how to write practical implications in research

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How to Write an “Implications of Research” Section

4-minute read

• 24th October 2022

When writing research papers , theses, journal articles, or dissertations, one cannot ignore the importance of research. You’re not only the writer of your paper but also the researcher ! Moreover, it’s not just about researching your topic, filling your paper with abundant citations, and topping it off with a reference list. You need to dig deep into your research and provide related literature on your topic. You must also discuss the implications of your research.

Interested in learning more about implications of research? Read on! This post will define these implications, why they’re essential, and most importantly, how to write them. If you’re a visual learner, you might enjoy this video .

What Are Implications of Research?

Implications are potential questions from your research that justify further exploration. They state how your research findings could affect policies, theories, and/or practices.

Implications can either be practical or theoretical. The former is the direct impact of your findings on related practices, whereas the latter is the impact on the theories you have chosen in your study.

Example of a practical implication: If you’re researching a teaching method, the implication would be how teachers can use that method based on your findings.

Example of a theoretical implication: You added a new variable to Theory A so that it could cover a broader perspective.

Finally, implications aren’t the same as recommendations, and it’s important to know the difference between them .

Questions you should consider when developing the implications section:

●  What is the significance of your findings?

●  How do the findings of your study fit with or contradict existing research on this topic?

●  Do your results support or challenge existing theories? If they support them, what new information do they contribute? If they challenge them, why do you think that is?

Why Are Implications Important?

You need implications for the following reasons:

● To reflect on what you set out to accomplish in the first place

● To see if there’s a change to the initial perspective, now that you’ve collected the data

● To inform your audience, who might be curious about the impact of your research

How to Write an Implications Section

Usually, you write your research implications in the discussion section of your paper. This is the section before the conclusion when you discuss all the hard work you did. Additionally, you’ll write the implications section before making recommendations for future research.

Implications should begin with what you discovered in your study, which differs from what previous studies found, and then you can discuss the implications of your findings.

Your implications need to be specific, meaning you should show the exact contributions of your research and why they’re essential. They should also begin with a specific sentence structure.

Examples of starting implication sentences:

●  These results build on existing evidence of…

●  These findings suggest that…

●  These results should be considered when…

●  While previous research has focused on x , these results show that y …

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You should write your implications after you’ve stated the results of your research. In other words, summarize your findings and put them into context.

The result : One study found that young learners enjoy short activities when learning a foreign language.

The implications : This result suggests that foreign language teachers use short activities when teaching young learners, as they positively affect learning.

 Example 2

The result : One study found that people who listen to calming music just before going to bed sleep better than those who watch TV.

The implications : These findings suggest that listening to calming music aids sleep quality, whereas watching TV does not.

To summarize, remember these key pointers:

●  Implications are the impact of your findings on the field of study.

●  They serve as a reflection of the research you’ve conducted.              

●  They show the specific contributions of your findings and why the audience should care.

●  They can be practical or theoretical.

●  They aren’t the same as recommendations.

●  You write them in the discussion section of the paper.

●  State the results first, and then state their implications.

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What are Implications in Research?

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Table of Contents

Manuscripts that do not mention the implications of the study are often desk-rejected by journals. What constitutes the ‘implications’ of research, and why is it important to include research implications in your manuscript?

Research implications: An overview

Once you have laid out the key findings in your paper, you have to discuss how they will likely impact the world. What is the significance of your study to policymakers, the lay person, or other researchers? This speculation, made in good faith, constitutes your study’ implications.

A research paper that does not explain the study’s importance in light of its findings exists in a vacuum. The paper may be relevant to you, the author, and some of your co-workers. But it is unclear how others will benefit from reading it.

How can the findings of your study help create a better world? What can we infer from your conclusion about the current state of research in your field or the quality of methods you employed? These are all important implications of your study.

You cannot predict how your study will influence the world or research in the future. You can only make reasonable speculations. In order to ensure that the implications are reasonable, you have to be mindful of the limitations of your study.

In the research context, only speculations supported by data count as valid implications. If the implications you draw do not logically follow the key findings of your study, they may sound overblown or outright preposterous.

Suppose your study evaluated the effects of a new drug in the adult population. In that case, you could not honestly speculate on how the drug will impact paediatric care. Thus, the implications you draw from your study cannot exceed its scope.

Practical implications

Imagine that your study found a popular type of cognitive therapy to be ineffective in treating insomnia. Your findings imply that psychologists using this type of therapy were not seeing actual results but an expectancy effect. Studies that can potentially impact real-world problems by prompting policy change or change in treatments have practical implications.

It can be helpful to understand the difference between an implication of your study and a recommendation. Suppose your study compares two or more types of therapy, ranks them in the order of effectiveness, and explicitly asks clinicians to follow the most effective type. The suggestion made in the end constitutes a ‘recommendation’ and not an ‘implication’.

Theoretical implications

Are your findings in line with previous research? Did your results validate the methods used in previous research or invalidate them? Has your study discovered a new and helpful way to do experiments? Speculations on how your findings can potentially impact research in your field of study are theoretical implications.

The main difference between practical and theoretical implications is that theoretical implications may not be readily helpful to policymakers or the public.

How to Write Implications in Research

Implications usually form an essential part of the conclusion section of a research paper. As we have mentioned in a previous article, this section starts by summarising your work, but this time emphasises your work’s significance .

While writing the implications, it is helpful to ask, “who will benefit the most from reading my paper?”—policymakers, physicians, the public, or other researchers. Once you know your target population, explain how your findings can help them.

Think about how the findings in your study are similar or dissimilar to the findings of previous studies. Your study may reaffirm or disprove the results of other studies. This is an important implication.

Suggest future directions for research in the subject area in light of your findings or further research to confirm your findings. These are also crucial implications.

Do not try to exaggerate your results, and make sure your tone reflects the strength of your findings. If the implications mentioned in your paper are convincing, it can improve visibility for your work and spur similar studies in your field.

For more information on the importance of implications in research, and guidance on how to include them in your manuscript, visit Elsevier Author Services now!

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• A Research Guide
• Research Paper Guide

How to Write Implications in Research

• Implications definition
• Recommendations vs implications
• Types of implications in research
• Step-by-step implications writing guide

Research implications examples

What the implications of the research definition?

• Theoretical implications stand for all the new additions to theories that have already been presented in the past. At the same time, one can use a totally new theory that provides a background and a framework for a study.
• Practical implications are about potential consequences that show the practical side of things.

Recommendations VS Implications

• Implied content versus proposed writing. It means that an implication should provide an outcome from your study. The recommendation is always based on the outcome, along with your words as a personal opinion.
• Potential impact a study may have versus a specific act. When you are composing your research paper, your implications have the purpose of discussing how the findings of the study matter. They should tell how your research has an impact on the subject that you address. Now, unlike the implications section of the research paper, recommendations refer to peculiar actions or steps you must take. They should be based on your opinion precisely and talk about what must be done since your research findings confirm that.

What are the types of implications in research?

• Political implications. These are mostly common for Law and Political Sciences students basing implications on a certain study, a speech, or legislative standards. It is a case when implications and recommendations can also be used to achieve an efficient result.
• Technological implications. When dealing with a technological implication, it serves as special implications for future research manuals where you discuss the study with several examples. Do not use a methodology in this section, as it can only be mentioned briefly.
• Findings related to policies. When you have implemented a special policy or you are dealing with a medical or legal finding, you should add it to your policy. Adding an implications section is necessary when it must be highlighted in your research.
• Topical (subject) implications. These are based on your subject and serve as a way to clarify things or as a method to narrow things down by supporting the finding before it is linked to a thesis statement or your main scientific argument.

Step-by-step implications in research writing guide

Step 1: talk about what has been discovered in your research., step 2: name the differences compared to what previous studies have found., step 3: discuss the implications of your findings., step 4: add specific information to showcase your contributions., step 5: match it with your discussion and thesis statement..

Green energy can benefit from the use of vertical turbines versus horizontal turbines due to construction methods and saving costs. 

The use of AI-based apps that contain repetition and grammar-checking will help ESL students and learners with special needs. 

Most studies provide more research on the social emphasis that influences the problem of bullying in the village area. It points out that most people have different cultural behavior where the problem of bullying is approached differently.

If you encounter challenges in terms of precise replication, you can use a CR genetic code to follow the policies used in 1994. Considering the theoretical limitations, it is necessary to provide exact theories and practical steps. It will help to resolve the challenge and compare what has been available back then. It will help to trace the temporal backline. 

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Research Implications & Recommendations

A Plain-Language Explainer With Examples + FREE Template

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

The research implications and recommendations are closely related but distinctly different concepts that often trip students up. Here, we’ll unpack them using plain language and loads of examples , so that you can approach your project with confidence.

Overview: Implications & Recommendations

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

Implications & Recommendations 101

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

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

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

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

Need a helping hand?

Examples: Implications & Recommendations

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

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

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

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

The “Big 3” Categories

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

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

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

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

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

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

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

How To Write The  Sections

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

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

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

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

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

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

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

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

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

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

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

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

FAQs: Implications & Recommendations

How do i determine the implications of my study.

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

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

Should I discuss both positive and negative implications?

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

Can my research implications be speculative?

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

How do I formulate recommendations?

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

How specific should my recommendations be?

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

Can I recommend future research in my recommendations?

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

Wrapping Up: Key Takeaways

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

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

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

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Implications in research: A quick guide

Last updated

11 January 2024

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Short on time? Get an AI generated summary of this article instead

Implications are a bridge between data and action, giving insight into the effects of the research and what it means. It's a chance for researchers to explain the  why  behind the research. 

When writing a research paper , reviewers will want to see you clearly state the implications of your research. If it's missing, they’ll likely reject your article. 

Let's explore what research implications are, why they matter, and how to include them in your next article or research paper. 

• What are implications in research?

Research implications are the consequences of research findings. They go beyond results and explore your research’s ramifications. 

Researchers can connect their research to the real-world impact by identifying the implications. These can inform further research, shape policy, or spark new solutions to old problems. 

Always clearly state your implications so they’re obvious to the reader. Never leave the reader to guess why your research matters. While it might seem obvious to you, it may not be evident to someone who isn't a subject matter expert. 

For example, you may do important sociological research with political implications. If a policymaker can't understand or connect those implications logically with your research, it reduces your impact.

• What are the key features of implications?

When writing your implications, ensure they have these key features: 

Implications should be clear, concise, and easily understood by a broad audience. You'll want to avoid overly technical language or jargon. Clearly stating your implications increases their impact and accessibility. 

Implications should link to specific results within your research to ensure they’re grounded in reality. You want them to demonstrate an impact on a particular field or research topic . 

Evidence-based

Give your implications a solid foundation of evidence. They need to be rational and based on data from your research, not conjecture. An evidence-based approach to implications will lend credibility and validity to your work.

Implications should take a balanced approach, considering the research's potential positive and negative consequences. A balanced perspective acknowledges the challenges and limitations of research and their impact on stakeholders. 

Future-oriented

Don't confine your implications to their immediate outcomes. You can explore the long-term effects of the research, including the impact on future research, policy decisions, and societal changes. Looking beyond the immediate adds more relevance to your research. 

When your implications capture these key characteristics, your research becomes more meaningful, impactful, and engaging. 

• Types of implications in research

The implications of your research will largely depend on what you are researching. 

However, we can broadly categorize the implications of research into two types: 

Practical: These implications focus on real-world applications and could improve policies and practices.

Theoretical: These implications are broader and might suggest changes to existing theories of models of the world. 

You'll first consider your research's implications in these two broad categories. Will your key findings have a real-world impact? Or are they challenging existing theories? 

Once you've established whether the implications are theoretical or practical, you can break your implication into more specific types. This might include: 

Political implications: How findings influence governance, policies, or political decisions

Social implications: Effects on societal norms, behaviors, or cultural practices

Technological implications: Impact on technological advancements or innovation

Clinical implications: Effects on healthcare, treatments, or medical practices

Commercial or business-relevant implications: Possible strategic paths or actions

Implications for future research: Guidance for future research, such as new avenues of study or refining the study methods

When thinking about the implications of your research, keep them clear and relevant. Consider the limitations and context of your research. 

For example, if your study focuses on a specific population in South America, you may not be able to claim the research has the same impact on the global population. The implication may be that we need further research on other population groups. 

• Understanding recommendations vs. implications

While "recommendations" and "implications" may be interchangeable, they have distinct roles within research.

Recommendations suggest action. They are specific, actionable suggestions you could take based on the research. Recommendations may be a part of the larger implication. 

Implications explain consequences. They are broader statements about how the research impacts specific fields, industries, institutions, or societies. 

Within a paper, you should always identify your implications before making recommendations. 

While every good research paper will include implications of research, it's not always necessary to include recommendations. Some research could have an extraordinary impact without real-world recommendations. 

• How to write implications in research

Including implications of research in your article or journal submission is essential. You need to clearly state your implications to tell the reviewer or reader why your research matters. 

Because implications are so important, writing them can feel overwhelming.

Here’s our step-by-step guide to make the process more manageable:

1. Summarize your key findings

Start by summarizing your research and highlighting the key discoveries or emerging patterns. This summary will become the foundation of your implications. 

2. Identify the implications

Think critically about the potential impact of your key findings. Consider how your research could influence practices, policies, theories, or societal norms. 

Address the positive and negative implications, and acknowledge the limitations and challenges of your research. 

If you still need to figure out the implications of your research, reread your introduction. Your introduction should include why you’re researching the subject and who might be interested in the results. This can help you consider the implications of your final research. 

3. Consider the larger impact

Go beyond the immediate impact and explore the implications on stakeholders outside your research group. You might include policymakers, practitioners, or other researchers.

4. Support with evidence

Cite specific findings from your research that support the implications. Connect them to your original thesis statement. 

