with heavy trash buildup that impacts waterways and marine life, take a trip to the affected area to record observations, collect samples, and take measurements.

Students can also enlist the help and expertise of local environmental conservation experts, interviewing them and gaining a more robust understanding of the problem and possible solutions. Students use this information to 3D print solutions to mitigate this problem. Conservation experts return to hear the presentations of these potential solutions and provide feedback on their viability.

The Elementary SmartLab HQs have been game-changers by allowing our district to fully integrate and align STEAM programming for our K–12 students. The unique methods of engaging students in meaningful, inquiry-based learning experiences are quickly helping our learners develop a stronger STEAM identity, and they now see themselves and their futures differently. They believe they can change the future! — Clint Allison, Executive Director of Student Achievement Fountain-Fort Carson School District 8, Fountain, CO

9. Mock Trial

Project Challenge: How can you build a case that holds up in a court of law?

Mock trials are an excellent way for students to engage their critical thinking, problem-solving, and persuasive argument skills. In this type of project, students act as lawyers and witnesses in a simulated court case, learning about the legal system and how it works along the way.

Each student will take on a specific courtroom role, such as the judge, defense attorney, prosecution, and jury. Once the facts of the crime have been established, they will prepare their cases and simulate a real trial.

Use the “court case” to integrate language arts and history. Bring students into the past by centering your mock trial around a historical event with impacted populations being represented by the defendants and plaintiffs.

10. Shark Tank Pitch

Project Challenge: Craft a compelling business plan that will make investors want to fund your company.

The popular television reality show “Shark Tank” provides a window into the high-stakes reality of business startups. Using the show as a template, students will embark on their own mock startup ventures, including conducting market research, testing products, and working to convince investors to help fund their business. This project requires that students use their skills of research, persuasion, public speaking, budgeting, and collaboration.

You can even see if your local SCORE chapter is willing to send representatives to coach students on pitching their business ventures. SCORE is a nonprofit network that provides free mentoring to small businesses across the U.S.

How to implement project-based learning in high school classrooms >>

Project-Based Learning Lesson Plans

A student learning about producing electricity by using fruit

Project-based learning is not a lesson in itself; rather, it’s a series of lessons that build upon multiple skills. The length of each PBL unit can vary, lasting from several weeks to multiple years—there is no formal rule governing how long you need to spend on a PBL engagement!

Above all, remember that a PBL unit should be more hands-on and interactive than traditional instruction, and should focus on problem solving and real-world applications (as opposed to rote memorization). In terms of the instructional method, PBL tends to be more student centered by design, while a traditional lesson may be more teacher centered.

When planning cross-curricular units, start with the seven criteria of a PBL engagement—or better yet, use these criteria as a checklist! Use the following steps as a guide:

  • Identify the learning outcomes or standards you want to achieve or meet. This should happen before any actual lesson planning begins.
  • Brainstorm lesson ideas by thinking about authentic problems that are relevant to individual students, their school, community, the state, the country, or the world.
  • The project-based lessons you design should require students to learn targeted content or skills, and to apply those skills in developing a solution or completing the project. Start with content in one subject area, then look for cross-curricular connections to cover even more subject areas.
  • Now you can begin to plan your unit. Break it down into project steps and think about where instruction or learning will take place in the sequence. It can be helpful to anchor the project steps to some kind of established process , such as the scientific method.
  • Determine your students’ roles in completing the project. Will they work independently or in groups? Will each student be responsible for completing a discrete part of a class-wide project, or will each be expected to execute their own project from start to finish?
  • How will you and your students know when the project is complete? What will signify success? Make sure your students understand the objective, including what skills they are expected to build during the engagement.
  • Decide how you will assess the project. Your grading rubric should account for all the steps taken along the way, from students’ planning process, to their project execution, to the final product.

Creating effective PBL unit plans is not without its challenges—but you don’t have to do it alone! SmartLab helps schools and educators design and implement engaging PBL STEAM learning environments that link to core academic content and foster the development of important academic and life skills. The hands-on, authentic activities allow students to construct their own meaning and explore topics in greater depth.

Time to Get Started

Now that you’ve got some compelling ideas in mind, it’s time to start building your own PBL units. By following the tips in this article, you can create a successful project-based learning lesson plan covering a variety of topics to support your students in developing their skills. Don’t be afraid to get creative! Think about real-world problems and scenarios that your students might be faced with outside the classroom.

Reach out to fellow educators in your school or district to see how they align their PBL units to academic standards or required skills-building. Other teachers are excellent sounding boards for workshopping project ideas, learning what works in the classroom and what doesn’t, and finding resources that can help you achieve your PBL plans.

Look here for more STEM + PBL examples, including details about what makes for effective PBL + STEM programs and lessons >>

SmartLab Learning understands that no two students learn the same way. Our team helps schools implement standards-aligned, individualized learning solutions—created by teachers, for teachers—that meet the unique needs of every learner through a variety of hands-on, engaging activities. Our open-ended projects provide multiple challenge levels and allow students to shape and expand learning around their own interest, abilities, and learning styles. There are so many possibilities…with SmartLab Learning, the sky’s the limit!

Haley Ruman

Haley Ruman

Haley Ruman is a Sr. Educational Training Specialist at Creative Learning Systems. She holds a Bachelor's of Science in Childhood and Early Adolescent Education and a Master's of Education in learning and technology. Her passion for innovative teaching practices and high-quality tech integration led her to Creative Learning Systems where she works with educators across the country to implement student-led, project-based learning.

Increasing Student Outcomes With Project-Based Learning

A young student assembling a mechanical RC car

With project-based learning (PBL), students tackle problems that connect them to their lived experience, thereby increasing their classroom engagement. And when students actively participate in their learning, their knowledge retention expands. 

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Successful Student Team Projects

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Team project assignments are a mainstay in the teaching of many disciplines but can be uneven experiences if not structured, sequenced, and supported well. Commonly reported problems include unfair distribution of work, poor planning, communication issues, lack of engagement, relationship conflicts. Other common problems include “social loafing” and “free riding” when an individual does little work themselves but benefits from the team’s overall efforts (Iacob & Faily 2019; Opatrny-Yazell & Houseworth, 2018).

There are some specific strategies, however, for preventing and responding to these issues to make team projects highly successful. The concepts underpinning these strategies are (1) mental model convergence, and (2) task work vs. team work.

We all create mental models of the world and teams perform better when their members share similar mental models about the team and its task (Stout, Cannon-Bowers, Salas, & Milanovich, 2009). Mental model convergence is the process through which we align our understandings of both our work and one-another, and we begin shifting from an individual perspective to that of a team member (McMahon, 2007). Therefore, the more often that teams can practice the iterative process of converging their mental models around any task, the more cohesive and productive those teams can become.

We create mental models not only about concepts and tasks–we also create them about team mates and relationships. An important distinction made in team literature is task work vs. team work (e.g., Guchait, Lei, & Tews, 2016). Task work consists of the functional activities of the team and team work describes the set of skills required to productively work with other people toward a common goal. These two skill sets are equally important, and a well-organized team project assignment can help your students learn both.

Organizing Successful Teams

Size: Teams should be no larger than necessary to succeed at the work of a team project. Motivation decreases and complications increase with larger teams (Gibbs, 2009). As team size increases, so does the work required to align mental models and the possibility that team work needs could overshadow task work. Teams of four or five students are commonly considered “right-sized.”

Composition: Avoid allowing students to choose their own teams. Students tend to choose those similar to themselves, which can lead to homogenous and underperforming teams, and pre-existing relationships can create cliques within teams (Sibley & Ostafichuk, 2014). Instead, strategically populate your teams by determining what characteristics would make it easier or more difficult for students to do the expected work, and distribute those characteristics as evenly as possible across teams (Sweet & Michaelsen, 2012). It is also important to ensure that students with marginalized identities are not the only one with that identity on their team (Macke, Canfield, Tapp & Hunn, 2019).