You may have included why this research matters in your introduction, but now you'll want to support that implication with evidence from your research. 

Your evidence may result in implications that differ from the expected impact you cited in the introduction of your paper or your thesis statement. 

5. Review for clarity

Review your implications to ensure they are clear, concise, and jargon-free. Double-check that your implications link directly to your research findings and original thesis statement. 

Following these steps communicates your research implications effectively, boosting its long-term impact. 

Where do implications go in your research paper?

Implications often appear in the discussion section of a research paper between the presentation of findings and the conclusion. 

Putting them here allows you to naturally transition from the key findings to why the research matters. You'll be able to convey the larger impact of your research and transition to a conclusion.

• Examples of research implications

Thinking about and writing research implications can be tricky. 

To spark your critical thinking skills and articulate implications for your research, here are a few hypothetical examples of research implications: 

Teaching strategies

A study investigating the effectiveness of a new teaching method might have practical implications for educators. 

The research might suggest modifying current teaching strategies or changing the curriculum’s design. 

There may be an implication for further research into effective teaching methods and their impact on student testing scores. 

Social media impact

A research paper examines the impact of social media on teen mental health. 

Researchers find that spending over an hour on social media daily has significantly worse mental health effects than 15 minutes. 

There could be theoretical implications around the relationship between technology and human behavior. There could also be practical implications in writing responsible social media usage guidelines. 

Disease prevalence

A study analyzes the prevalence of a particular disease in a specific population. 

The researchers find this disease occurs in higher numbers in mountain communities. This could have practical implications on policy for healthcare allocation and resource distribution. 

There may be an implication for further research into why the disease appears in higher numbers at higher altitudes.

These examples demonstrate the considerable range of implications that research can generate.

Clearly articulating the implications of research allows you to enhance the impact and visibility of your work as a researcher. It also enables you to contribute to societal advancements by sharing your knowledge.

The implications of your work could make positive changes in the world around us.

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What Are Implications in Research? | Examples & Tips

As a researcher, you know you need to provide a background for your study and a clear rationale and to formulate the statement of the problem in a way that leaves no doubt that your work is relevant and important. You also need to guide the reader carefully through your story from beginning to end without leaving any methodological questions unanswered. 

But many authors, when arriving at the end of their paper, run out of steam or lose the thread a bit and struggle with finding an ending for their work. Something can then appear missing, even if the discussion section summarizes the findings clearly, relates them back to the questions raised in the introduction section , and discusses them in the context of earlier works. A tired author who just made it to the end can often not see these missing elements and may finish off their paper with a conclusion section that is more or less a repetition of what has already been stated. After all, what more is there to be said? 

But as sure as the sun will rise again the day after you finally submitted, you will get your paper back from your supervisor or the reviewers with a comment that says, “implications are missing.” For a reader who is not as invested in every little detail of your design and analyses, the main questions that a paper has to answer are “why was this study necessary?” and “why are the findings of this study significant, and for whom, and what are we supposed to do with them now?” The latter are the implications of your work. 

Didn’t I explain the implications in my introduction section?

You will hopefully have already explained why and for whom your study is important. But you now also need to clearly state how you think your actual findings (which might differ from what you expected to find at the beginning) may be relevant and/or can be used in practical or theoretical ways, for future research, or by policymakers. These implications need to be based on your study’s parameters and results, and potential limitations of your methodology or sample should be taken into account to avoid overgeneralization. 

If you make the reader guess what the significance of your work might be or let them assume you don’t think that your work will be important for anyone except yourself and your colleagues who share your enthusiasm because they are working on the same topic, then an editor or reviewer might easily see that as a reason for a desk-reject. To avoid this, in the following, we will give you an overview of the different types of implications that research findings can have, provide some examples for your inspiration, and clarify where your implications should go in your paper. 

Table of Contents:

• Types of Implications in Research

Recommendations Versus Implications 

• Research Implications Examples 
• Where Do the Implications Go in Your paper?

Types of Implications in Research 

Depending on the type of research you are doing (clinical, philosophical, political…) the implications of your findings can likewise be clinical, philosophical, political, social, ethical—you name it. The most important distinction, however, is the one between practical implications and theoretical implications, and what many reviewers immediately notice and flag as an issue is when there is no mention of any kind of practical contribution of the work described in a paper. 

Of course, if you study a mathematical theory, then your findings might simply lead to the debunking of another theory as false, and you might need to do some mental gymnastics if you really wanted to apply that to a real-world problem. But chances are, in that case, your reviewers and readers won’t ask for a real-world implication. In most other cases, however, if you really want to convince your audience that your work deserves attention, publication, prizes, and whatnot, then you need to link whatever you did in the lab or found in the library to real life and highlight how your findings might have a lasting effect on your field (for example, methodologically), common practices (e.g., patient treatment or teaching standards), society at large (maybe the way we communicate), or ethical standards (e.g., in animal research). 

The question is not whether your findings will change the world, but whether they could if they were publicized and implemented—according to the Merriam-Webster online dictionary , the essential meaning of implication is a “possible future effect or result”. This possible result is what you have to identify and describe. And while being creative is certainly allowed, make sure your assumptions stay within realistic expectations, and don’t forget to take the limitations of your methodology or your sample into account. 

If you studied the genetic basis of a disease in some animal model, then make sure you have good reason to draw conclusions about the treatment of the same disease in humans if you don’t want to put off the editor who decides whether to even send your manuscript out for review. Likewise, if you explored the effects of the Covid-19 pandemic on higher education institutions in your country, then make sure the conclusions you draw hold in the context of other countries’ pandemic situations and restrictions and differences across education systems before you claim that they are relevant in a global context. 

Implications, as we already explored, state the importance of your study and how your findings may be relevant for the fine-tuning of certain practices, theoretical models, policymaking, or future research studies. As stated earlier, that does not necessarily mean that you believe your findings will change the world tomorrow, but that you have reason to believe they could have an impact in a specific way. Recommendations, on the other hand, are specific suggestions regarding the best course of action in a certain situation based on your findings. If, for example, you used three different established methods in your field to tackle the same problem, compared the outcomes, and concluded that one of these methods is, in fact, insufficient and should not be used anymore, then that is a recommendation for future research. 

Or if you analyzed how a monetary “Corona support program” in your country affected the local economy and found that most of the money the government provided went to Amazon and not to local businesses, then you can recommend that your government come up with a better plan next time. Such specific recommendations should usually follow the implications, not the other way around, because you always need to identify the implications of your work, but not every study allows the author to make practical suggestions or real-world recommendations.

Research Implications Examples

Clinical implications  .

Let’s say you discovered a new antibiotic that could eliminate a specific pathogen effectively without generating resistance (the main problem with antibiotics). The clinical implications of your findings would then be that infections with this pathogen could be more rapidly treated than before (without you predicting or suggesting any specific action to happen as a result of your findings). A recommendation would be that doctors should start using this new antibiotic, that it should be included in the official treatment guidelines, that it should be covered by the national health insurance of your country, etc.—but depending on how conclusive your findings are or how much more research or development might be needed to get from your findings to the actual medication, such recommendations might be a big stretch. The implications, however, since they state the potential of your findings, are valid in any case and should not be missing from your discussion section, even if your findings are just one small step along the way.

Social implications 

The social implications of the study are defined as the ability or potential of research to impact society in visible ways. One of the obvious fields of research that strives for a social impact through the implementation of evidence that increases the overall quality of people’s lives is psychology. Whether your research explores the new work-life-balance movement and its effect on mental well-being, psychological interventions at schools to compensate for the stress many children are experiencing since the beginning of the Covid-19 pandemic, or how work from home is changing family dynamics, you can most likely draw conclusions that go beyond just your study sample and describe potential (theoretical or practical) effects of your findings in the real world. Be careful, however, that you don’t overgeneralize from your sample or your data to the general population without having solid reasons to do so (and explain those reasons).

Implications for future research

Even if your findings are not going to lead to societal changes, new educational policies, or an overhaul of the national pension system, they might have important implications for future research studies. Maybe you used a new technique that is more precise or more efficient or way cheaper than existing methods and this could enable more labs around the world to study a specific problem. Or maybe you found that a gene that is known to be involved in one disease might also be involved in another disease, which opens up new avenues for research and treatment options. As stated earlier, make sure you don’t confuse recommendations (which you might not be able to make, based on your findings, and don’t necessarily have to) with implications, which are the potential effect that your findings could have—independently of whether you have any influence on that. 

Where Do the Implications Go in Your Paper? 

The implications are part of your discussion section, where you summarize your findings and then put them into context—this context being earlier research but also the potential effect your findings could have in the real world, in whatever scenario you think might be relevant. There is no “implication section” and no rule as to where in the discussion section you need to include these details because the order of information depends on how you structured your methods and your results section and how your findings turned out to prove or disprove your hypotheses. You simply need to work the potential effects of your findings into your discussion section in a logical way.

But the order of information is relevant when it comes to your conclusion at the very end of your discussion section: Here, you start with a very short summary of your study and results, then provide the (theoretical, practical, ethical, social, technological…) implications of your work, and end with a specific recommendation if (and only if) your findings call for that. If you have not paid attention to the importance of your implications while writing your discussion section, then this is your chance to fix that before you finalize and submit your paper and let an editor and reviewers judge the relevance of your work. 

Make sure you do not suddenly come up with practical ideas that look like they were plucked out of the air because someone reminded you to “add some implications” at the last minute. If you don’t know where to start, then go back to your introduction section, look at your rationale and research questions, look at how your findings answered those questions, and ask yourself who else could benefit from knowing what you know now.

Consider Using English Editing Services 

And before you submit your manuscript to your target journal’s editor, be sure to get professional English editing services from Wordvice, including academic editing and manuscript editing , which are tailored to the needs of your paper’s subject area. If you need instant proofreading or paraphrasing while drafting your work, check out our online AI Text Editor , Wordvice AI, which is trained on millions of words of academic writing data and tailored for research writers.

For more advice on how to write all the different parts of your research paper , on how to make a research paper outline if you are struggling with putting everything you did together, or on how to write the best cover letter that will convince an editor to send your manuscript out for review, head over to the Wordvice academic resources pages, where we have dozens of helpful articles and videos on research writing and publications.

Educational resources and simple solutions for your research journey

What are Implications and Recommendations in Research? How to Write It, with Examples

Highly cited research articles often contain both implications and recommendations , but there is often some confusion around the difference between implications and recommendations in research. Implications of a study are the impact your research makes in your chosen area; they discuss how the findings of the study may be important to justify further exploration of your research topic. Research recommendations suggest future actions or subsequent steps supported by your research findings. It helps to improve your field of research or cross-disciplinary fields through future research or provides frameworks for decision-makers or policymakers. Recommendations are the action plan you propose based on the outcome.

In this article, we aim to simplify these concepts for researchers by providing key insights on the following:  

• what are implications in research 
• what is recommendation in research 
• differences between implications and recommendations 
• how to write implications in research 
• how to write recommendation in research 
• sample recommendation in research 

Table of Contents

What are implications in research

The implications in research explain what the findings of the study mean to researchers or to certain subgroups or populations beyond the basic interpretation of results. Even if your findings fail to bring radical or disruptive changes to existing ways of doing things, they might have important implications for future research studies. For example, your proposed method for operating remote-controlled robots could be more precise, efficient, or cheaper than existing methods, or the remote-controlled robot could be used in other application areas. This could enable more researchers to study a specific problem or open up new research opportunities.   

Implications in research inform how the findings, drawn from your results, may be important for and impact policy, practice, theory, and subsequent research. Implications may be theoretical or practical. 1  

• Practical implications are potential values of the study with practical or real outcomes . Determining the practical implications of several solutions can aid in identifying optimal solution results. For example, clinical research or research on classroom learning mostly has practical implications in research . If you developed a new teaching method, the implication would be how teachers can use that method based on your findings.  
• Theoretical implications in research constitute additions to existing theories or establish new theories. These types of implications in research characterize the ability of research to influence society in apparent ways. It is, at most, an educated guess (theoretical) about the possible implication of action and need not be as absolute as practical implications in research . If your study supported the tested theory, the theoretical implication would be that the theory can explain the investigated phenomenon. Else, your study may serve as a basis for modifying the theory. Theories may be partially supported as well, implying further study of the theory or necessary modifications are required.  

What are recommendations in research?

Recommendations in research can be considered an important segment of the analysis phase. Recommendations allow you to suggest specific interventions or strategies to address the issues and constraints identified through your study. It responds to key findings arrived at through data collection and analysis. A process of prioritization can help you narrow down important findings for which recommendations are developed.  

Recommendations in research examples

Recommendations in research may vary depending on the purpose or beneficiary as seen in the table below.  

Table: Recommendations in research examples based on purpose and beneficiary  

If you’re wondering how to make recommendations in research . You can use the simple  recommendation in research example below as a handy template.  

Table: Sample recommendation in research template  

Basic differences between implications and recommendations in research

Implications and recommendations in research are two important aspects of a research paper or your thesis or dissertation. Implications discuss the importance of the research findings, while recommendations offer specific actions to solve a problem. So, the basic difference between the two is in their function and the questions asked to achieve it. The following table highlights the main differences between implications and recommendations in research .  

Table: Differences between implications and recommendations in research  

Where do implications go in your research paper

Because the implications and recommendations of the research are based on study findings, both are usually written after the completion of a study. There is no specific section dedicated to implications in research ; they are usually integrated into the discussion section adding evidence as to why the results are meaningful and what they add to the field. Implications can be written after summarizing your main findings and before the recommendations and conclusion.   

Implications can also be presented in the conclusion section after a short summary of the study results.   

How to write implications in research

Implication means something that is inferred. The implications of your research are derived from the importance of your work and how it will impact future research. It is based on how previous studies have advanced your field and how your study can add to that.   

When figuring out how to write implications in research , a good strategy is to separate it into the different types of implications in research , such as social, political, technological, policy-related, or others. As mentioned earlier, the most frequently used are the theoretical and practical implications.   

Next, you need to ask, “Who will benefit the most from reading my paper?” Is it policymakers, physicians, the public, or other researchers? Once you know your target population, explain how your findings can help them.  

The implication section can include a paragraph or two that asserts the practical or managerial implications and links it to the study findings. A discussion can then follow, demonstrating that the findings can be practically implemented or how they will benefit a specific audience. The writer is given a specific degree of freedom when writing research implications , depending on the type of implication in research you want to discuss: practical or theoretical. Each is discussed differently, using different words or in separate sections. The implications can be based on how the findings in your study are similar or dissimilar to that in previous studies. Your study may reaffirm or disprove the results of other studies, which has important implications in research . You can also suggest future research directions in the light of your findings or require further research to confirm your findings, which are all crucial implications. Most importantly, ensure the implications in research are specific and that your tone reflects the strength of your findings without exaggerating your results.   

Implications in research can begin with the following specific sentence structures:  

• These findings suggest that…
• These results build on existing body of evidence of…
• These results should be considered when…
• While previous research focused on x, our results show that y…

What should recommendations in research look like?

Recommendations for future research should be:  

• Directly related to your research question or findings  
• Concrete and specific  
• Supported by a clear reasoning  

The recommendations in research can be based on the following factors:  

1. Beneficiary: A paper’s research contribution may be aimed at single or multiple beneficiaries, based on which recommendations can vary. For instance, if your research is about the quality of care in hospitals, the research recommendation to different beneficiaries might be as follows:  

• Nursing staff: Staff should undergo training to enhance their understanding of what quality of care entails.  
• Health science educators: Educators must design training modules that address quality-related issues in the hospital.  
• Hospital management: Develop policies that will increase staff participation in training related to health science.  

2. Limitations: The best way to figure out what to include in your research recommendations is to understand the limitations of your study. It could be based on factors that you have overlooked or could not consider in your present study. Accordingly, the researcher can recommend that other researchers approach the problem from a different perspective, dimension, or methodology. For example, research into the quality of care in hospitals can be based on quantitative data. The researcher can then recommend a qualitative study of factors influencing the quality of care, or they can suggest investigating the problem from the perspective of patients rather than the healthcare providers.   

3. Theory or Practice: Your recommendations in research could be implementation-oriented or further research-oriented.   

4. Your research: Research recommendations can be based on your topic, research objectives, literature review, and analysis, or evidence collected. For example, if your data points to the role of faculty involvement in developing effective programs, recommendations in research can include developing policies to increase faculty participation. Take a look at the evidence-based recommendation in research example s provided below.   

Table: Example of evidence-based research recommendation  

Avoid making the following mistakes when writing research recommendations :  

• Don’t undermine your own work: Recommendations in research should offer suggestions on how future studies can be built upon the current study as a natural extension of your work and not as an entirely new field of research.  
• Support your study arguments: Ensure that your research findings stand alone on their own merits to showcase the strength of your research paper.   

How to write recommendations in research

When writing research recommendations , your focus should be on highlighting what additional work can be done in that field. It gives direction to researchers, industries, or governments about changes or developments possible in this field. For example, recommendations in research can include practical and obtainable strategies offering suggestions to academia to address problems. It can also be a framework that helps government agencies in developing strategic or long-term plans for timely actions against disasters or aid nation-building.  

There are a few SMART 2 things to remember when writing recommendations in research. Your recommendations must be: 

• S pecific: Clearly state how challenges can be addressed for better outcomes and include an action plan that shows what can be achieved. 
• M easurable: Use verbs denoting measurable outcomes, such as identify, analyze, design, compute, assess, evaluate, revise, plan, etc., to strengthen recommendations in research .   
• A ttainable: Recommendations should offer a solution-oriented approach to problem-solving and must be written in a way that is easy to follow.  
• R elevant: Research recommendations should be reasonable, realistic, and result-based. Make sure to suggest future possibilities for your research field.  
• T imely: Time-based or time-sensitive recommendations in research help divide the action plan into long-term or short-term (immediate) goals. A timeline can also inform potential readers of what developments should occur over time.  

If you are wondering how many words to include in your research recommendation , a general rule of thumb would be to set aside 5% of the total word count for writing research recommendations . Finally, when writing the research implications and recommendations , stick to the facts and avoid overstating or over-generalizing the study findings. Both should be supported by evidence gathered through your data analysis.  

References:  

• Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings.  Psychological bulletin ,  124 (2), 262.
• Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives.  Manag Rev ,  70 (11), 35-36.

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How to Write Implications in a Research Paper

March 4, 2024

In the vast landscape of academic research, the implications section of a research paper stands as a critical juncture where detailed study findings are translated into broad, actionable insights with the power to influence beyond the confines of academic discourse. This integral component of your scholarly work serves not just to extend the reach of your conclusions, but also to underscore their importance across a myriad of domains—ranging from influencing policy decisions and enhancing educational practices to sparking additional research questions and investigations. Developing proficiency in articulating this section is indispensable for scholars dedicated to making a substantial impact within their fields of study.

This guide is meticulously designed to shed light on this process, offering a comprehensive pathway for integrating meaningful implications into your research. It highlights the essential role of this section in amplifying the resonance of your work, aiming to equip researchers with the skills needed to ensure their findings contribute significantly to both academic debates and real-world applications. Through this exploration, authors are encouraged to refine their approach to writing implications, thereby enriching their research endeavors’ academic and practical value.

Unraveling the Mystery: What Are Implications in Academic Studies?

The discourse on implications within academic studies serves as a vital link, enabling the extension of research findings beyond the confines of theoretical exploration to practical application and societal advancement. This discourse broadens the applicability and understanding of your research, fostering a dialogue that stretches beyond academic boundaries. Whether influencing policy decisions, guiding directions for future research, or suggesting innovations within industry practices, this section is where the transformative potential of your study comes to fruition. Here, abstract concepts are distilled into tangible insights, catalyzing real-world change and innovation.

For instance, investigations into renewable energy sources do more than expand our knowledge of alternative fuels; they directly impact environmental policies and practices toward sustainable development. In this context, learning how to write implications in a research paper involves more than narrating the outcomes; it’s about demonstrating how these outcomes can address pivotal global issues, such as climate change, and lead to actionable solutions. This part of the paper is an opportunity for authors to illustrate the expansive influence of their work, highlighting its capacity to inform decisions and inspire future innovations.

The Importance of Writing Implications

The articulation of implications is central to disseminating and applying research findings. Through this narrative, the research transcends the confines of academia and enters the realm of societal contribution. Writing implications demands a profound understanding of your research and its potential intersections with the world at large. It is an exercise in foresight, envisioning the ripple effects of your findings across various domains. For researchers, this is an opportunity to advocate for the significance of their work, drawing connections between their findings and broader societal or disciplinary advancements. This section of your research paper is where you argue for the relevance of your study, convincing stakeholders of the necessity to act upon or consider your findings. For example, research implications in educational psychology might inform teacher training programs, curriculum development, and learning interventions, directly impacting educational practices and student outcomes. By effectively communicating these implications, researchers contribute to their field’s body of knowledge and engage in a larger conversation about progress, innovation, and societal betterment.

A Step-by-Step Guide to Crafting Implications

The process to write implications in a research paper is pivotal, offering a pathway from empirical findings to broader scholarly and societal contributions. This guide is dedicated to unraveling the complexity of this task, ensuring researchers can communicate the significance of their work with clarity and impact. Starting with the identification of key findings, it’s crucial to isolate those insights that fundamentally advance understanding within the field. This distinction between primary and secondary outcomes lays the groundwork for significant implications and is directly tied to the study’s core inquiries. Researchers can articulate their work’s broader effects by learning the data and situating findings within the existing body of knowledge. This comprehensive approach ensures that the implications section of a research paper not only highlights the study’s contributions but also charts a course for future inquiry and application.

Step 1: Identify the Key Findings

The initial step in establishing a foundation for meaningful implications involves a discerning review of your study’s outcomes to highlight the key findings. This task transcends simple result summarization, requiring a discerning evaluation to identify insights with a profound potential to impact the field. These findings must squarely address the research question, providing clear, significant insights that lay the groundwork for in-depth exploration and further studies. This critical separation between primary and secondary outcomes anchors the implications in the most consequential elements of the study. Scholars concentrate on these pivotal findings and ensure their work’s implications possess the necessary depth and specificity to enrich the field substantially. This precision in identifying key findings underpins the relevance of the implications. It sets the stage for impactful contributions that resonate well beyond the confines of academic discourse, enhancing the study’s overall significance and utility.

Step 2: Analyze the Findings

The subsequent phase involves an exhaustive analysis to illuminate the deeper meaning and wider scope of the key findings. This step significantly broadens the comprehension of the outcomes by delving into the data against the backdrop of existing literature and theoretical underpinnings. Such a thorough analysis does more than position the study within the scholarly debate; it uncovers ways the research either adds new insights or contests established beliefs. Researchers can utilize diverse analytical techniques to delve into their data’s subtleties, constructing a solid base for drawing out implications that affirm the study’s relevance and value beyond academic circles. This meticulous approach to analysis ensures that the identified implications are deeply rooted in a comprehensive understanding of the research findings and poised to make a lasting impact.

Step 3: Identify the Implications

In this phase, researchers are tasked with conceptualizing the broader effects of their findings on various domains such as practice, policy, theoretical development, and subsequent inquiries. This requires expansive thinking about how the study’s outcomes could be applied or what new questions they raise. It’s a matter of pondering the potential influence on policy formulation, suggesting enhancements in professional practices, or filling gaps in theoretical knowledge. Addressing implications comprehensively guarantees the study’s resonance extends beyond scholarly limits, illustrating its capacity to instigate change and motivate further exploration. When researchers articulate these implications, they not only shed light on the practical and academic importance of their findings but also on the transformative power inherent in their work.

Step 4: Connect the Implications to the Research Question

Ensuring the implications are directly linked to the research question is critical for maintaining the study’s coherence and relevance. This alignment affirms that the implications emerge naturally from the investigation’s efforts to address its core question, reinforcing the findings’ significance. By establishing this connection, the clarity of the study’s contributions is enhanced, firmly to write implications in a research paper itself. This pivotal step acts as a bridge, merging a detailed analysis of the findings with their broader impact and application, thereby solidifying the study’s importance in both academic and practical realms. It demonstrates how meticulously drawn implications can inform, influence, and inspire, underlining the study’s contribution to advancing knowledge and practice.

Step 5: Provide Recommendations

The process culminates in translating the identified implications into actionable recommendations, transforming theoretical insights into pragmatic suggestions for future endeavors, policy formation, and professional practice. This crucial step makes the study actionable, offering specific, research-based recommendations to direct practical application or guide subsequent research. By converting implications into clear recommendations, the study’s influence is magnified, serving as a guidepost for forthcoming work, policy refinement, or alterations in practice. This transformation of implications into recommendations not only extends the research’s reach but also ensures its findings make a concrete contribution to the field and society at large, embodying the study’s ultimate goal of fostering tangible progress and understanding.

Recommendations in Research: Examples to Guide You

Providing examples of recommendations in research helps to illustrate how to transform theoretical implications into practical, actionable steps. For instance, a study on the effects of digital learning tools in elementary education might lead to recommendations for integrating specific types of technology in the classroom. These recommendations could include developing training programs for teachers to effectively implement these tools, underscoring the study’s direct applicability to educational practices.

Similarly, research findings in environmental science regarding the impact of urban green spaces on mental health can lead to recommendations for city planning and public health policy. Such a study might suggest that municipalities increase their investment in urban parks and green corridors, providing a clear link between the research findings and policy implications. These examples demonstrate how researchers can articulate their study’s implications in ways that prompt real-world change, showcasing the potential for research to inform policy, influence practice, and guide future investigations. By providing clear, evidence-based recommendations, researchers can ensure that their findings contribute meaningfully to their field and society.

Pro Tips for Writing Impactful Implications

To write implications in a research paper requires precision, foresight, and a deep understanding of your research’s potential effects on the field and beyond. To achieve this, start by ensuring that each implication is directly tied to your findings, avoiding broad or unfounded claims. Each statement should be grounded in your research data, providing a clear and credible link between your study’s results and the suggested implications.

Moreover, it’s vital to consider the audience of your research paper. Tailor your implications to speak directly to the concerns and interests of your readers, whether they are fellow researchers, practitioners, or policymakers. This targeted approach increases the relevance of your work and enhances its potential impact. Additionally, integrating your implications seamlessly into the narrative of your research paper helps maintain the reader’s engagement, leading them naturally from your findings to the broader significance of your work. This narrative cohesion ensures that your research is informative and compelling, encouraging readers to consider the practical applications of your study and its contributions to advancing knowledge and practice in your field.

By adhering to these guidelines, you can ensure that your efforts to write implications in a research paper are both effective and impactful, bridging the gap between academic research and tangible societal benefits.

The implications section is pivotal as the conduit between scholarly insights and their wider application. Here, the depth and breadth of your findings resonate, reaching beyond academic circles into policy development, professional practices, and the genesis of new inquiries. The ability of cogent implications to elevate a paper is profound; they underscore the significance of your conclusions and chart paths for application and further inquiry. In crafting your paper, accord the implications section the focus and thoroughness it warrants. Developing the knack for presenting implications is an evolving process enriched by deep reflection and careful effort. This stage invites you to consider the far-reaching effects of your work, fostering a dialogue that extends your contribution beyond theoretical bounds.

Embrace this task with an eagerness for discovery and a zeal for contributing meaningfully. Engaging in this endeavor ensures your work transcends scholarly boundaries, providing insights ripe for practical use and future exploration. Let crafting implications illuminate the vast potential of your study, underscoring its role in shaping understanding, influencing policy, and steering professional practice.