Duration: Early stages of team relationships are marked by social anxiety as members learn about each other and find their place in the team (e.g., Levi & Askay, 2020; Poole, 1983; Tuckman & Jensen, 1977). These concerns diminish and productivity increases as shared experiences accumulate. Across time, relationships deepen and students move toward converging mental models of both the task at hand and the team itself (McComb, 2007). Therefore, project teams should be as permanent as you can make them.

Rotating Project Manager Role: Producing complex products in teams is so difficult that an entire workplace profession has arisen to support it: the profession of project management–which has a great deal to offer student project assignments (Hussein, 2021). A rotating project manager role in each team can provide the coordination and information that teams need to make progress toward the next deliverable. In addition to providing essential support for both task work and team work, a student’s time as project manager can be a rich experiential learning activity for them.

Launching Successful Teams

Orienting Students to Successful Teamwork: Giving students an orientation to successful team work can foster mental model convergence and team work skill development. What does good team work look like in your discipline? Drawing from your own experience as a team member, you can highlight the importance of things like attendance, responsibility, and commitment, along with suggesting processes for decision-making, conflict management, and meeting management, for example (Tombaugh & Mayfield, 2014). Drawing also on students’ own past team project experiences, concerns, anticipated challenges, and recommended strategies can make for a very relatable conversation for all (O’Connor & Yballe, 2007).

Practice Activity: Small scale practice or “launcher” activities provide students with a low stakes opportunity to collaborate before the project begins and begin the process of mental-model convergence without the pressure of grades or the complexity of the project (Holbrook & Kolodner, 2000). Engaging students in such activities can help teams get to know each other, establish norms, and try out their decision-making and collaboration skills. Practice activities are most effective when they conclude with prompts for students to reflect on their own contributions and those of others, what worked well, and what didn’t.

Templates for Organizing: Providing project documentation can scaffold students’ planning process, support mental model convergence, and serve as helpful tools for keeping the project on track (Hunsaker, Pavett, & Hunsaker, 2011). A Team Charter template, for example, provides space for students to document their ground rules and team processes (Hunsaker, Pavett, & Hunsaker, 2011). Team Charters are important: they are a place where the team can move toward mental model convergence around what they think good team work looks like for them. A Project Plan template can help students break the work down into smaller tasks, assign those tasks to individuals, and identify deadlines–helping to align mental models around task work.

Assessments Can Foster Mental Model Convergence

Two-Stage Quizzes can be powerful for learning course content and team building (Sibley & Ostafichuk, 2014; Zipp, 2007). These activities begin with students first taking a quiz or test over course content and turning it in. They then take the exact same quiz as a team, coming to consensus on their team answers and getting immediate feedback on their team performance. This second stage of discussion and immediate feedback is often extremely motivating and rewarding as students clarify their understandings and explain things to each other in their own words. This practice of mental model convergence builds cohesion within a team that can support teammate relationships across their other project work.

Team Work Peer Assessments not only ensure individual accountability but also provide students with critical information about what their teammates value from their contributions and how they might grow their teamwork skills. These assessments should occur at least once during the project work–not just at the end of the term–and often include prompts about what teammates “Appreciate” about and “Request” from each other (Sweet & Michaelsen, 2012). Free software platforms like TEAMMATES can make the process very efficient ( teammatesv4.appspot.com ).

Structuring the Project Assignment

Project Size and Complexity: One factor in team dynamics is the size and complexity of the project (Aggarwal & O’Brien, 2008). The scope and complexity of the project should be appropriate for the number of students on the team as well as their developmental level and project experience. Projects that are too easy or narrow could result in social loafing, while projects that are too difficult or broad can be overwhelming and frustrating.

Iterative Assignments and Feedback: Too often, students do not receive feedback or guidance until they have completed an assignment. Assignments like drafts or other forms of iteration—and feedback given between versions—enable students to learn from their mistakes and apply what they have learned to get back on track. This approach is associated with gains in student performance in multiple disciplines (Hattie, 2009). For maximum impact, feedback should serve as an interim step that guides students toward successfully completing and achieving the goals of the assignment (Ambrose, et. al., 2010). Feedback from multiple sources, including peers, instructors, and any external stakeholders is most valuable.

Both Individual and Team Grades: What you choose to grade sets students’ expectations, signals to them what is important, and thereby drives behaviors. While solely individual grades for team work may lead to accountability and perceptions of fairness, they may fail to promote collaboration (Opatrny-Yazell & Houseworth, 2018). Alternatively, team grades alone may provide cover for social loafers and lay the groundwork for conflict. Therefore, the ideal is to assess performance at both the team and individual levels. In addition to instructor-assigned grades, periodic self- and peer assessments should be included to focus attention on team processes as well as one’s own learning and contributions.

How These Practices Can Come Together

Diagram illustrating a team project timeline with rotating roles

Aggarwal, P., & O’Brien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of marketing education, 30 (3), 255-264.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching . John Wiley & Sons.

Gibbs, G. (2009). The assessment of group work: lessons from the literature. Assessment Standards Knowledge Exchange , 1-17.

Guchait, P., Lei, P., & Tews, M. J. (2016). Making teamwork work: Team knowledge for team effectiveness. The Journal of psychology , 150(3), 300-317.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement . Routledge.

Holbrook, J. & Kolodner, J.L. (2000). Scaffolding the Development of an Inquiry-Based (Science) Classroom, In Proceedings, International Conference of the Learning Sciences (ICLS).

Hunsaker, P., Pavett, C., & Hunsaker, J. (2011). Increasing student-learning team effectiveness with team charters. Journal of Education for Business, 86 (3), 127-139.

Hussein, B. (2021). Addressing collaboration challenges in project-based learning: The student’s perspective. Education Sciences, 11( 8), 434.

Iacob, C., & Faily, S. (2019). Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects. Journal of systems and software , 157, 110393.

Levi, D., & Askay, D. A. (2020). Group dynamics for teams . SAGE publications.

Macke, C., Canfield, J., Tapp, K., & Hunn, V. (2019). Outcomes for Black students in team-based learning courses. Journal of Black Studies, 50 (1), 66-86

McComb, S. A. (2007). Mental model convergence: The shift from being an individual to being a team member. In Multi-level issues in organizations and time (Vol. 6, pp. 95-147). Emerald Group Publishing Limited.

Opatrny-Yazell, C. M., & Houseworth, M. A. (2018). Understanding Student Perceptions of Teamwork. Journal on Excellence in College Teaching, 29 (2), 43-71.

Poole, M. S. (1983). Decision development in small groups, III: A multiple sequence model of group decision development. Communications Monographs, 50 (4), 321-341.

Sibley, J., & Ostafichuk, P. (2023). Getting started with team-based learning . Taylor & Francis.

Sokman, Y., Othman, A. K., Aziz, A. A., Musa, M. H., Azizan, N., & Rahmat, N. H. (2023) Stages in team Work: Is There A Relationship Among Them? International Journal of Academic Research in Business and Social Sciences 13 (11).

Sweet, M., & Michaelsen, L. K. (2012). Critical thinking and engagement: Creating cognitive apprenticeships with team-based learning. In Team-based learning in the social sciences and humanities (pp. 5-32). Routledge.

Tombaugh, J. R., & Mayfield, C. O. (2014). Teams on teams: Using advice from peers to create a more effective student team experience. Academy of Educational Leadership Journal, 18 (4), 69.

O’Connor, D., & Yballe, L. (2007). Team leadership: Critical steps to great projects. Journal of Management Education, 31 (2), 292-312.

Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & organization studies, 2 (4), 419-427.

Zipp, J. F. (2007). Learning by exams: The impact of two-stage cooperative tests. Teaching Sociology, 35 (1), 62-76.

Facility for Rare Isotope Beams

At michigan state university, international research team uses wavefunction matching to solve quantum many-body problems, new approach makes calculations with realistic interactions possible.