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Implications or Recommendations in Research: What's the Difference?

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High-quality research articles that get many citations contain both implications and recommendations. Implications are the impact your research makes, whereas recommendations are specific actions that can then be taken based on your findings, such as for more research or for policymaking.

Updated on August 23, 2022

That seems clear enough, but the two are commonly confused.

This confusion is especially true if you come from a so-called high-context culture in which information is often implied based on the situation, as in many Asian cultures. High-context cultures are different from low-context cultures where information is more direct and explicit (as in North America and many European cultures).

Let's set these two straight in a low-context way; i.e., we'll be specific and direct! This is the best way to be in English academic writing because you're writing for the world.

Implications and recommendations in a research article

The standard format of STEM research articles is what's called IMRaD:

• Introduction
• Discussion/conclusions

Some journals call for a separate conclusions section, while others have the conclusions as the last part of the discussion. You'll write these four (or five) sections in the same sequence, though, no matter the journal.

The discussion section is typically where you restate your results and how well they confirmed your hypotheses. Give readers the answer to the questions for which they're looking to you for an answer.

At this point, many researchers assume their paper is finished. After all, aren't the results the most important part? As you might have guessed, no, you're not quite done yet.

The discussion/conclusions section is where to say what happened and what should now happen

The discussion/conclusions section of every good scientific article should contain the implications and recommendations.

The implications, first of all, are the impact your results have on your specific field. A high-impact, highly cited article will also broaden the scope here and provide implications to other fields. This is what makes research cross-disciplinary.

Recommendations, however, are suggestions to improve your field based on your results.

These two aspects help the reader understand your broader content: How and why your work is important to the world. They also tell the reader what can be changed in the future based on your results.

These aspects are what editors are looking for when selecting papers for peer review.

Implications and recommendations are, thus, written at the end of the discussion section, and before the concluding paragraph. They help to “wrap up” your paper. Once your reader understands what you found, the next logical step is what those results mean and what should come next.

Then they can take the baton, in the form of your work, and run with it. That gets you cited and extends your impact!

The order of implications and recommendations also matters. Both are written after you've summarized your main findings in the discussion section. Then, those results are interpreted based on ongoing work in the field. After this, the implications are stated, followed by the recommendations.

Writing an academic research paper is a bit like running a race. Finish strong, with your most important conclusion (recommendation) at the end. Leave readers with an understanding of your work's importance. Avoid generic, obvious phrases like "more research is needed to fully address this issue." Be specific.

The main differences between implications and recommendations (table)

Now let's dig a bit deeper into actually how to write these parts.

What are implications?

Research implications tell us how and why your results are important for the field at large. They help answer the question of “what does it mean?” Implications tell us how your work contributes to your field and what it adds to it. They're used when you want to tell your peers why your research is important for ongoing theory, practice, policymaking, and for future research.

Crucially, your implications must be evidence-based. This means they must be derived from the results in the paper.

Implications are written after you've summarized your main findings in the discussion section. They come before the recommendations and before the concluding paragraph. There is no specific section dedicated to implications. They must be integrated into your discussion so that the reader understands why the results are meaningful and what they add to the field.

A good strategy is to separate your implications into types. Implications can be social, political, technological, related to policies, or others, depending on your topic. The most frequently used types are theoretical and practical. Theoretical implications relate to how your findings connect to other theories or ideas in your field, while practical implications are related to what we can do with the results.

Key features of implications

• State the impact your research makes
• Helps us understand why your results are important
• Must be evidence-based
• Written in the discussion, before recommendations
• Can be theoretical, practical, or other (social, political, etc.)

Examples of implications

Let's take a look at some examples of research results below with their implications.

The result : one study found that learning items over time improves memory more than cramming material in a bunch of information at once .

The implications : This result suggests memory is better when studying is spread out over time, which could be due to memory consolidation processes.

The result : an intervention study found that mindfulness helps improve mental health if you have anxiety.

The implications : This result has implications for the role of executive functions on anxiety.

The result : a study found that musical learning helps language learning in children .

The implications : these findings suggest that language and music may work together to aid development.

What are recommendations?

As noted above, explaining how your results contribute to the real world is an important part of a successful article.

Likewise, stating how your findings can be used to improve something in future research is equally important. This brings us to the recommendations.

Research recommendations are suggestions and solutions you give for certain situations based on your results. Once the reader understands what your results mean with the implications, the next question they need to know is "what's next?"

Recommendations are calls to action on ways certain things in the field can be improved in the future based on your results. Recommendations are used when you want to convey that something different should be done based on what your analyses revealed.

Similar to implications, recommendations are also evidence-based. This means that your recommendations to the field must be drawn directly from your results.

The goal of the recommendations is to make clear, specific, and realistic suggestions to future researchers before they conduct a similar experiment. No matter what area your research is in, there will always be further research to do. Try to think about what would be helpful for other researchers to know before starting their work.

Recommendations are also written in the discussion section. They come after the implications and before the concluding paragraphs. Similar to the implications, there is usually no specific section dedicated to the recommendations. However, depending on how many solutions you want to suggest to the field, they may be written as a subsection.

Key features of recommendations

• Statements about what can be done differently in the field based on your findings
• Must be realistic and specific
• Written in the discussion, after implications and before conclusions
• Related to both your field and, preferably, a wider context to the research

Examples of recommendations

Here are some research results and their recommendations.

A meta-analysis found that actively recalling material from your memory is better than simply re-reading it .

• The recommendation: Based on these findings, teachers and other educators should encourage students to practice active recall strategies.

A medical intervention found that daily exercise helps prevent cardiovascular disease .

• The recommendation: Based on these results, physicians are recommended to encourage patients to exercise and walk regularly. Also recommended is to encourage more walking through public health offices in communities.

A study found that many research articles do not contain the sample sizes needed to statistically confirm their findings .

The recommendation: To improve the current state of the field, researchers should consider doing power analysis based on their experiment's design.

What else is important about implications and recommendations?

When writing recommendations and implications, be careful not to overstate the impact of your results. It can be tempting for researchers to inflate the importance of their findings and make grandiose statements about what their work means.

Remember that implications and recommendations must be coming directly from your results. Therefore, they must be straightforward, realistic, and plausible.

Another good thing to remember is to make sure the implications and recommendations are stated clearly and separately. Do not attach them to the endings of other paragraphs just to add them in. Use similar example phrases as those listed in the table when starting your sentences to clearly indicate when it's an implication and when it's a recommendation.

When your peers, or brand-new readers, read your paper, they shouldn't have to hunt through your discussion to find the implications and recommendations. They should be clear, visible, and understandable on their own.

That'll get you cited more, and you'll make a greater contribution to your area of science while extending the life and impact of your work.

The AJE Team

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Home » Implications – Definition, Types, and Applications

Implications – Definition, Types, and Applications

Table of Contents

Implications

Definition :

Implications refer to the consequences, outcomes, or effects of a particular action, decision, or event. It involves a careful analysis of the potential effects of something before it happens or after it has occurred. In other words, implications are the logical or practical results of something.

Implications Synonym

Following are synonyms used as implications:

• Consequences
• Ramifications
• Repercussions
• Significance
• Interpretations
• Relationship
• Correlation.

Types of Implications

Types of Implications are as follows:

Material Implication

This is the standard form of implication used in propositional logic. It is often denoted by the symbol “→” and can be read as “if-then.” For example, “If it is raining, then the ground is wet” can be written as “p → q,” where “p” represents “it is raining” and “q” represents “the ground is wet.” Material implication is also used in first-order logic.

Logical Implication

This is a more general type of implication that includes material implication as a special case. In logical implication, the truth of the antecedent implies the truth of the consequent, but the converse may not be true. For example, “All cats are mammals” logically implies “Some mammals are cats,” but the converse is not true. Logical implication is used in predicate logic.

Material Equivalence

This is a type of implication that goes in both directions. It is often denoted by the symbol “↔” and can be read as “if and only if.” For example, “Two lines are perpendicular if and only if their slopes are negative reciprocals” can be written as “p ↔ q,” where “p” represents “two lines are perpendicular” and “q” represents “their slopes are negative reciprocals.”

Causal Implication

This is a type of implication used in causal reasoning. It asserts that if one event (the cause) occurs, then another event (the effect) will necessarily follow. For example, “Smoking causes lung cancer” is a causal implication.

Modal Implication

This is a type of implication used in modal logic, which deals with concepts like possibility and necessity. Modal implication asserts that if something is necessarily true, then something else must also be true. For example, “If it is necessarily true that all bachelors are unmarried, then it is necessarily true that some unmarried men are bachelors.”

Implication in set theory

In set theory, an implication can be defined using set notation. For example, if A and B are sets, then the implication “if x is in A, then x is in B” can be written as A ⊆ B, which means “A is a subset of B.”

Material Conditional Implication

This is a type of implication that is similar to material implication, but with some subtle differences. It is often denoted by the symbol “⊢” and is used in proof theory. For example, “p, q ⊢ r” means that if p and q are true, then r must also be true.

Counterfactual Implication

This is a type of implication that deals with hypothetical or imagined situations. It asserts that if something had been true in the past or if something were different in the present, then something else would necessarily be true. For example, “If I had studied harder, I would have passed the test” is a counterfactual implication.

Psychological Implication

This is a type of implication that deals with the psychological effects of one event on another. For example, “If a child is exposed to violence at a young age, they may be more likely to exhibit violent behavior later in life” is a psychological implication.

Applications of Implications

Implications are used in a variety of fields and applications, including:

• Mathematics: In mathematical logic, implications are used to describe the relationship between propositions. An implication is a statement that connects a hypothesis to a conclusion, such as “If p, then q.” Implications are used extensively in proof writing.
• Computer Science : In computer science, implications are used to describe the behavior of algorithms and systems. Implications are used in programming languages to define logical conditions, and in databases to describe relationships between data.
• Philosophy : In philosophy , implications are used to express necessary and sufficient conditions for certain concepts or beliefs. Implications are often used to form arguments, as they can help to demonstrate the logical consistency or inconsistency of a set of beliefs.
• Law : Implications are used in legal reasoning and analysis, especially in interpreting statutes and legal precedents. Lawyers and judges use implications to determine the scope and meaning of legal concepts, and to assess the validity of legal arguments.
• Science : In science, implications are used to make predictions and test hypotheses. Scientists use implications to describe the expected outcomes of experiments and observations, and to determine whether their findings are consistent with existing theories.
• Business : In business, implications are used to make strategic decisions and assess the potential outcomes of different courses of action. Business analysts use implications to evaluate market trends and customer behavior, and to identify opportunities for growth and innovation.
• Education : In education, implications are used to evaluate the effectiveness of teaching methods and educational programs. Educators use implications to assess the impact of different teaching strategies on student learning outcomes, and to design curricula that are tailored to the needs of different learners.
• Psychology : In psychology , implications are used to study human behavior and cognition. Psychologists use implications to explore the relationships between different variables, such as personality traits, emotions, and social behaviors. Implications are also used to develop and test theories about human development and mental health.
• Marketing : In marketing, implications are used to assess the potential impact of advertising and promotional campaigns on consumer behavior. Marketers use implications to determine the most effective ways to reach and engage with target audiences, and to measure the effectiveness of different marketing strategies.
• Communication : In communication, implications are used to understand the meaning and significance of different forms of communication, such as language, nonverbal cues, and media messages. Communication scholars use implications to explore the ways in which communication shapes social relationships, identities, and cultural values.

How to Write Implications

Writing implications involves identifying the potential consequences or outcomes of a particular action, event, or decision. Here are some steps to follow when writing implications:

• Identify the relevant information: Start by analyzing the information you have and identify the key points or issues. This will help you understand the implications of the decision or action being taken.
• Determine the potential consequences: Think about the potential outcomes of the decision or action. Consider the short-term and long-term effects, as well as the positive and negative consequences.
• Consider different scenarios : Try to anticipate different scenarios that may arise as a result of the decision or action. Consider how different stakeholders may be affected and what their reactions might be.
• Evaluate the implications: Evaluate the potential implications of the decision or action based on the information you have gathered. Consider the impact on individuals, organizations, and society as a whole.
• Present your findings: Present your findings clearly and concisely. Use data and evidence to support your conclusions and provide recommendations for next steps.
• Consider potential solutions: If the implications are negative, consider potential solutions that could mitigate the negative consequences. If the implications are positive, consider how to maximize the benefits.
• Review and revise: Review your implications and make revisions as needed. Ensure that your implications are clear, concise, and supported by evidence.

Importance of Implications

Implications are important because they help us to understand the potential consequences or effects of a particular decision, action, or event. They allow us to anticipate and prepare for possible outcomes, both positive and negative, which can inform our choices and decision-making processes.

Here are some specific reasons why implications are important:

• Decision-making : Implications help us to make better decisions by providing us with a clearer understanding of the potential consequences of our choices. By considering the implications of different options, we can choose the one that is most likely to lead to a positive outcome.
• Planning : Implications are also important in the planning process. By identifying the potential consequences of different scenarios, we can develop more effective plans that take into account the risks and opportunities associated with each option.
• Risk management : Understanding the implications of a particular decision or action can help us to manage risk more effectively. By anticipating possible negative outcomes, we can take steps to minimize or mitigate those risks, and be better prepared to handle any issues that arise.
• Communication: Communicating the implications of a particular decision or action can help to ensure that everyone involved is on the same page. By sharing information about potential consequences, we can ensure that everyone understands the risks and opportunities associated with a particular course of action.

When to use Implications

Implications are useful when you want to describe the consequences or results of a particular action, event, or situation. They are commonly used in academic writing, legal documents, and scientific reports to explain the potential impact of findings, policies, or decisions.