FRIB researchers are part of an international research team solving challenging computational problems in quantum physics using a new method called wavefunction matching. The new approach has applications to fields such as nuclear physics, where it is enabling theoretical calculations of atomic nuclei that were previously not possible. The details are published in Nature (“Wavefunction matching for solving quantum many-body problems”) .

Ab initio methods and their computational challenges

An ab initio method describes a complex system by starting from a description of its elementary components and their interactions. For the case of nuclear physics, the elementary components are protons and neutrons. Some key questions that ab initio calculations can help address are the binding energies and properties of atomic nuclei not yet observed and linking nuclear structure to the underlying interactions among protons and neutrons.

Yet, some ab initio methods struggle to produce reliable calculations for systems with complex interactions. One such method is quantum Monte Carlo simulations. In quantum Monte Carlo simulations, quantities are computed using random or stochastic processes. While quantum Monte Carlo simulations can be efficient and powerful, they have a significant weakness: the sign problem. The sign problem develops when positive and negative weight contributions cancel each other out. This cancellation results in inaccurate final predictions. It is often the case that quantum Monte Carlo simulations can be performed for an approximate or simplified interaction, but the corresponding simulations for realistic interactions produce severe sign problems and are therefore not possible.

Using ‘plastic surgery’ to make calculations possible

The new wavefunction-matching approach is designed to solve such computational problems. The research team—from Gaziantep Islam Science and Technology University in Turkey; University of Bonn, Ruhr University Bochum, and Forschungszentrum Jülich in Germany; Institute for Basic Science in South Korea; South China Normal University, Sun Yat-Sen University, and Graduate School of China Academy of Engineering Physics in China; Tbilisi State University in Georgia; CEA Paris-Saclay and Université Paris-Saclay in France; and Mississippi State University and the Facility for Rare Isotope Beams (FRIB) at Michigan State University (MSU)—includes  Dean Lee , professor of physics at FRIB and in MSU’s Department of Physics and Astronomy and head of the Theoretical Nuclear Science department at FRIB, and  Yuan-Zhuo Ma , postdoctoral research associate at FRIB.

“We are often faced with the situation that we can perform calculations using a simple approximate interaction, but realistic high-fidelity interactions cause severe computational problems,” said Lee. “Wavefunction matching solves this problem by doing plastic surgery. It removes the short-distance part of the high-fidelity interaction, and replaces it with the short-distance part of an easily computable interaction.”

This transformation is done in a way that preserves all of the important properties of the original realistic interaction. Since the new wavefunctions look similar to that of the easily computable interaction, researchers can now perform calculations using the easily computable interaction and apply a standard procedure for handling small corrections called perturbation theory.  A team effort

The research team applied this new method to lattice quantum Monte Carlo simulations for light nuclei, medium-mass nuclei, neutron matter, and nuclear matter. Using precise ab initio calculations, the results closely matched real-world data on nuclear properties such as size, structure, and binding energies. Calculations that were once impossible due to the sign problem can now be performed using wavefunction matching.

“It is a fantastic project and an excellent opportunity to work with the brightest nuclear scientist s in FRIB and around the globe,” said Ma. “As a theorist , I'm also very excited about programming and conducting research on the world's most powerful exascale supercomputers, such as Frontier , which allows us to implement wavefunction matching to explore the mysteries of nuclear physics.”

While the research team focused solely on quantum Monte Carlo simulations, wavefunction matching should be useful for many different ab initio approaches, including both classical and  quantum computing calculations. The researchers at FRIB worked with collaborators at institutions in China, France, Germany, South Korea, Turkey, and United States.

“The work is the culmination of effort over many years to handle the computational problems associated with realistic high-fidelity nuclear interactions,” said Lee. “It is very satisfying to see that the computational problems are cleanly resolved with this new approach. We are grateful to all of the collaboration members who contributed to this project, in particular, the lead author, Serdar Elhatisari.”

This material is based upon work supported by the U.S. Department of Energy, the U.S. National Science Foundation, the German Research Foundation, the National Natural Science Foundation of China, the Chinese Academy of Sciences President’s International Fellowship Initiative, Volkswagen Stiftung, the European Research Council, the Scientific and Technological Research Council of Turkey, the National Natural Science Foundation of China, the National Security Academic Fund, the Rare Isotope Science Project of the Institute for Basic Science, the National Research Foundation of Korea, the Institute for Basic Science, and the Espace de Structure et de réactions Nucléaires Théorique.

Michigan State University operates the Facility for Rare Isotope Beams (FRIB) as a user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. Hosting what is designed to be the most powerful heavy-ion accelerator, FRIB enables scientists to make discoveries about the properties of rare isotopes in order to better understand the physics of nuclei, nuclear astrophysics, fundamental interactions, and applications for society, including in medicine, homeland security, and industry.

The U.S. Department of Energy Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of today’s most pressing challenges. For more information, visit energy.gov/science.

What Is a Work OS? The Best Work OS Software for 2024

work based research project example

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During our last round of Work OS testing, we found out that the best work operating system you can currently buy is monday.com. It scores a 4.7/5 overall, higher than the 10 other Work OS platforms we tested. monday.com scored the highest on our ease-of-use tests, has a large set of task management features, solid security and customer support options, and an excellent starter plan that you can try for free . Our top 3 picks are:

1. monday.com – The best overall Work OS, easiest to use 2. Teamwork – Great security features and automation builder 3. ClickUp   – The best Work OS for task management & collaboration

Since the mass shift to remote working, you may have felt bogged down by the number of software applications you and your team have to use to perform your daily duties. You’re not alone, either – according to Wrike , 79% of business leaders think there are too many apps and programs involved in their workdays.

That’s where a Work Operating System (OS) comes in. It’s an all-encompassing setup for managing day-to-day work activities, processes, and tasks, as well as projects . You can use a Work OS to successfully replace spreadsheets, boards, and notepads, making your processes more efficient, your projects clearer and your business leaner.

In this guide, you’ll find:

What Is a Work OS?

  • The Best Work OS Software: Test Summary
  • The Best Work OS Software: Provider Reviews
  • The Benefits and Features of a Work OS

Choosing the Right Work OS for Your Business

  • How a Work OS Makes Remote Work Better
  • About Our Work OS Research

Work OS FAQs

The term Work OS refers to the future of project management software , which is evolving into a comprehensive dashboard for seamless workflows for all employees, whether they’re in-person or remote. Over the last decade or so, businesses have found this software so useful for managing projects that they’ve started to use it for all their operations and day-to-day activities.

A Work OS is “the operating system for putting all your work in one place,” as Zeb Evans, CEO and founder of project management service ClickUp , told Tech.co.

But what does that actually mean in practice? Here’s how business software is evolving to meet the new normal of the business world and your new-look working day. With the days of fully in-person offices gone, the Work OS’s status as a single record-keeping platform is key.

“A modern Work OS is designed to save people time, make teams more efficient, and serve as a single source of record for all work so that everyone can know what everyone is working on” – Zeb Evans, ClickUp.

You might not be able to tip your chair back and holler across the open office to that one coworker, but when dropping a comment on their project, file or task feels just as easy, you’re still connected where it counts.

Best Work OS software to choose

Before we look at the best Work OS software in greater detail further on in this article, here’s our sneak peek at the tools we’ve tested, and what they’re good at:

  • monday.com – Best overall Work OS, easiest to use
  • Teamwork – Great security features and automation builder
  • ClickUp – The best Work OS for task management and collaboration
  • Asana   – The best Work OS for data-intensive projects and planning
  • Wrike – A Work OS ideal for large businesses, with a large number of integrations
  • Trello   – The best basic Work OS, with the cheapest paid plan
  • Smartsheet   – The best Work OS for spreadsheet fans

Note:  All the images used in this article were taken during Tech.co’s project management user testing series. For more information on how we test project management tools, as well as other products, visit our  product research page .