Here are some examples of when to use implications:

• In scientific research , implications are used to explain the potential applications or limitations of the study findings.
• In legal documents , implications are used to describe the possible consequences of a court ruling or decision.
• In business reports , implications are used to explain the potential effects of a new product launch, marketing strategy, or financial decision.
• In academic writing , implications are used to discuss the broader significance of research findings and to suggest future research directions.

Advantages of Implications

Some Advantages of Implications are as follows:

• Clarity : Implications provide a clear and concise statement of what follows from a given premise. By defining the relationship between the premise and the conclusion, they eliminate ambiguity and make the argument easier to understand.
• Rigor : Implications provide a rigorous framework for reasoning. They require that the relationship between the premise and the conclusion be logical and consistent, which helps to avoid fallacious reasoning and ensures that the argument is sound.
• Consistency : Implications help to ensure that arguments are consistent. By defining the relationship between the premise and the conclusion, they ensure that the argument is coherent and that there are no contradictions.
• Predictive power: Implications can be used to make predictions. By defining the relationship between the premise and the conclusion, they allow us to make predictions about what will happen in the future if certain conditions are met.
• Applicability : Implications are widely applicable across a range of domains. They can be used in mathematics, science, philosophy, and many other areas to make logical arguments and draw conclusions based on evidence and reasoning.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Understanding the Implications for Research in Modern Science

In the ever-evolving landscape of modern science, understanding the implications of research is crucial for driving progress and innovation. Research implications not only shape future studies but also influence theoretical frameworks, policy decisions, and practical applications. This article delves into the multifaceted implications of research, highlighting their significance in various domains, from guiding new research directions to ensuring ethical standards and fostering interdisciplinary collaboration.

Key Takeaways

• Research implications play a pivotal role in shaping future studies and guiding new research directions.
• Theoretical implications can challenge existing theories, propose new models, and broaden conceptual frameworks.
• Practical implications of research can influence policy decisions, improve professional practices, and have real-world applications.
• Methodological implications refine research methods, address limitations, and drive innovations in research design.
• Ethical implications ensure compliance, impact human subjects, and balance scientific progress with ethical standards.

The Role of Implications in Shaping Future Research

Defining research implications.

Research implications are the potential effects and applications of your findings. They serve as a bridge between your data and the real world, providing insight into how your research can influence future studies, policy decisions, and societal changes. Clearly stating your implications ensures they are obvious to the reader and highlights the importance of your work beyond the immediate results.

Impact on Subsequent Studies

The implications of your research can significantly impact subsequent studies. By identifying gaps and suggesting new areas for exploration, you help to shape the direction of future research. This forward-thinking approach is crucial for the continuous advancement of scientific knowledge. As we navigate the ever-evolving landscape of academia, it is imperative to glean insights from these visionary leaders who are shaping the future of learning .

Guiding New Research Directions

Implications not only influence existing research but also guide new research directions. They can challenge existing theories, propose new models, and broaden conceptual frameworks. This process of innovation is essential for the growth and development of any scientific field. In the context of scientific research, the importance of innovation cannot be overstated. It is through these implications that researchers can connect their work to real-world impact, fostering a supportive research environment and sparking new solutions to old problems.

Theoretical Implications and Their Influence on Scientific Paradigms

Theoretical implications in research are pivotal as they often challenge existing theories and propose new models. When your research questions the status quo, it can lead to significant shifts in scientific paradigms. Challenging established theories is not merely about finding faults but about promoting innovation by addressing confounding variables and dealing with outliers in scientific research . This process is crucial for the advancement of science, as it encourages the formulation of hypotheses that change science .

Proposing new models based on your findings can provide a fresh perspective and broaden the conceptual frameworks within which scientists operate. This is particularly important when existing models fail to explain new data or phenomena. By integrating new insights, you contribute to a more comprehensive understanding of the subject matter.

Broadening conceptual frameworks involves expanding the boundaries of current theories to include new variables and relationships. This can lead to a more nuanced and detailed understanding of complex systems. In doing so, you not only enhance the existing body of knowledge but also pave the way for future research directions.

Practical Implications for Policy and Practice

Understanding the practical implications of research is crucial for translating findings into actionable steps that can influence policy and practice. Practical implications are the potential values of a study with real-world outcomes, guiding how findings can be applied in various contexts.

Influencing Policy Decisions

Research findings can significantly impact policy decisions by providing evidence-based recommendations. For instance, a study analyzing disease prevalence in specific populations can inform healthcare allocation and resource distribution policies. This ensures that policies are grounded in empirical data, leading to more effective and equitable outcomes.

Improving Professional Practices

Incorporating research findings into professional practices can lead to substantial improvements in various fields. For example, new teaching methods developed through educational research can be adopted by educators to enhance classroom learning. Similarly, clinical research can inform medical practices, leading to better patient outcomes and more efficient healthcare delivery.

Real-World Applications

The real-world applications of research are vast and varied, ranging from technological advancements to social interventions. By understanding the practical implications, researchers can design studies that address pressing societal issues and contribute to meaningful change. This involves navigating challenges such as limited resources and ethical considerations, ensuring that the research is both impactful and responsible.

Methodological Implications in Research

Understanding the methodological implications in research is crucial for advancing scientific inquiry. These implications often guide how future studies are designed and conducted, ensuring that research methods evolve to meet new challenges and opportunities. Refining research methods is a continuous process that enhances the reliability and validity of findings. Despite being subject to criticism, qualitative research methodology remains a unique and valuable approach in collecting rich and informative data. Addressing methodological limitations is essential for improving the robustness of research outcomes. By identifying and mitigating these limitations, you can enhance the overall quality of your study. Innovations in research design are pivotal in pushing the boundaries of what is possible in scientific exploration. These innovations not only improve the efficiency and effectiveness of research but also open new avenues for investigation.

Ethical Implications in Modern Scientific Research

In modern scientific research, ensuring ethical compliance is paramount. Researchers must adhere to established ethical guidelines to maintain the integrity of their work. This includes obtaining informed consent from participants, ensuring data ownership rights, and avoiding bias in their studies. The role of ethics committees is crucial in overseeing these aspects and ensuring that research is conducted responsibly.

The impact of research on human subjects cannot be overstated. Ethical considerations are essential to protect the rights and well-being of participants. Researchers must be vigilant in avoiding harm and ensuring that their studies do not exploit vulnerable populations. This is particularly important in clinical trials and other studies involving human subjects, where the potential for harm is significant.

Balancing scientific progress with ethical standards is a complex task. While the pursuit of knowledge is a fundamental goal of research, it must not come at the expense of ethical principles. Researchers must navigate the moral maze of modern research, ensuring that their work contributes positively to society without compromising ethical standards. This balance is essential to maintain public trust in scientific research and to ensure that the benefits of research are realized without causing harm.

Commercial Implications of Scientific Research

Scientific research is a cornerstone for technological advancement and economic growth . By translating scientific discoveries into practical applications, industries can develop new products, improve existing technologies, and create novel therapies for diseases. This process not only fosters innovation but also drives economic prosperity. Scientific innovation offers us a chance to achieve prosperity.

The commercialization of research findings involves transforming scientific knowledge into marketable products or services. This process can be complex, requiring collaboration between researchers, industry partners, and investors. The profitability associated with the patenting of science-based results underscores the importance of protecting intellectual property rights. Researchers and institutions must navigate the challenges of defining appropriate behavior and establishing guidelines to manage conflicts of interest.

Scientific research provides valuable insights that can inform strategic business decisions. Companies can leverage research findings to enhance their competitive edge, optimize operations, and identify new market opportunities. The integration of scientific knowledge into business strategies can lead to the development of innovative solutions that address real-world problems. To maximize the commercial potential of scientific research, it is essential to find literature that supports the practical application of scientific discoveries.

Implications for Interdisciplinary Research

Interdisciplinary research is increasingly recognized as one of the solutions to today's challenging scientific and societal issues. By integrating knowledge from multiple disciplines, researchers can address complex problems that single-discipline approaches might not solve. Interdisciplinary research attracts greater attention from funding agencies and academic institutions , highlighting its growing importance in the scientific community.

The implications for interdisciplinary research are vast and transformative. By integrating diverse fields of study, we can uncover innovative solutions to complex problems that single-discipline approaches might overlook. This holistic approach not only broadens our understanding but also fosters collaboration and creativity. To explore how our methodologies can enhance your research, visit our website and discover the tools and strategies we offer to support your academic journey.

In conclusion, the implications for research in modern science are vast and multifaceted, encompassing both theoretical and practical dimensions. As we have explored, research not only advances our understanding of the world but also bridges the gap between data and actionable insights. Theoretical implications challenge and refine existing models and theories, while practical implications drive real-world applications and policy improvements. By clearly articulating these implications, researchers can ensure their work has a meaningful impact, guiding future studies and informing practice. The ongoing dialogue between theory and practice underscores the dynamic nature of scientific inquiry, highlighting the importance of continued exploration and innovation in the field.

Frequently Asked Questions

What are research implications.

Research implications explain the significance of the findings from a study and how they impact future research, policy, practice, and theory.

Why are research implications important?

Research implications are important because they help to bridge the gap between data and action, providing insights into the effects of the research and guiding future studies.

How do theoretical implications influence scientific paradigms?

Theoretical implications can challenge existing theories, propose new models, and broaden conceptual frameworks, thereby influencing scientific paradigms.

What are practical implications in research?

Practical implications focus on real-world applications of research findings, such as influencing policy decisions, improving professional practices, and providing solutions to real-world problems.

How can research implications drive innovation in industry?

Research implications can drive innovation in industry by commercializing research findings, leading to new products and strategic business applications.

What are the ethical implications in modern scientific research?

Ethical implications in modern scientific research involve ensuring ethical compliance, understanding the impact on human subjects, and balancing scientific progress with ethical standards.

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Home » Blog » Understanding Theoretical and Practical Implications in Research Papers

Understanding Theoretical and Practical Implications in Research Papers

Table of Contents

As always let’s start with defining a research paper;

A research paper is basically an expanded essay that requires you to present your own interpretation or evaluation or argument. Seems pretty straightforward? Good! Now, with that out of the way. Let’s move on to_

What are the implications of a research paper?

Implications represent one of the most significant parts of a research paper. It is where you get to discuss your results and the entirety of all that it stands for. When writing implications, it is expected that you address your results, conclusions, the outcome, and future expectations; if there is a need for it. In simpler terms, implications contain the effect that your research may have on future research, policy decisions or the appropriate field of your research. It is therefore important to say that in a way, every research paper, regardless of their fields of study, boils down to the implications of the findings.

So let’s say you are done with all the research that needs to be done as regards a research paper. You have succinctly stated written your thesis and all your paper guidelines are in place and you have your results or findings on the ground. These results or findings are significant in their own ways are they have their implications. But then how do you go about documenting these implications? Well, it all boils down to the type of implication that we are talking about here. This is why the types of implications will be discussed now.

Types of Practical Implications in Research

1. theoretical implications.

An informed guess is a theory. In the context of science, when an anticipated outcome happens over and over, a theory is said to be established. But it’s still a theory until it’s proven. However, the theory is based on logic, and so it is often believed that the anticipated outcome is more likely than just relying on a coin-like probability. It involves putting together some observations and then extracting a set of guidelines from them that regulate the activities of the subject and the energy engaged in the observations.

Usually, you can see from the details of a theory that it can be applied beyond the range of conditions under which the original observations were made. So, if you are looking for a phenomenon outside the range of conditions, but streamlined to the rules that the theory proposes, then implications will have to come in. In theoretical implications, your findings either confirm a theory or it is debunking it. If your findings are in line with the theory on which your research is based, it is confirmed. But if it is not, then it is falsified.

A good example is the implications of Newtonian mechanics’ planetary orbital dynamics. A lot of observations were made by researchers that planets simply did not orbit the way Newton proposed in his theory. But they didn’t generate much theoretical evidence to establish the implication of their findings, even after they go to mercury. Then Einstein came up with General Relativity— not to explain the orbital behavior of Mercury to you, but eventually, someone had to use his theory to analyze the orbit of Mercury, and it worked. The implication of Einstein’s theory, therefore, was the falsification of Newton’s.

2. Practical Implications

The outcome or end result that occurs when specific events take place is known as the practical implication of the event. Practical in this context relates to real outcomes of an event, whereas implication relates to the logical association between the event and the result. An example of a practical implication is a student who doesn’t want to do his homework. Another practical implication, using the same model, is that the same student is not doing things he should be doing at home. Based on these factors, the outcome or implication is that the student will fail to finish the homework, and he will also be punished by his parents.

Practical implications are based on logic and reasoning. They are found in everyday life, as in the above example. Practical implications are also valuable to people in certain professional fields, such as medicine, science, and engineering , as these professionals can translate their findings into ways of making meaningful social changes and improvements. For example, scientists studying the impacts of a drug may find a way of reducing unpleasant side effects by making adjustments such as adjusting the prescribed dosage of the medicine or mildly altering the formula to decrease the seriousness and risk of such side effects.

Practical implications are also based on reason and rationale; whether applied in personal situations or in professional settings. Public transport engineering is one example of using a practical implication to make a real-life change. For example, engineers can conduct a local area study to determine the volume of people walking to work as opposed to driving or taking public transportation. They may then determine, based on the research, that more individuals want to take public transport instead of walking or driving to a job, but they do not currently have enough public transport accessible to do so. The engineers can then apply the results of their study to make recommendations for the city to increase the availability of public transportation for travelers and residents wishing to travel by train, subway, bus or another method of transportation. The research can also lead to campaigns and other actions being conducted to increase awareness of the upcoming public transport, which in turn will persuade individuals to use public transport once it is in location.

Writing the Right Implication

As part of reflecting on your findings, the implications of your findings for the field itself need to be presented professionally. Create a list of the strongest assertions your study makes about its topic matter. Consider how your research addresses an issue or oversight. Think about how to write about them while answering a “so what” question as you create your list of achievements. For instance, if your paper evaluates content that has been ignored in your field by scholarship up to now, your implication should show why it deserves attention. Connect your contributions to the work of the scholars you wrote on your subject matter. In longer theses, findings are usually placed within past and future research contexts. Contextualizing your findings in previous research helps readers understand the meaning of your research – how your research is building on and contributing to knowledge. It is also common to see somewhere Ph.D. Conclusions a section like ‘ Recommendations for Future Research ‘, whereby the limitations of the study are recognized and presented in a more positive light: will your findings pave way for future research or does it need further study?

Your research project’s implications can be complex and variable, leading you into a speculation realm. For instance, some results may appear to be applicable beyond your study parameters, and they may actually do. But there is a need for judicious judgment. Make sure that such speculations are contained within the boundaries of the arguments and discussions that have been developed within your thesis.

Bottom Line

The logical connection between a research thesis and its result is the implication of the findings. Take your time to go back and read the meaning of the study before you write an implication on the research paper. Ask yourself; when you proposed your research, what potential did you believe the findings could provide? Has your view altered now that you have your information? These themes should be considered in the section of your involvement. Remember the problems that led you to your research question and the methodologies used.

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What are the Academic Implications of a Research Study?

Gain knowledge about the distinction between academic limitations and recommendations to successfully incorporate them into your research.

If you intend to write a research paper, you should be aware that you must provide a background story that will lead to the rationale behind the research, providing context and assisting in the formulation of the issue statement, aiming to leave no doubt about your work, demonstrating its relevance and importance, and stating all possible methodological questions.

However, it is not uncommon for researchers to lose momentum at the end and struggle to find the correct conclusion for their research. Despite the fact that the discussion properly explains the findings, connects them to the issues raised in the introduction, and investigates them in the context of past research, something may appear to be lacking. This frequently leads to the conclusion of a research that is similar to one that has already been expressed.

This results in a lack of academic implications when readers or reviewers fail to recognize the significance of your research. To avoid this, continue reading this article to learn more about the academic implications .

What are the academic implications?

Implications are the consequences of your research; you must describe exactly why you assume your actual results are relevant and/or might be employed in future research. Most importantly, your implications must be supported by evidence. 

These implications must be based on the details and outcomes of your research, and any limitations of your approach or sample should be recognized in order to avoid gross generalization.

Depending on the type of research you perform, the implications of your findings can be clinical, philosophical, political, social, or ethical. It is crucial to understand that the most essential distinction is between practical implications, theoretical implications and implications for future research.

Practical Implications

The term “practical” literally means “real outcomes.” The reality that would occur if certain circumstances were met is referred to as practical implication. Determining the practical implications of several solutions can aid in determining which ones deliver the intended results.

For example, when doing clinical research, these outcomes are more likely to be practical. Assume you’re doing a trial for a medicine that treats infection without generating organism resistance; the consequences in this situation are that illnesses can be treated more promptly than in the past.

Theoretical Implications

In contrast, the theoretical implication is a newly discovered addition(s) to current theories or establishing elements for new theories. Theory’s role in research is to propose fascinating and potentially promising subjects to focus on.

The ability or possibility of research to affect society in apparent ways is characterized by theoretical implications. For example, research on human relationships and how COVID affects them can theorize that humans are less likely to interact now they’ve been through COVID. 

However, be cautious not to extrapolate your sampling or data to the broader population unless you have compelling reasons for it.

Implications that require future research

If you discover that your findings do not result in social reforms, innovative pedagogical policies or medical changes, they may have vital implications for future research projects. 

This implies that if you discover anything that may have an impact on other research, you should discuss the implications. Just be careful not to mistake an implication as a recommendation.

Implications vs. Recommendations

In a research paper, an implication is a conclusion that can be deduced from the research findings and the significance of these findings; this does not immediately imply that you think your findings will change everything by tomorrow, but that you have reason to expect they could have an impact in a particular way.

Recommendations, on the other hand, are precise ideas based on your findings about the best way to proceed in a certain scenario. For example, if you discovered a better approach to deal with a certain type of data (that may be utilized in other topics), you would recommend they discard the previous method.

Simply defined, an implication is an implicit conclusion of your research, whereas a recommendation is what you recommend based on the facts. 

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About Jessica Abbadia

Jessica Abbadia is a lawyer that has been working in Digital Marketing since 2020, improving organic performance for apps and websites in various regions through ASO and SEO. Currently developing scientific and intellectual knowledge for the community's benefit. Jessica is an animal rights activist who enjoys reading and drinking strong coffee.

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Understanding How Individuals Make Travel and Location Decisions: Implications for Public Transportation (2008)

Chapter: chapter 13 - practical implications of the research.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

130 The primary objectives of this research were twofold— namely, to understand how people make travel and location decisions and to derive practical implications and policy guidance for encouraging more use of public transportation and walking. An underlying assumption is that growing urban congestion and impaired mobility can be mitigated by encouraging people to substitute public transportation and walking for individual automobile use. A practical challenge, is, of course, how to promote this kind of behavior in enough instances to have a measurable, beneficial effect on travel con- ditions. The premise of this research is that by gaining a bet- ter understanding of the links between individuals’ attitudes, intentions, and behaviors with regard to travel alternatives to the automobile, strategies can be better configured and targeted to help achieve the desired outcomes. Some Research Limitations When considering the practical or policy implications from this research, it is important to keep in mind some inherent limitations of the research design. The use of an Internet panel brings some bias to the sample, as respondents are those with access to the Internet who are willing to respond to such sur- veys. The sample was limited to larger metropolitan areas with good transit. Age-groups of interest were oversampled, and respondents were limited to those who had recently moved or were contemplating moving. Indeed, this research was not intended to give results that could be projected quantitatively to a larger population. Its purpose was to increase under- standing of the motivations of certain individuals who are of major interest to policymakers trying to promote smart growth and environmentally friendly travel modes. Future research will be needed to determine the overall incidence rate of market segments described in this study. Another limitation relates to the specification of the mod- els of relationships tested in the study. Using the TPB, prior research, and findings from focus group discussions as a guide, this study identified a set of independent variables that are used to explain differences or variation in ATT, SN, and SCF, as well as intent. Although the regressions show signifi- cant results, as is often the case with individual attitudinal data sets, they typically explain relatively small percentages of the total variation in the ATT, SN, and SCF. This means that it is possible that other important factors have been left out of these models. Hence, the practical implications that can be derived are thereby somewhat limited or tentative. The study acknowledges the need for additional research to help further our understanding of these effects. Notwithstanding these limitations, however, the research design provides an appro- priate way to infer practical implications for how to frame and deliver strategies for encouraging the desired outcome behaviors that have been explored in this study. Implications from Phase 1 Research The first phase of the research used focus groups and sur- vey research to better understand individual attitudes and values as they relate to the stated intent to move to a CN. The focus was primarily on understanding factors that affect the choice of residential neighborhood, but also on factors asso- ciated with greater use of walking and transit. The research assessed attributes of a CN that either attract or repel indi- viduals. It defined several market segments in terms of their attitudes towards urban living and a lifestyle that emphasizes more use of transit and walking. The research also examined the association between individual values, urban form, and auto availability with mode share for transit and walking. While a number of factors were shown to be related to a desire or willingness to move to a CN, it is clear that many other factors unmeasured in this research model will be relevant, and additional research will be needed to identify these. C H A P T E R 1 3 Practical Implications of the Research

Although this research was experimental in nature, there are some findings that provide practical advice to practition- ers in the transit field. Practical Implications from the Phase 1 Research Findings from Phase 1 that have practical implications include the following: • Some features of a CN were of greater importance to this sample of respondents than other features. The most im- portant belief was that it would be easier to get to stores, restaurants, libraries, and other activities if one were living in a CN. Developers of compact neighborhoods should ensure that they are located near interesting destinations, such as stores, restaurants, and other activity centers. • Making new friends with close neighbors emerged as an important factor influencing the decision to move to a CN, along with needing fewer cars and having public trans- portation readily available for the places you want to go. Marketing campaigns intended to promote the values of liv- ing in CNs should emphasize these kinds of attributes and benefits. • Individuals who believed that such a residential move would result in more street noise or less living space had a more negative attitude toward the move. Practical efforts to promote living in compact neighborhoods would need to try to counter these perceived negative attributes and emphasize the positive attributes. • Individuals are more likely to feel they could move to a CN if they could find affordable housing. This was the most important perceived barrier to such a move, over others that included having to get by with fewer cars, having less living space, or losing touch with current friends. Public policy that seeks to ensure the availability of affordable hous- ing in CNs would be indicated by this finding. • Respondents who expressed a more positive attitude toward living in a CN are the best initial candidates for promotional efforts. It would make most sense to approach those with the highest probability of receptiveness to cam- paigns to encourage transit use, walking, and living in CN. For example, those who say that owning fewer cars is a good thing would fall into this positive group, as would those who value a clean environment. • If family and friends are supportive or encouraging of a move to a CN and communicate that riding transit and walking reflect appropriate values, then an individual is more likely to be motivated to do those things. Promotional efforts could be directed toward families, rather than just to- ward individuals, to help build a foundation of support for the value of living in CNs and using public transportation. In the longer term, seeking to influence community normative values with respect to these behaviors could have positive effects on an even larger segment of the population. • From a practical policy standpoint, perhaps the biggest impediment to marketing CN living and use of transit is the pervasive reluctance to give up personal automobiles. This research showed that the average number of auto- mobiles per person in a household is more predictive of the propensity to walk and use transit than the type of residential neighborhood or set of urban/environmental values held by the individual. Policies such as reducing the zoning requirement for parking in CNs, providing mortgages that recognize savings from reduced car use or ownership, and employer incentive programs for transit use and ride- sharing could help in this regard. Policy to create new infra- structure to facilitate walking and transit will be more successful if it is coupled with efforts to support and encour- age values associated with those outcomes. • Prior research on the propensity to change modes sug- gests that people are creatures of habit. Individuals who have never used public transportation or who use it rarely tend not to consider public transportation as a viable alternative for meeting their transportation needs. The times when these individuals are most likely to consider such a change in transportation mode is when they are making life-cycle changes, such as a change in residence or a change in employment. Thus, practical strategies that seek to induce a mode change should recognize that individ- uals may be more receptive during these periods of change in their lives. Implications from Phase 2 Research The second phase of this research project used another Internet panel survey to further explore the determinants of mode choice and how selected intervention measures could encourage more transit use and walking behaviors. The focus in this phase was primarily on understanding factors that affect the choice of mode of travel. Respondents were asked to imagine living in a CN and were then asked to respond to various transportation options. Phase 2 also explored how the respondents’ attitudes and intent to change behaviors were affected both by the availability of a set of services supportive of using public transportation and by several different marketing messages designed to encourage transit use and walking behaviors. Practical Implications from the Phase 2 Research Findings from Phase 2 that have practical implications include the following: 131

• Although most respondents (70%) indicated that transit service was within walking distance, normative support for increased walking and use of public transit was low. These individuals said they wanted reliable transportation at low cost, and they didn’t want to spend any additional time commuting, nor did they want to be dependent on some- one else for their transportation. They believed that transit would not only take more time, but also give them less con- trol over the timeliness of their arrival. They also expressed a need to use a car for short or spur-of-the-moment trips or to carry heavy things. These attitudes present a challenge for policymakers seeking to encourage more transit ridership. Replacing the car will take a suite of services to meet require- ments for both speed and flexibility. • When respondents were asked to consider traditional mar- keting messages and a suite of transit-supportive services (including good downtown transit service, regional transit service, smart cards, shuttle service, smart phone, and car sharing), their beliefs about transit changed. However the changes were apparently due to the suite of services and not to the marketing messages. The practical implication is that it will be difficult to significantly change beliefs about riding transit with public policy messages alone. More emphasis will need to be placed on supplementing messages with a suite of services that enhance the overall transit-riding experience. • Being able to depend on transit to “get me to my destina- tion in a timely way” was a key driver of attitude. Providing information to customers on transit schedules and improving the reliability of the service appear to be key strategies. • Although those respondents who were concerned about reducing pollution and improving health had a more positive attitude toward walking and taking transit, respondents were not convinced that the suite of transit supportive services would reduce pollution and improve health. A message about the positive health and environ- mental impacts of transit use also was not convincing. There is a need to more convincingly communicate the positive health and environmental effects of walking and transit. • Respondents’ attitudes toward transit riding and walking are the most critical drivers of intentions to increase use of these modes, but their self-confidence in using transit and walking and their perception of others’ opinions also affected their intentions. In this research, respondents’ attitudes did not change despite the messages and transit- supportive services. But their self-confidence that they could take transit increased when additional transit- supportive services were considered. They also believed that their families would be more supportive of their tak- ing transit and walking more. This would suggest that a practical policy approach would be to seek to provide and market a set of ancillary services intended to make transit rid- ing more simple and attractive (a higher status activity) for those who otherwise are inherently reluctant to use transit. • Respondents’ concerns about being stranded when using transit appeared to be the most critical driver of their self- confidence in being able to take transit, as well as in the approval of friends and family. This was especially true of the environmentally oriented market segment, which was willing to change modes if the conditions associated with transit riding were improved. The practical policy implica- tion is to focus on providing this group, in particular, with ancillary services that can help them overcome these kinds of concerns. If the transit system is believed to be safer and more attractive, family and friends are likely to feel more positive about transit, which will further motivate the members of this group to translate their expressed intent into actual transit- riding behavior. • Prior research has shown that an impediment to using public transportation is that the behavior is unfamiliar to many people and hence is not actively considered as an option. This research verified the importance of respon- dents’ self-confidence in using public transportation. Many communities and employers offer incentives for people to try out transit, including free passes and employee dis- counts on transit and charges for parking personal cars at work, especially single-occupant vehicles. These actions will help transit to become more familiar and will increase users’ self-confidence in taking it. Summary of Practical Implications Figure 13-1 highlights some of the practical strategies that may be undertaken in an effort to promote living in CNs and to encourage more transit use and walking, as suggested by the research findings from this study. Practical implications of this research all derive from three component strategies that involve encouraging individuals to move to a CN and en- couraging them to increase their use of transit and walking instead of driving. These component strategies are as follows: • Encourage policies that lead to the creation of an urban form that is highly conducive to transit use and walking. Attributes of CNs include ease of walking to stores, restau- rants, and other activities; easy access to public transporta- tion; ability to have fewer automobiles in the household; and opportunity to interact with neighbors. Work through employers and community policymakers to provide incen- tives for transit use. • Provide a set of services that complement and support using public transportation, particularly for the market segments with the most potential to increase transit use. These include providing real-time information about 132