Test Summary (2024)

monday.com impressed me the most during our latest round of work management platform testing. I found it the easiest to use by far. Editing dates, deadlines, the names of columns, etc. is all really intuitive. When you’re using software like this for day-to-day work management, it’s important you don’t dread opening it up in the morning – and monday.com’s minimalistic interface immediately makes you feel more organized .

That being said, it’s not quite as feature-rich as ClickUp , which you may find more useful if you’re managing a really big project that involves a bunch of really complex tasks. But monday.com is much more user-friendly – when using it, I could immediately see how this would save my team time. The live chat function was great too – during testing, someone at monday.com sent me a video showing me how to fix a problem I reported within minutes.

Teamwork is another good monday.com alternative if you’re a small or medium-sized business  that needs a bit of an organizational boost – I found it quite similar to Asana, but it just felt like it had been built a little better. The automation builder is excellent and the instructions are really clear.

Aaron Drapkin Headshot

Tech.co Work OS User Testing Score: 4.7/5 Best for? Overall Work OS, easiest to use

Sheer scope helps monday.com stand out: Its Work OS “spans hundreds of business verticals,” says Matthew Burns, Startup Ecosystems Leader at  monday.com . “Companies use it as homegrown as construction or as industrial as space travel. It requires no coding experience to get started while offering low-code tools for those who wish to create their unique applications on top of our platform.”

Monday.com Logo

  • Highly customizable platform
  • Custom fields feature available on all plans (including the free plan)
  • Rule-based automation can be used to complete simple tasks, like archiving items
  • Free plan has 2-person user limit
  • Limited third party integrations
  • Higher tiers required for basic features

task comments on monday.com

monday.com overview: the best and easiest-to-use Work OS overall

The service’s flexible custom templates helped it score 4.3/5 for workflow creation, as did features like monday.com’s form builder, which can be used to compile post-project feedback, and its range of preset project templates. It’s important to note that monday.com’s ease of use score is higher than the other 10 providers we tested, with an almost perfect 4.5/5 (by way of comparison, Smartsheets scores just 3.6/5).

During our most recent series of tests, monday.com impressed our testing group the most. It has a minimalistic interface and won’t overwhelm you with features or jargon.

“In terms of the look of the platform, I really like [monday.com],” said Ollie Simpson, a tech.co software researcher who participated in our ease-of-use tests. “I think it’s really clear. I like the use of white space because I think project management tools often use different shades and colors to separate different parts of the interface, and that can be quite hard to read and be quite overwhelming”.

monday.com also has the task management tools to compete with the best Work OS systems, scoring 4.5/5. It supplies all the basics (like Gantt charts, sub-tasks, and task dependencies) plus some useful extras (like an AI assistant, which is currently available but in beta). The software also scores 5/5 for data visualization, thanks to the options on its more expensive plans, such as six different chart categories and six different widget options.

You’re welcome to try monday.com for free to get a feel for the Work OS platform.

monday.com’s Kanban board. Image: Tech.co’s testing process.

monday.com pricing

monday.com’s pricing plans only helped the provider to a 3.9/5 for pricing – making it the 7th best provider out of the 10 we tested when it comes to value for money.

Its pricing structure puts it in the middle of the pack, but it also has more plans than most providers with 5 in total compared to Smartsheet, which has 3 pricing plans , so you may find there’s a monday.com plan that fits your budget.

  • Free ( $0 ):  monday.com’s free plan has a user limit of two, which means that most businesses won’t be able to use it. However, if you are a duo, you’ll enjoy monday.com’s kanban board, custom fields for inputting all kinds of data, and collaboration tools.
  • Basic ( $9 per user, per month) : this plan has no user limit, and the storage is upgraded from 500MB to 5GB. This is the first plan you’ll be able to create or use project templates on, but there’s still not a huge number of features.
  • Standard  ( $12 per user, per month): This is where monday.com truly becomes a Work OS, with custom and pre-built automations, a milestone-setting tool, and a Gantt Chart for managing tasks, dashboards for displaying data, a calendar), and integrations with other software, and guest access to top it all off.
  • Pro   $19 per user, per month : There are more task management features added on this plan (like task dependencies), a budget management workaround, as well as a chart builder for showcasing insights to the rest of your team. There’s also a resource management tool available.
  • Enterprise (tailored pricing): This plan is monday.com’s only plan that offers onboarding assistance, and there are large business-focused functions like dashboards that let you manage multiple sub-boards.

Tech.co Work OS User Testing Score: 4.6/5 Best for? Budget tracking and security options

Teamwork is one of the better all-around Work OS tools we’ve tested – it performed well in ease-of-use tests (4.3/5), tied with monday.com for security (5/5). Best of all though, the least expensive paid plan is $5.99 per user, per month , which is cheaper than monday.com’s.

Teamwork Projects Logo

  • Lots of collaboration tools
  • Kanban-style boards and Gantt charts available
  • Affordable pricing and solid free option
  • Great security options
  • Limited built-in integrations
  • Data visualization isn't the easiest

Teamwork Home

Teamwork overview: The best work OS for tracking budgets, with excellent security features

Teamwork is the runner-up to monday.com in the race for best Work OS. It scores 4.6/5 overall, an increase from its 4.4/5 score on our 2022 tests. This was heavily influenced by Teamwork’s impressive ease-of-use testing performance. I personally found the platform one of the easier to get to grips with initially – the onboarding is really clear and instructive and the template library is impressive.

“The best and biggest standout feature was possibly the automations – I think they were possibly some of the most thorough that I’ve seen really, really clearly signposted really well laid out,” commented Natasha Willet, Tech.co’s Insights Manager, during testing. “I didn’t have to read an awful lot. It covered so much that I thought straight away I could pretty much do anything”.

Teamwork has a great range of security features, offering two-factor authentication on all paid plans. Single sign-on, Google authentication, and IP restriction are also available on all of Teamwork’s plans, meaning you don’t have to buy an enterprise plan for enterprise-grade security features. There’s also phone and live chat support offered on every Teamwork plan when you get stuck (Asana and monday.com don’t offer phone-based support).

Teamwork's "add task" screen

Adding a task in Teamwork. Image: Tech.co’s testing process.

Teamwork pricing

Teamwork has a free plan available, as well as an Enterprise plan with no public pricing. Here’s the lowdown on all five plans:

  • Free Forever ( $0 ): On the free plan, you’ll get two project templates and be able to create a maximum of five projects. However, there’s a five-person user limit and only 100MB of storage, so this plan won’t be suitable for large teams that have complex projects to manage.
  • Starter plan ( $5.99 per user, per month ):  This plan has a 100-project limit and no user limit, 10 project templates, 50GB of storage, and a portfolio and workflow view. It also integrates with more programs than the free plan, such as Google Drive, DropBox, and OneDrive.
  • Deliver plan ( $9.99 per user, per month ): The Deliver plan comes with everything in the start plan plus 5,000 automation actions per month, three custom fields, 20 project templates, portfolio health, planned v actual and project status reports, as well as burndown charts for scrum teams.
  • Grow plan ( $19.99 per user, per month ): This plan is geared toward large businesses that may have multiple teams working on different projects. You’ll get 50 project templates on this plan, 20,000 automation actions per month, company timesheets, resource scheduling, and advanced task management tools like Gantt filtering.
  • Scale ( contact sales ) : The Scale plan is for teams that want an all-encompassing solution, and would be the best plan for work management if money was no object. On this plan, you’ll get unlimited projects, more than 500GB of storage, Enterprise dashboards, and a custom reports feature.

Tech.co Work OS User Testing Score: 4.5/5 Best for? Task management, collaboration, and overall functionality

ClickUp aims to replace a team’s entire productivity stack, from project management and docs to OKRs, workload management, and more. On our last round of testing, we found it to be the third-best Work OS overall, but the best when it came to the sheer number of features and subsequent functionality on offer.

ClickUp Logo

  • 11+ ways to view project progress and data
  • Useful "Chat" view for collaboration
  • Team view for organizing tasks by team member
  • Cheaper than monday.com & Wrike
  • Agile project management features
  • Vast number of features, even on cheap plans
  • Customizability can be overwhelming to new users
  • Not great at compiling project feedback
  • Comparatively clunky automation builder
  • Slow to load on our tests
  • No 24/7 live support
  • Fewer integrations than competitors

ClickUp Form Builder

ClickUp overview: the best Work OS for t ask management, collaboration, and overall functionality

ClickUp’s impressive overall score of 4.5/5 is helped by its 4.6/5 for overall functionality, a rating it achieved because it offers the full collection of features you’d expect a proper Work OS to have for managing tasks and workflows. Many of these features are available on its free plan and first paid plan, the Unlimited Plan ( $7 per user, per month ), which is great value despite being more expensive than Teamwork’s Starter plan ( $5.99 per user, per month ).

But ClickUp isn’t all about task management. ClickUp is a 5/5 provider for data visualization (with lots of options for customizing your own charts and widgets) and gets a 4.3/5 for workflow creation, thanks to a huge range of custom templates available in the ‘Template Center’, as well as a custom automation builder that’s available on all plans.

When we tested ClickUp, some members of our testing group experienced long loading times and screen freezes, which led to an underwhelming ease of use score (3.9/5) this time round. I personally thought the setup was quick, but when I started to get into some of the more detailed functionalities of things, it became more complicated and I felt like I was running into dead ends, something I didn’t feel with Teamwork or monday.com.

However, ClickUp’s native email integration helps users tie in their email use, which might be a core concern for your business. ClickUp also recently added a new feature, Pulse, which uses Machine Learning to create automatic activity reports. there’s also now an AI assistant available on all ClickUp plans aside from its free plan, for just $5 per user per month .

Thanks to that low initial price point and relatively cheap third-tier Business plan, ClickUp scores a 4.4/5 for pricing. This makes it our joint-best value-for-money Work OS, tied with Teamwork. Check out our full ClickUp review for a more comprehensive look at all of its features.

ClickUp's List View

The List view & AI assistant in ClickUp. Image: Tech.co’s testing process.

ClickUp Pricing

All in all, when we tested ClickUp’s paid plans , it scored particularly high scores across the board. The provider has an impressive library of communication integrations, lots of task management tools, and integrates with top CRM Salesforce, helping it to a 4.4/5 for pricing overall.

  • Free ($0):  ClickUp has the best free Work OS on the market. Although it has a project limit of five, it’s got no user limit, custom and pre-built automations, custom project templates, a Gantt Chart with 100 uses, sub-tasks and task dependencies and a dashboard for data (100 uses).
  • Unlimited Access ($7 per user, per month): If you have a little bit of a budget to spend on software, definitely go for this ClickUp plan. The usage limits on some of the free plan features are lifted, as is the project limit, and there’s a calendar as well as 1,000 automations a month.
  • Business ($12 per user, per month ): this plan is geared toward larger businesses and has a 10,000 automation limit, a huge upgrade from the Unlimited plan. There are also custom chart and widget builders, so you’ll have more control over how your data is displayed in your Work OS. This plan also has burndown charts for teams deploying Scrum , the Agile working methodology.
  • Enterprise (tailored pricing): ClickUp’s enterprise package comes with a dedicated success manager and live onboarding training, as well as a single sign-on function and a tailored Enterprise API.

Before you purchase ClickUp, find out how it compares to other project management software .

Tech.co Work OS User Testing Score: 4.5/5 Best for? Displaying data

Asana is another work management solution that helps businesses handle everything: organizing, tracking, and managing and is used by big names like Uber and AirBnB .

Asana Logo

  • Unlimited storage
  • Plenty of third-party integrations
  • Incredible clean and intuitive interface
  • Easy to use dashboards and chart builder
  • Most key features require a Premium plan
  • Very high prices for larger teams
  • No phone-based support

Asana Team View

Asana overview: a Work OS with best-in-class automation

On our last round of testing, Asana scored 4.3/5 for task management because it provides a Gantt Chart, a Kanban board, time-tracking, and task dependencies, among other useful features. There’s also a spreadsheet view that supports formulas and a resource management feature on the Business and Enterprise plans.

Asana scored 4.8/5 for data visualization – there are 5 different types of charts you can create, and you can pull through data from custom fields you’ve made to display on your dashboard, which other competitors on this list won’t let you do. You can also use a counter-style widget if you have some data that can’t be displayed in a graph. However, none of these features are available on the free plan.

A data dashboard in Asana. Image: Tech.co’s testing process.

Further, the provider’s “Portfolios” functionality helps teams reduce work with project portfolio management, for any number of Work OS benefits, from high-level views for department heads to consolidated institutional knowledge that’s referenced frequently.

Asana scores 4.1/5 for workflow creation (3rd), thanks to one of the simple-to-use rule-based automation builder. While not as good as Teamwork’s , it’s much better than ClickUp’s automation builder, which is clunkier compared to Asana’s.

However, all things considered, Asana isn’t quite as clearly laid out as monday.com. Sometimes , when I clicked on tasks, it just felt like there was way too much on the screen. monday.com’s slightly more simplified interface is a bit less overwhelming, all things considered.

Asana Pricing

Asana, like monday.com, scores 3.7/5 for pricing – it’s a fantastic program, and the first paid plan, the Premium plan, has a lot of what you need to run a project for small teams. The only problem is providers like Teamwork offer very similar packages for less money ( $5.99 per user, per month ), making it better value for money overall.

  • Basic ($0):  Asana’s free plan is decent, but it lacks data visualization tools as well as important task management features. It also has a user limit of 15, so won’t be suitable for medium and large businesses (as well as some small ones) which will have more people who need access to the Work OS.
  • Premium tier ($10.99 per user, per month): there’s a full set of data visualization tools on this plan, as well as useful task management tools like a Gantt Chart, Milestones, and task dependencies.
  • Business tier ($24.99 per user, per month): This is the first plan that Asana will let you build custom automations with its incredible automation builder, which was really easy to use and the best one we tested in our last round of research. There’s also a resource management feature that’s useful for managing the available hours of team members.
  • The Enterprise plan (Bespoke Pricing):  This plan, as the name suggests, has enterprise-level capabilities, including increased data control, an Audit log API for security alerts and priority support (including a 99.9% uptime guarantee).

Tech.co Work OS User Testing Score: 4.4/5 Great for? Large Businesses, integrations

Wrike has more choices for larger businesses than most other providers, with an Enterprise and a Pinnacle plan. It’s also got an impressively large suite of useful integrations, scoring 5/5 in this assessment area on our recent tests.

Wrike Logo Small

  • No-nonsense, robust feature catalog
  • Lots of customizability
  • Strong task management and data tools
  • Huge integrations library
  • Not entirely easy to use
  • Difficult to use automation builder
  • Not the best for collaboration

Wrike Automations

Wrike overview: a Work OS with excellent integrations

Wrike scores 4.4/5 overall, making it the 5th best Work OS we’ve tested. It’ll be of particular interest to you if you’re looking for software for a large business, as Wrike has two plans geared towards enterprise-size companies. It also came joint first for task management (4.7/5), which means it’s more capable than the likes of Smartsheet, Asana, and even monday.com when it comes to handling complex tasks.

Although work management platforms like Wrike are designed to be an all-encompassing, central hub for your work operations, such is the way of 21st-century work, you’ll still probably end up using some other apps. That’s where Wrike has an advantage over the other work management platforms we’ve tested – it’s the only one to score 5/5 for integrations.

With Wrike, you’ll be able to connect to Salesforce, HubSpot, RingCentral, Teams, Zoom, Slack, Goto, CISCO, Quickbooks, Mailchimp, Zoho CRM, Xero, and a range of other integrations that are likely to have you covered if you use finance, marketing, CRM or communications platforms alongside it.