transit arrival/departure times, as well as other services that make people feel safer and more confident about using transit. • Educate and market the use of public transportation to the public, focusing first on segments of the population that are known to be more receptive. Focus marketing and policies on increasing the status of transit and making it simpler to use. There are many challenges to accomplishing the desirable practical outcomes discussed in the Summary of this report. It is also clear that additional research will be needed to more fully understand the factors that link attitudes and values with the outcome behaviors. The positive market sectors identified in this research represented 30% to 45% of the sample, and the practical strategies noted above should target these seg- ments first. The promotional messages directed to these indi- viduals will need to be tailored to their needs and matched with their attitudes and values. No one approach is, however, likely to be highly successful on its own; rather, a variety of approaches must be applied simultaneously, including creat- ing a conducive urban form, providing supportive public services, and coordinating the services with targeted market- ing and promotion. In addition, a suite of incentives and disincentives should be added, resulting in structural, social, and economic forces that may be expected to have a reason- able chance of changing human behavior in ways favorable to use of public transportation and walking. 133 housing in a CN and A ugment transit support strategies (e.g., fare cards and real - time information) w ith education to show how the strategies impro ve outcomes Focus marketing on indiv idual life change ev ents Seek to create high status image for public transportation Target marketing to show how easy tran sit is to use Target most receptiv e market segments wi th a suite of transit serv ices and marketing messages tailored to their need s Ensure affordable housing in a and easy access to transit Ensure that stores, restaurants and other activities are in walking distance to CNs. - Conducive Urban Form and Related Policies Supportive Services Marketing & Promotion Strategies to Encourage a Move to a CN and Increased Transit Use and Walking Work through public polic y and employers to offer incentiv es to increase transit an d wa lk in g Figure 13-1. Practical policy approaches.

TRB’s Transit Cooperative Research Program (TCRP) Report 123: Understanding How Individuals Make Travel and Location Decisions: Implications for Public Transportation explores a broader social context for individual decision making related to residential location and travel behavior.

Appendix A: Interviews with Experts

Appendix B: The Interview Questionnaires

Appendix C: SPSS and Excel files of Survey Results

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Soper B, Hinrichs S, Drabble S, et al. Delivering the aims of the Collaborations for Leadership in Applied Health Research and Care: understanding their strategies and contributions. Southampton (UK): NIHR Journals Library; 2015 May. (Health Services and Delivery Research, No. 3.25.)

Delivering the aims of the Collaborations for Leadership in Applied Health Research and Care: understanding their strategies and contributions.

Chapter 5 discussion, conclusions, practical implications and research recommendations.

In this chapter we explore how our findings answer the questions we sought to address at the start of our evaluation about how effectively the CLAHRCs address the second translation gap, discuss what they tell us about the three research questions considered in phase 2, and consider some of the main issues raised. We also discuss the potential role of the CLAHRCs in the future, given current developments such as the emergence of the AHSNs. Finally we draw some general conclusions, summarise the implications for practice and offer recommendations for further research. But first, and before we discuss our findings, we highlight some of the limitations of our study.

• Limitations of the study

Our study was one of four commissioned by the NIHR HSDR to evaluate the CLAHRCs. 71 Given the diversity and complexity of the CLAHRC experiment, NIHR’s decision to adopt a multiple-evaluative approach was, we believe, justified. However, as we highlight earlier in this report, in order to optimise the evaluation effort and minimise the data collection burden on individual CLAHRCs, each evaluation team was required to concentrate on a subset of the CLAHRCs for detailed investigation. Two CLAHRCs were selected for in-depth review in this study. To allow broader generalisable lessons to be learned and to satisfy the formative element of our evaluation, our data collection also covered varying numbers of CLAHRCs at different points in time. We provided feedback of emerging findings to CLAHRC directors and NIHR HSDR at three of their regular meetings, six of the nine CLAHRCs took part in our survey, and representatives from all nine CLAHRCs (and NIHR HSDR) participated in the validation interviews. Thus, while we were not able to study each of the nine CLAHRCs to the same level of detail, we are confident that many of our findings will resonate across the CLAHRCs. However, it was also the case that some of our richest data were derived from the two case studies, and we are, therefore, unable to claim that the results presented in this document will carry equal validity for all the CLAHRCs.

It is also important to highlight that, in the context of the concerns about a possible ‘overevaluation’ of the CLAHRCs in the presence of four external evaluation teams and CLAHRCs’ own internal evaluations, there were constraints on the level of interaction of evaluation teams with each CLAHRC and their personnel. This has meant that recruitment of interviewees and workshop participants, which formed part of phase 2 cases studies, had to be based, in part, on our prior knowledge of personnel involved with the CLAHRCs from phase 1 of the evaluation, and in consultation with the CLAHRCs themselves. While we cannot exclude the possibility that our approach to recruitment may have biased our findings, we believe that the views captured through the various data collection exercises both within the case studies and in the wider CLAHRC environment provide a reasonably accurate account of the CLAHRCs’ experiences.

A further limitation was that it proved to be too resource intensive to conduct a full counterfactual analysis and attempt a comparison of areas that were part of a CLAHRC with those that were not. Throughout the evaluation we did, however, monitor and review the wider context, or landscape, of developments in the health-research system and the health service into which the CLAHRCs were introduced. This helped us to identify how far the CLAHRCs were making a contribution that could not (or was unlikely to) have been made by existing organisations and structures. This review is presented as Appendix 9 and it is drawn on in Future developments below, where we draw together ideas about the contribution the CLAHRCs are making to the health research and health systems and their potential role as those systems continue to evolve.

• Phase 1: refining the evaluation questions

The CLAHRCs’ remit was to encourage the use of research in the NHS and develop ways of doing applied research that maximised its chances of being useful to the service and the capacity of the NHS to respond. This involved three interlinked functions: conducting high-quality applied health research; supporting the translation of research evidence into practice; and increasing the capacity of NHS organisations to engage with and apply research. The focus was not only on the translation of research (whether undertaken locally or elsewhere) but also on developing ways of doing applied research that maximises its chances of being useful to the service and of being implemented.

Our evaluation sought to explore how effectively the CLAHRCs supported the translation of research into patient benefit and developed ways of doing applied research that maximised its chances of being useful to the service and the capacity of the NHS to respond. Initially we identified one overarching and three subsidiary questions:

Overarching question: How, and how effectively, do CLAHRCs address the second translation gap?

Subsidiary questions:

• How, and how effectively, do CLAHRCs support local health research?
• How, and how effectively, do CLAHRCs build local infrastructures to utilise globally and locally generated health research for local patient benefit?
• Does bringing together activities for health research and activities for delivering health research benefit both sets of activities?

The first phase of the evaluation was designed to provide an overview of the background, development and future plans and aspirations of each of the nine CLAHRCs, and explore the contextual backdrop of research and practice within which they were operating. In the light of a targeted literature review, we examined the CLAHRCs’ governance, accountability and organisational structures, discussed their plans to change individual and group attitudes and behaviours, and described the infrastructure and resources available to them. We found that the nine CLAHRCs shared a common vision and were hoping to achieve a system shift through their activities. Their aspiration was to create a new generation of researchers, clinicians and managers with changed professional identities and motivations who were supported by a different set of incentives and drivers, both national and local, and a commissioning approach that was committed to reinforcing the aims of the CLAHRC. They had, however, contrasting views about how to achieve these goals ( Table 3 ).

Two general conclusions emerged from phase 1. First, the CLAHRCs would not resolve the lack of consensus identified in the literature about the ‘best’ approach to mobilising knowledge to improve health care, but they did provide an opportunity to look at specific dimensions of the problems and develop a scientific basis for addressing them. Second, the CLAHRCs could not, on their own and once and for all, bridge what had been called (however inappropriately) the second translation gap, but they could help to bring about system shifts that bring the health and health-research systems closer together.

We also concluded that, even in the two case studies, we could not hope to explore every dimension of the improvement journeys being pursued in detail. With the help of the CLAHRC directors and our NIHR funders, we therefore identified three key questions to be explored in phase 2 which we thought would cast further light on that wider picture. These were:

• How does the NHS influence CLAHRCs’ evolution, outcomes and impact (and how does having a CLAHRC influence NHS behaviour)?
• How are effective multistakeholder and multidisciplinary research and implementation teams for service improvement built: what can we learn from the CLAHRC model and what mechanisms are being used to enable it?
• What can we learn from the CLAHRCs that can provide new understanding of how to use research knowledge and evidence to change commissioning and clinical behaviour for patient benefit?

Phase 2: how does the NHS influence CLAHRCs’ evolution, outcomes and impact, and how does having a CLAHRC influence NHS behaviour?

Nhs influence on the clahrcs.

The CLAHRCs were encouraged to develop innovative models for the conduct and application of applied health research, building on existing local research strengths. 3 Our analysis of the CLAHRCs’ early plans (see Chapter 3 and Appendix 10 ) demonstrated that the research strengths that the CLAHRCs identified when they made their original applications were largely strengths in clinical research, and that they intended to build on existing programmes of work on long-term conditions such as diabetes or chronic kidney disease. They also drew on their understanding of, and expertise in, fields such as implementation, quality improvement and innovation.

However, the CLAHRCs were intended to be more than just clinical/academic partnerships; they were also required to meet local research needs and involve a wide range of stakeholders, including NHS managers, commissioners, GPs and patients, and to seek matched funding from local NHS organisations. These arrangements potentially gave NHS organisations and their staff significant influence over the CLAHRCs’ emerging programmes. To identify and meet the research needs of all these groups, the CLAHRCs needed to address organisational and managerial concerns as well as clinical concerns, and, therefore, to draw on research approaches from a wide range of academic disciplines. In response, the CLAHRCs established links with business schools and with other groups with expertise in implementation and service design, and in operational research. Some CLAHRCs, such as CLAHRC-CP, did this at the outset in order to challenge their own thinking. Others did so over time as NHS staff (including managers) began to realise what the CLAHRCs had to offer and started to exercise more influence over the research topics that were selected and the way in which that research was undertaken and disseminated. Their involvement revealed gaps, such as the lack of sufficient research expertise to address the problems facing NHS managers, a challenge to which the CLAHRCs needed to respond: PenCLAHRC, for example, established a modelling and operational research facility (PenCHORD) in 2010. 85

It also became clear that something other than peer-reviewed publications was needed to bring the findings from CLAHRC projects to the attention of NHS decision-makers, and the CLAHRCs developed short evidence briefings and two-page summaries of successful projects (the CLAHRC BITEs). 89

In summary: the CLAHRCs were established to respond to NHS needs. They could do this effectively only if they were open to the influence of the service and tailored their research agendas and their research and implementation practices accordingly. They needed to be responsive and flexible.

CLAHRC influence on the NHS: capacity building and culture change

We saw in Chapter 3 how CLAHRC-CP and PenCLAHRC had changed the attitudes, and sometimes the behaviour, of those who had been directly involved in CLAHRC activities and projects. However, while this showed that the CLAHRCs could achieve positive change among those most directly involved, the broader question was if the CLAHRCs could influence others in and across the NHS. On this question, and after only 5 years of CLAHRC activity, we can provide no definite answer. The CLAHRCs themselves felt that 5 years was too short a time in which to embed their approach and change the norms of the service, and NIHR has provided further funding for a second round of CLAHRCs (see also Future developments ). 93

The time it takes to achieve this sort of change is a common theme in the literature. 94 , 95 As we note earlier in this report, a recent study of change in management culture and organisational performance by Mannion et al. identified four distinct cultures within NHS organisations. 33 One of these, the development culture, is characterised by innovation, dynamism, growth and entrepreneurship with an external, relational focus in which ‘change was viewed as a positive organisational attribute . . . [and a] willingness of senior management to embrace innovative approaches to delivering services’. 33 The development culture has, in other words, all the hallmarks of the culture the CLAHRCs were seeking to instil across the NHS. However, the difficulties of doing so can be judged from other findings reported by Mannion et al. 33 During the time covered by their study (2001–8), the development culture was dominant in approximately 20% of NHS trusts, and, tellingly, this proportion remained largely unchanged during that period. If there was no movement towards a development culture in the NHS between 2001 and 2008, how could the CLAHRCs hope to make that change happen?

Mannion et al. suggest that culture change is triggered by a perception of crisis, initiated and shaped by strong leaders, consolidated by perceived success, and mediated by relearning or re-education. 33 As we saw from our case studies, and also from the wider CLAHRC experience, the CLAHRCs had strong, focused leadership, they relatively rapidly produced a portfolio of ‘quick wins’ that helped to convince sceptical NHS managers and commissioners, and they used their internal reviews and evaluations as a basis for learning and adaptation. Moreover, the NHS at this time faced a large-scale reorganisation and accompanying budget constraints which created significant uncertainty across the service. To this extent Mannion et al. ’s 33 conditions for triggers of change were fulfilled. However, the time it takes to achieve change is not the only or even the main issue. The question of CLAHRC influence over the NHS is part of a wider debate about the role of CLAHRCs within the health research system generally, and the role of that system within the NHS.