That’s not all, though – along with ClickUp and monday.com , Wrike is one of the Work OS programs with generative AI capabilities. There are AI-recommended tasks and even a project risk prediction function (although this is only available on paid plans). Wrike has a number of other AI tools coming soon too, including an intelligent search function, smart suggestions, and a work assistant.

Wrike Table view

The Table view in Wrike. Image: Tech.co’s testing process.

Wrike pricing

Wrike has a relatively limited free plan available, as well as Enterprise and Pinnacle plans that don’t have public pricing. Here’s the lowdown on all five plans:

  • Free Forever ( $0 ):  Wrike’s free plan has no project or user limit, which puts it ahead of some other free plans. However, there are very few budget and resource management features, no advanced reporting options, no dashboards, and no automation options.
  • Team plan ( $9.80 per user, per month ):  On the Team plan you’ll get automation capabilities and be able to create 50 actions per month. Instead of 2GB total storage, you’ll get 2GB per user, as well as personal work schedules, dynamic Gantt charts, and dashboards.
  • Business plan ( $24.99 per user, per month ):  Along with everything in the team plan, the Business plan offers real-time reports, AI-recommended tasks, sub-items, project risk prediction, custom templates & blueprints. You’ll also get a full suite of resource management tools, including a “Resource” view.
  • Enterprise plan ( custom pricing ):  The Enterprise plan is quite similar to the Business plan, but there’s a whole range of admin and security features that larger businesses will find useful, like two-step verification, admin permissions, and advanced user access controls.
  • Pinnacle plan ( custom pricing ): The pinnacle plan adds “locked spaces” for added security siloing, as well as some advanced resource and planning features, such as job roles. There are also a few extra advanced analytics tools thrown in.

Tech.co Work OS User Testing Score: 4.3/5 Best for? Basic, Simple Work OS

Trello’s 2021 team collaboration-centered upgrade gives the platform a range of views including a timeline, table, dashboard, and a calendar, and centers the service even more on team connection. However, it’s still a basic platform compared to the likes of monday.com and ClickUp – but that might be exactly what you’re looking for.

Trello Logo

  • Kanban-dominant approach
  • Automation is available on the free plan
  • Cheaper than most competitors
  • Live chat support on all paid plans
  • Very simple project templates
  • Basic functionality, not updated regularly
  • Sparse collaboration tools

Trello Power Ups

Trello overview: the best basic Work OS

Trello didn’t score as highly as some of the other providers on this list (4.3/5 overall). It is, however, a great solution for very basic task management without all the bells and whistles offered by monday.com’s Pro plan – and, sometimes, keeping it simple is the quickest route to success.

Its task management (2.9/5) and workflow creation (3/5) scores are nowhere near as high as Work OS programs like Asana’s scores, but not everyone needs a flashy data dashboard – particularly if your project isn’t data-intensive at all. And besides, Trello still has a very capable automation builder, loads of preset project templates, and a Kanban board.

Trello’s Kanban board. Image: Tech.co’s testing process.

Trello’s security score of 4.4/5 is very decent. Two-factor authentication is available on all plans, as is Google authentication and user permissions. There’s guest access available on all paid plans as well, which is a secure way to ensure stakeholders can view your project without accessing confidential information. However, there are no IP restriction capabilities (even on the Enterprise plan), which stops Trello from getting full marks.

One of the upsides to Trello is the customer support (5/5) options – on its Enterprise plan, which is priced at a very affordable $17.50 per user, per month , you’ll be able to contact the provider by phone, email, live chat whatever time of day your problem arises. This is certainly assuring, especially when downtime can cost some companies tens of thousands of dollars an hour.

“[Trello] is incredibly well signposted and really, really easy to use for what is required from a work management perspective,” said Natasha Willet, Tech.co’s Insights Manager, who took part in our work management platform testing.

Trello pricing

Trello scores 4/5 for pricing, and has one of the cheapest Enterprise tiers available at $17.50 per user, per month – a lot of competitors (monday.com, ClickUp, Asana, etc.) don’t even make their Enterprise pricing public.

Granted, Trello is not as feature-rich as many competitors, but it’s not trying to be – and Trello’s pricing matches that. You will, however, have to pay extra for some power-ups and add-ons. If you’re managing a large project, you may find it cheaper to buy a platform like monday.com, which won’t require much extra to be sufficiently functional.

  • Free ($0): Trello’s free plan is an excellent option for teams who don’t want to overcomplicate their task management or workday duties, but need an extra bit of organization and an efficiency boost. Trello will let you build automations on its free plan (although only 205 per month), as well as custom project templates. It has a user limit of 10 and 10MB per file, however, so it won’t suit most medium or larger businesses.
  • Standard ($5 per user, per month): On Trello’s first paid plan, you’ll get unlimited project boards, and you’ll be able to show stakeholders your progress via Guest access. The automation limit is expanded to 1,000 per month, but there are still no data visualization tools and you’re only entitled to Trello’s standard support.
  • Premium ($10 per user, per month):  On the premium plan you’ll be able to display data on dashboards, and you’ll have a calendar to aid better organization and forward planning. There are also some extra task management tools like a Gantt Chart and a spreadsheet-style view, as well as priority support.
  • Enterprise ($17.50 per user, per month): Trello’s plan for the largest businesses adds free Single Sign-On (SSO) into the mix and you can build multiple workspaces for different teams working on different projects.

Tech.co Work OS User Testing Score: 4.6/5 Best for? Ease of use

Smartsheet was the provider our research team finds the easiest to use (4.3/5, 1st) – and as it looks so similar to a spreadsheet, it might not quite be the “baptism of fire” other project management software might be.

Smartsheet Logo

  • Free Trial available
  • Familiar, spreadsheet-like interface
  • Great for any sized company
  • High scores for security & customer support
  • Some features have limited functionality
  • Not the easiest tool to use at first
  • Competitors like ClickUp have better collaboration features, such as an online whiteboard

smartsheet drawing a task depdency

Smartsheet overview: the best Work OS for spreadsheet fans

Smartsheet’s spreadsheet-style default layout means transitioning from Excel or Google Docs is quite straightforward. However, it only scored 3.6/5 on our recent ease-of-use tests, which contributed to an overall score reduction from 4.6/5 in 2022/23 to 4.2/5 in 2024.

When using the software, I found it a little hard to know where to start due to the range of options. As someone who hasn’t spent a huge amount of time using Excel, I felt a little lost initially. However, after about 45 minutes of playing around with stuff, it finally clicked and became super simple. It suddenly became a lot easier to navigate than Jira. But that initial confusion is something I didn’t experience when using monday.com and Teamwork .

“You have to spend a lot of time actually setting up this platform for a team” agrees James Macey, one of Tech.co’s software researchers who participated in our ease-of-use testing. “Other platforms are a bit more straight out of the box and ready to go.”

Smartsheet main interface

Despite this, Smartsheet performed well when it came to task management, scoring 4.1/5. All the basics you need are included, such as a Gantt chat, task dependencies, and sub-tasks. A range of preset project templates are included but you can also build your own, and a form builder is thrown in for post-project feedback.

The customer support options offered by Smartsheet are pretty good too, with the provider scoring 4.4/5 overall for this assessment area. Email support is available on every plan, while onboarding assistance, phone and 24/7 live support support can be purchased for a small fee if you subscribe to the Business plan (the Enterprise plan includes the latter two for free).

Smartsheet pricing

Smartsheet scores 4.2/5 for pricing, putting it 5th out of 10 providers in terms of value for money. The second tier is priced at $25 per user, per month – which is well over double the cost of equivalent unlimited and premium plans offered by ClickUp and Zoho Projects . However, Smartsheet has a free plan for one user and two “editors” who can also make changes to products, and its Pro plan is cheaper than monday.com’s Basic projects plan. The provider’s paid plans are structured like so:

  • Pro ( $7 per user, per month ) : Smartsheet’s first plan has a user limit of 25 and an automation limit of 250 per month. There’s also a 20GB storage cap, and you can only make a maximum of one data dashboard and five custom charts. Aside from that, it’s got a lot of tools for its price, including a Gantt Chart, a calendar, and the ability to add guests.
  • Business ( $25 per user, per month ) : The business plan from Smartsheet adds, on top of everything in the free plan, phone support (for an additional fee) and resource management tools. There’s also document editing and 1TB of storage, as well as unlimited automation and integration with Microsoft Teams.
  • Enterprise (custom pricing): you won’t have to pay for phone support on this plan, and there’s unlimited storage, custom email domains, advanced analytics, and work insights, plus other enterprise-level features like single sign-on.

The Benefits, Features and Capabilities of Work OS

Now, we’ll take you through some of the benefits of using a Work OS in a little bit more detail. Here are some of the main reasons why a Work OS will transform your work day:

Core Benefits

  • Centralization workflow and task management in one place
  • Ability to Automate the more menial elements of your workday
  • The streamlining of workflows and the subsequent time saved
  • Capacity to integrate vital data from other software
  • Clearer, in-context communication on the most important data

Additional Benefits

  • Getting a better handle on the critical path of your projects
  • Better management of asset-sharing between colleagues
  • Easier to convey findings to stakeholders in your projects/work
  • A smaller datasphere to manage
  • Minimization of the dark matter of a workday

Centralizing workflows creates less confusion

Since the pandemic, what has replaced our all-binding water cooler conversations and easy access? Too often, the answer is: inconsistently used management software or target documents.

If your team uses even just two different solutions, then comments and updates might slip through the cracks between them. Or worse, keeping everything up to date becomes an entire work task in itself.

“With different teams working across different tools for a variety of different tasks, teams inevitably become disconnected from their work and each other,” ClickUp’s Zeb Evans told Tech.co.

“With all elements of work moving digital – video chats, email, instant communication, project tracking, reporting, document creation, and so much more – workers are feeling burnt out just trying to keep up” – Zeb Evans, ClickUp.

This is perhaps the most important element of a Work OS – it should focus on making the essential aspects of any business’s workflow more manageable and, in turn, it’ll make people feel less burnt out, confused and unsure of whether they truly have the full picture.

Staying connected with colleagues and goals

Matthew Burns, Startup Ecosystems Leader at monday.com , sums up what makes a Work OS by contrasting it against more limited traditional tools:

“Unlike a conventional task tracking or project management tool, which is primarily a focused solution, a Work OS is designed to help teams plan and deliver on all of their work – like ideation, processes, projects, and initiatives – in one place” – Matthew Burns, monday.com.

The Work OS needs to be robust, given the shoes it has to fill to serve as the central software for a given business. It’ll have to be “innovative enough to replace all the software people already use or integrate with software they want to keep,” Evans added.

With a Work OS, tasks can be seen in the context of a wider project. A project can be seen in the context of a wider business strategy and a company’s (and an individual’s) goals. The timeline for that strategy can be viewed holistically or incrementally. Importantly, it provides a way for employees to understand their role in a business in multiple ways, wherever they are.

“A Work OS is designed to address this challenge by enabling cross-collaboration, transparency, and an open flow of information across a company – no matter how far apart teams may be” Matthew Burns, monday.com.

Once the team is freed from work silos and cut time-consuming tasks, that connection is easier than ever, no matter where they’re working from. In order to shake off the ways of the past, though, you’ll need to know what they are.

Learn if monday.com is the best value for you with our monday.com pricing guide

There are some core criteria a Work OS has to satisfy to be considered a true Work OS. These include:

  • It should be cloud-based , so it’s easily accessible from any device or location.
  • It should also focus on the essentials of a business workflow – planning, managing, and tracking projects and daily tasks
  • It must be flexible/customizable – the Work OS must be adaptable to the latest challenges facing your business.

But there are also other things you’ll have to consider when purchasing a Work OS. The main factors are going to be the size of your business , your budget for software, and the general level of tech savviness in your team .

Company size

Organizations of different sizes and different business functions will need different functions, whether it’s an easily flagged quick review process, or a messaging ability that ensures everyone’s comments on a project are in the same place.

Small Businesses can afford to be less concerned with the more expensive Work OS software plans. These often include enterprise-grade features that would be useless for smaller companies and analytics capabilities that just aren’t necessary. There’s also less pressure to go for complex software with a litany of features facilitating duties like managing multiple teams at once – if you only have one team, you don’t need a Work OS with a function like this.

Medium-sized Businesses as a category of business are perhaps home to the most variation in this context. Some medium-sized businesses will need enterprise-level capabilities and some won’t. One thing medium-sized businesses will have to look out for is user limits – Smartsheet’s “pro” plan, for example, has a user limit of 25, which will be too small for many medium-sized businesses.

Large Businesses will have to shop around for those enterprise-level capabilities that small businesses can afford to avoid. Larger companies are likely to be more concerned with compliance regulations and data security, considering how many people will be managing huge amounts of data, much of it likely to be confidential.

Of course, budget is almost always the biggest consideration – and in an economic climate like the one we’re currently in, there’s even more pressure to spend well on software that guarantees ROI.

If you have no budget for Work OS Software , then you’ll be looking exclusively at free plans. Just be sure to not focus too much on the features on offer – many providers have quite strict user limits. monday.com’s free plan, for example, is only available for a maximum of two people, while ClickUp’s free Work OS app only allows for a maximum of five projects.

Remember though, in the second case, you could always just make a new account when you run out of projects (which may solve that issue for smaller businesses working on less than five projects simultaneously). That’s just one example of a consideration you should take into account when reviewing free project management software or Work OS programs.

If you do have a budget for software, and you want to make a Work OS your priority, then make sure you’re looking at Tech.co’s pricing scores. In terms of value for money, it’s those first paid plans like Teamwork’s Starter plan ( $5.99 per user, per month ) and Trello’s (also $5 per user, per month ) that are often the best bets – lots of restrictions from free plans are often removed and, if you don’t necessarily need the enterprise-grade features of the most expensive plans, it’s a no-brainer.

The other thing to think about, however big your budget is, is how much money you’ll be saving by centralizing your operations around a multi-functional Work OS that can do it all. You might be able to cancel your subscriptions to other applications if you find a program that’s feature-rich enough to deal with all your work needs.

So, it might actually save you money to go with a more expensive Work OS that really does it all, and escape the multi-software hell many of us have found ourselves in post-pandemic.

Your team’s tech-savviness

A third consideration you’ll have to take into account is how tech-savvy your team is. Not all employees have the time to be tech whizzes, and even averagely complex software can feel intimidating if you’ve only just managed to get your head around the fact you can make two different tabs in the same spreadsheet.

Luckily, there’s enough clear, uncluttered, and intuitive Work OS software on the market to get around this stumbling block. Asana’s user interface is easy to navigate around, and Smartsheet is a great option if you want a smooth transition away from spreadsheets.

How a Work OS Makes Remote Work Easier

There are a number of issues that arise when working remotely, some of which come down to hardware setup. One recent survey found the two biggest self-reported work-from-home tech struggles were slow connection and slow devices.

Slow file downloads and dropped calls were also high on the list, further driving home the biggest practical concern facing a hybrid work environment: not all broadband speeds were created equal.

Struggles of remote work

Chart via InMyArea.com

Even with these problems, using a Work OS can help — you’ll streamline processes that could otherwise keep you switching between a handful of internet-eating software rather than just one. But, the Work OS needs to be flexible enough to meet employees where they are, and internet speeds are just one consideration.

“The ability to transition the employee experience from human to virtual is complex and fraught with landmines,”  – Matt Abbott, Head of Recruiting Services, The Sourcery .

Abbott recommends any businesses frustrated with their workflow ask themselves three questions before adopting a new software:

  • What problem are we solving?
  • Does the tool mesh with our company culture?
  • Is this a problem to solve using software, or can we efficiently humanize the process?

Don’t go for the quick fix, particularly in the transition from multiple software tools to one, centralized Work OS. If the value of the software isn’t clear to the entire organization, you run the risk of adding yet another micromanaging tool to a long list of them; the opposite of your end goal.

How We Chose the Best Work OS: Our Research

Here at Tech.co, we can give you the guarantee that we only write about products we’ve researched and tested . In order to do this fairly, we create research frameworks and criteria upon which to assess them, based on conversations with small and medium-sized businesses that want to make informed purchases.

If businesses are telling us that one of their key decision-making factors is how easy a product is to use (which many have) we’ll put that front and center of our research frameworks. There’s one rule we have when it comes to research: if we don’t have the data, we don’t write the review.

We’re very upfront about the fact that we have commercial partnerships with some of the providers we write about (see the wording at the top and bottom of this review). However, our commercial partnerships never, ever impact our editorial independence , rankings, or impartiality when it comes to judging software. That is something we won’t compromise on.

Work OS research at Tech.co

Work OS and project management software research is performed very regularly at Tech.co as it’s one of the software categories we cover that changes frequently. The good thing is that this allows us to keep updating you with the very latest market insights, feature updates, and pricing changes.

For our Work OS research, the core criteria we honed in on (based on the pain points voiced by real businesses) were:

  • Ease of Use – an assessment of the platform’s user experience when completing basic project management tasks.
  • Pricing – an analysis of how many features users get on a provider’s plans for the price they pay.
  • Customer Support – an assessment of the customer support options on offer.
  • Functionality  – analysis of both the quantity and quality of features provided by the software.
  • Security  – an assessment of the security features on offer, and which plans they feature on.
  • Integrations  – an analysis of both the quantity and quality of features provided by the software.

Because “functionality” is such a broad category, we broke this down further into four sub-categories into which all Work OS features fall. These include:

  • Task Management – assessment of the performance of a provider’s task management features (e.g. Kanban boards).
  • Project and Workflow Creation – assessment of project and workflow creation features on offer (e.g. project templates).
  • Data Visualization – assessment of features that aid the presentation of data (e.g. preset charts and widgets).
  • Collaboration – assessment of features designed for communication with team members (e.g. an instant messenger).

Verdict: monday.com is the best Work OS

monday.com’s multitude of task management features and impressive ease of use score helped it achieve a 4.7/5 in our testing, narrowly beating Teamwork to be crowned the best Work OS out there. monday.com’s first paid plan costs just $9 per user, per month , and the way it pairs a simple interface with powerful tools makes it perfect for managing and organizing day-to-day duties.

The pandemic started over and, since then, the world has changed dramatically. Importantly, our work changed forever along with it. Right now, employees working remotely and in the office feel overwhelmed by the amount of software that they now have to use. A Work OS, like the one provided by monday.com, can change that – not only will it streamline your workflows and make projects easier to follow and track, but it’ll save your staff precious time and energy too.

We explain more about work operating systems and answer common FAQs about Work OS tools.

What is a Work OS?

What are the benefits of a work os, what's the difference between work os and project management software, what's the best work operating system, what is os project management.

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medRxiv

Neurobiology-based Cognitive Biotypes Using Multi-scale Intrinsic Connectivity Networks in Psychotic Disorders

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  • ORCID record for Pablo Andrés-Camazón
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Objective Understanding the neurobiology of cognitive dysfunction in psychotic disorders remains elusive, as does developing effective interventions. Limited knowledge about the biological heterogeneity of cognitive dysfunction hinders progress. This study aimed to identify subgroups of patients with psychosis with distinct patterns of functional brain alterations related to cognition (cognitive biotypes).

Methods B-SNIP consortium data (2,270 participants including participants with psychotic disorders, relatives, and controls) was analyzed. Researchers used reference-informed independent component analysis and the NeuroMark 100k multi-scale intrinsic connectivity networks (ICN) template to obtain subject-specific ICNs and whole-brain functional network connectivity (FNC). FNC features associated with cognitive performance were identified through multivariate joint analysis. K-means clustering identified subgroups of patients based on these features in a discovery set. Subgroups were further evaluated in a replication set and in relatives.

Results Two biotypes with different functional brain alteration patterns were identified. Biotype 1 exhibited brain-wide alterations, involving hypoconnectivity in cerebellar-subcortical and somatomotor-visual networks and worse cognitive performance. Biotype 2 exhibited hyperconnectivity in somatomotor-subcortical networks and hypoconnectivity in somatomotor-high cognitive processing networks, and better preserved cognitive performance. Demographic, clinical, cognitive, and FNC characteristics of biotypes were consistent in discovery and replication sets, and in relatives. 70.12% of relatives belonged to the same biotype as their affected family members.

Conclusions These findings suggest two distinctive psychosis-related cognitive biotypes with differing functional brain patterns shared with their relatives. Patient stratification based on these biotypes instead of traditional diagnosis may help to optimize future research and clinical trials addressing cognitive dysfunction in psychotic disorders.

Competing Interest Statement

PAC has received travel support from Neuraxpharm and ROVI. CDC has received honoraria or travel support from Angelini and Janssen. JC, RB, VC, and AI report no financial relationships with commercial interests.

Funding Statement

PAC has received grant support from Programa Intramural de Impulso a la I+D+i 2023 (Instituto de Investigacion Sanitaria Gregorio Maranon). CDC has received grant support from Instituto de Salud Carlos III, Spanish Ministry of Science and Innovation (PI20/00721, JR19/00024) and the European Commission (grant 101057182, project Youth-GEMs). VC has received grant support from the National Institutes of Health (R01MH123610). AI has received grant support from the National Institutes of Health (R01MH123610).

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

The storage and management of the data and access procedures are overseen by the National Institute of Mental Health (NIMH) through the National Data Archive (NDA). The Institutional Review Board approved the project at each participating institution: Athens, GA (University of Georgia, B-SNIP2 only); Baltimore, MD (University of Maryland School of Medicine, B-SNIP1 only); Boston, MA (Harvard Medical School), Chicago IL (University of Illinois-Chicago for B-SNIP1 and University of Chicago for B-SNIP2); Dallas, TX (University of Texas Southwestern Medical Center), Detroit MI (Wayne State University, B-SNIP1 only); and Hartford, CT (Yale University School of Medicine).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

The storage and management of the data and access procedures are overseen by the National Institute of Mental Health (NIMH) through the National Data Archive (NDA).

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    Research proposal examples. Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We've included a few for you below. Example research proposal #1: "A Conceptual Framework for Scheduling Constraint Management".

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    being granted by the University, for example, if your research for the work-based project requires participation of those under the age of 16 or adults lacking the capacity to provide consent. It is important that apprentices discuss their ideas early in order to facilitate the smooth navigation through the applicable ethical approval process.

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    Furthermore, benchmarks should evolve as the project progresses. The way we work is to define a benchmark at the beginning of the project, based on our understanding of the problem at that specific point in time. As we work, new challenges arise. To make sure we solve these challenges, new and specific benchmarks are developed. Step 2: Planning

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    17 Research Proposal Examples. By Chris Drew (PhD) / January 12, 2024. A research proposal systematically and transparently outlines a proposed research project. The purpose of a research proposal is to demonstrate a project's viability and the researcher's preparedness to conduct an academic study. It serves as a roadmap for the researcher.

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    Work-based learning (WBL) in higher education. Among the most significant changes which have occurred in UK Higher Education over the past 30 years is the introduction and development of WBL into the university curriculum. While this has not been fully embraced in all universities it is, nevertheless, now recognised as a key way in which the gap between higher education and the world of work ...

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  27. Neurobiology-based Cognitive Biotypes Using Multi-scale Intrinsic

    Objective: Understanding the neurobiology of cognitive dysfunction in psychotic disorders remains elusive, as does developing effective interventions. Limited knowledge about the biological heterogeneity of cognitive dysfunction hinders progress. This study aimed to identify subgroups of patients with psychosis with distinct patterns of functional brain alterations related to cognition ...