Overall, this discussion suggests that the CLAHRCs’ goal of culture change is achievable (as the early evidence from our evaluation also confirmed), but after only 5 years the long-term aim of a NHS-wide change in attitudes towards research and its use in decision-making has not yet been achieved. The CLAHRCs’ experience therefore reinforces previous messages about the need to allow sufficient time for system change.

• Phase 2: how are effective multistakeholder and multidisciplinary research and implementation teams for service improvement built: what can we learn from the CLAHRC model and what mechanisms are being used to enable it?

The relevance and importance of the local remit

The CLAHRCs were partnerships between local universities and local NHS organisations across a clearly defined geographic area. This local remit enabled the CLAHRCs to build on existing local relationships to get people in the NHS interested in how they could work with researchers to address knowledge gaps, since the CLAHRCs could become known across their local ‘patch’ in a way that would not have been possible if they had been more centralised and more distant. It was local clinicians, patients and managers who were spreading the word about the CLAHRC and its potential (see next section). It was local needs that were being identified and addressed, and matched funding from the local NHS that supported those activities; and even those who were not involved in specific CLAHRC projects had access to local evidence-based courses and to local learning events. All these were powerful influences.

Overall, the local remit was a defining characteristic of the CLAHRC initiative. It supported the development of collaboration, encouraged responsiveness to local research needs and shaped the separate character of each individual CLAHRC. However, what was equally important was that all this took place within the wider framework of the CLAHRC initiative as a whole, with the opportunities this provided for dialogue with other CLAHRCs, and the requirements this imposed to produce generalisable research and scale up successful projects. The CLAHRCs also needed to work beyond their own boundaries.

The practical implications of these findings are complex. The local remit was an important factor in the initial success of the CLAHRCs in meeting their goals and was, therefore, a helpful approach. However, and as we discuss further below, there can be tensions between addressing local research needs and producing generalisable findings that are useful to others. Attention also needs to be paid to the requirements of the research and health systems within which the CLAHRCs operate.

The complex challenges of knowledge mobilisation

[T]he inner workings, implicit rules, cultures, and realities that dominate the day to day lives of people working in the health system and those doing research on that system remain, for the most part, mysteries to people on the other side. 80

Complex health-care challenges require complex, multilevel solutions that are tailored to specific settings. 83 A key message that emerged from both phases of our evaluation was that a linear, basic-to-applied model which assumes that ‘gaps’ can somehow be ‘bridged’ does not fully capture the complexities of moving knowledge into action. The idea of building a single fixed bridge between two otherwise unchanging sides had little resonance with the CLAHRCs from the outset, and as they developed and the challenges they faced became clearer, there was an increased understanding of the complexities involved. All the CLAHRCs adopted relationship models that focused on interactions between people through which knowledge from multiple sources could be exchanged and adapted to local circumstances through a collaborative production–synthesis–integration cycle, 43 and recruited people who could bring understanding of research to the service and vice versa. In one sense all CLAHRC staff acted as research champions, but many CLAHRCs also specifically recruited knowledge brokers (locality leads, diffusion fellows, CLAHRC associates and so on) to fulfil this function.

However, while a focus on multidisciplinary relationships was necessary, it was not, on its own, sufficient (see Chapter 4 , How are effective multistakeholder and multidisciplinary research and implementation teams for service improvement built: what can we learn from the CLAHRC mode and what mechanisms are being used to enable it? ). As the CLAHRCs were aware from the start, attention also needed to be paid to the systems within and through which these relationships operated, and to how system shift could be achieved.

This insight is reflected in recent literature. Using similar language to that used by the CLAHRCs, Best and Holmes describe a systems approach to getting evidence into policy in which knowledge is generated, assessed and used within specific contexts and cultures dominated by different priorities. 96 This knowledge cycle is mediated throughout by relationships and must be understood from a perspective that takes account of the organisation and its strategic purposes. Glasgow and Chambers 38 also argue that if health-research results are to become more usable and timely, what is needed is a systems perspective that recognises that context is critical, that most problems and interventions are multilevel and complex, and that more emphasis needs to be placed on inter-relationships among system elements and system rules. They spell out what, in their view, needs to be done to make implementation science more rapid, rigorous and relevant. Their list could read as a list of CLAHRC objectives: more research needs to be undertaken that is pragmatic or practical, that evaluates participation and representativeness, that makes comparisons between real alternatives, and that collects cost and economic data; it needs to assess multiple outcomes, often using mixed methods; the research design should fit the question; and reporting should be transparent.

In summary, we note that when the CLAHRCs were established in 2008 there was no single roadmap to guide them. This is still the case, and what the experience of the CLAHRCs, taken as a whole, suggests is that the search for a single approach is probably a chimera. However, since 2008 thinking has moved on. As the two papers cited above indicate, there is now more understanding of the complexities of knowledge mobilisation and what these entail for practical programmes. In practical terms, the CLAHRCs have begun to make a contribution to these debates. They have demonstrated what it takes to identify, produce and implement research that is pragmatic and practical and which fits the question; they have assessed multiple outcomes and used mixed methods, and they have sought to produce clear, accessible reports; and they have shown how all this can be done in different ways in different contexts. Above all, they have brought the concept of linkage and exchange to life, 43 and shown how individuals and organisations can build effective collaborations to address health-care research needs.

• Phase 2: what can we learn from the CLAHRCs that can cast new understanding on how to use research knowledge and evidence to change commissioning and clinical behaviour for patient benefit?

‘What constitutes evidence and when do we have enough evidence to translate?’ 97

As we saw above, the CLAHRCs were rooted in local relationships and had a focus on what is relevant and what works locally. But it was also a requirement of NIHR funding that the research they supported be generalisable. There has been much discussion in the literature and among the CLAHRCs about the tension between producing ‘quick wins’, research that is in some sense ‘good enough’ to support health service decision-making (relevance), and the longer time scales of generalisable, peer-reviewed research (rigour). Rigour is typically thought of as a focus on experimental control and internal validity. Relevance is commonly associated with studies that have external validity; that is, they identify causal relationships that can be generalised to different measures, persons, settings and times. 98 These two qualities are often seen to conflict.

However, there is some evidence that improving attention to external validity need not be at the expense of internal validity. The Veterans Administration in the USA, for example, faced the problem of the balance between rigour and relevance in its QUERI programme, and found that ‘both are possible and that benefits can be translated in a timely manner when there is active dialogue among clinicians, researchers and policy-makers’ (p. 69). 99 Other commentators go further and reject the dichotomy between rigour and relevance altogether. Glasgow and Emmons 97 suggest that one of the reasons that research fails to get translated into practice is that the programmes and methods used fail to address contextual factors. They argue that there is a need ‘to address context and to utilize research, review, and reporting practices that address external validity issues – such as designs that focus on replication, and practical clinical and behavioural trials’ (p. 413). 97 In other words, what is needed is more consideration of external validity in the funding, reporting, synthesis and application of research to create a better balance of research that is both credible and relevant to decision-makers in the health service. In the USA some journal editors have already responded and made recommendations about how to improve attention to external validity (or applicability) in the research reports that they publish. 98 , 100

Some of the CLAHRCs changed their views about the relations between applied research and implementation as their understanding of their remit developed. These CLAHRCs had initially seen these two activities as separate phases in which research first produces findings and these are then implemented, but they came to understand (as some of their colleagues had understood from the start) that these two activities need to be closely integrated within one overall iterative process if research findings are to be used effectively in a timely fashion. Where necessary, the CLAHRCs adjusted their programmes accordingly. Moreover, as NHS staff from clinical, managerial and commissioning backgrounds became more involved in the CLAHRCs, the diversity of the concerns they raised required a rethink about the types of research and research methodologies that were needed to produce the evidence required.

Overall, we find that the debate about the nature of evidence continues. The challenges identified above, and the richness of the various responses across the CLAHRCs, warrant more detailed investigation.

Communicating with commissioners

In 2010, a large-scale reorganisation of the NHS that would include a complete overhaul of the commissioning function from 2013 was announced. 101 At the same time, the health service was required to make substantial efficiency savings. This created a difficult environment in which to get people’s attention and explain ideas that would not obviously help them to handle immediate pressures. The fact that the CLAHRCs did manage to communicate with, and involve, commissioners (albeit with difficulty and as the result of much perseverance) is an important justification of their local remit and their local role. In Chapter 3 we described how in the two case studies the CLAHRCs built on existing local collaborations with commissioners, and across the CLAHRCs we heard how they were able to maintain relations with local commissioning staff even as the organisations for which those people worked were reshaped.

We also found that the scale of the changes created opportunities as entrenched practices were disrupted and people looked for new ideas. Here the flexibility of the CLAHRCs, their commitment to learning and adaptation, the matched funding model and the CLAHRCs’ understanding of the need for short-term as well as long-term research and implementation projects were all crucial. The CLAHRCs were able to be opportunistic and provide support when it was needed, not 6 months down the line. The CLAHRCs exploited early ‘quick wins’ and developed simple user-friendly research briefs to spread the word about their activities and their potential. Over time they developed a strong local brand that enabled local NHS staff to recognise CLAHRC products even if they had not been involved in generating them. At the same time, the matched funding model of co-investment began to force NHS organisations to think prospectively about the business case for investing in research and knowledge mobilisation and become more active and discerning partners in the CLAHRCs. 102 Overall, what the CLAHRCs were seeking to achieve here was a shift not only in individual attitudes and behaviour but also in the workings of the commissioning function within the NHS, a system shift. The local and national contexts in which they operated played an important role, as did the CLAHRCs’ commitment to responsiveness and flexibility, their understanding of the complexities of their role, and all their various activities, taken as a whole.

Informing clinical practice

It was beyond the scope of our evaluation (even in the two case studies) to systematically assess the actual impacts of research undertaken within the CLAHRCs on clinical practice and population outcomes, largely because this was something the CLAHRCs were doing themselves through their own internal evaluations. However, we were able to explore how some of the successful projects achieved their results, and we described three of these in Chapter 4 ( What can we learn from the CLAHRCs that can provide new understanding of how to use research knowledge and evidence to change commissioning and clinical behaviour for patient benefit? ).

In each case the people involved in the projects stated what they thought had contributed to success. The CLAHRC-CP IAPT project showed how the CLAHRC-CP coproduction approach worked in practice: there was considerable interaction between those conducting the study and the CLAHRC team overseeing it with ongoing (and useful) discussions about what the study was finding and whether or not that was what the service wanted. Moreover, and reflecting the thoughts above about external validity, the large and diverse sample meant that the results were widely applicable, and therefore contributed to scale-up across the CLAHRC and nationally. 91 The PenCLAHRC stroke pathways project illustrated how modelling approaches using locally available data could assist service redesign and capture the interest of the trust involved. And the success of the PenCLAHRC project on the use of tranexamic acid [described in Chapter 4 , How does the NHS influence CLAHRCs evolution, outcomes and impact (and indeed how does having a CLAHRC influence NHS behaviour)? , Experiences in CLAHRC-CP and PenCLAHRC ] was attributed to, among other things, the fact that the staff involved already knew about PenCLAHRC and trusted its approach. Another important facilitator was an existing operational mandate: patient group directions were in place in the ambulance service that allowed ambulance personnel to use generic prescriptions.

The way in which the tranexamic acid project was facilitated by an existing operational mandate shows how improvement interventions can successfully exploit opportunities within the system. Equally, barriers within the system can impede change. One CLAHRC project on falls prevention among older people involved changes in the treatments delivered by numerous health-care professions in multiple settings, and it proved impossible to align the competing requirements of different service providers and different patient groups.

There is a growing literature on these issues. One study identified health-care organisations that found and used evidence at multiple levels and in an ongoing, integrated fashion, and compared them with those that did not. 103 Echoing the experience of the Veterans Administration we briefly reflected on in Chapter 1 (see The conceptual background , Organisational change and system shift ; also Appendix 12 ), this study found that one determinant of success was the ‘integration of evidence-based practice into the routine fabric of the organization; also known as normalization’ (p. 3). 103 But exactly what this means in terms of tailoring interventions to fit into the existing fabric, the various NHS professional and organisational systems, is still something of a mystery. A review of studies of interventions tailored to overcome identified barriers to change found evidence that tailored interventions can change professional practice, but insufficient evidence about effective approaches to tailoring. 104

In summary, what the CLAHRCs were seeking to achieve here was a shift in the individual attitudes and behaviour of NHS clinicians and managers and, ultimately, their patients. As with the commissioners, what that also involved was an appreciation of the challenges and opportunities posed by the various systems (organisational, professional, economic and so on) within which people work and are treated. In the three CLAHRC projects described above, things aligned well and change followed. In other circumstances unforeseen barriers emerged and more complex changes in, for example, organisational or professional responsibilities and patterns of working (system shifts) were needed before improvements could be made.

• Other issues raised by our findings

An experimental approach: varieties of CLAHRC but a common ethos

The NIHR call for applications for the CLAHRCs was clear about what they were expected to do: the aims of the CLAHRCs were to increase the capacity to undertake and use applied health research in the NHS and to foster a culture of collaboration between the academic and service delivery sectors. 3 These aims were well understood by the CLAHRCs. However, although this vision was clear, there was considerable uncertainty about how to achieve it in practice. Programmes in other countries have attempted to do something similar (see Appendix 12 ). But the contexts in which these programmes operated and the remits to which they worked were very different. So, while lessons could be learned, these programmes could not provide definitive guidance. Moreover, and as we mentioned above (see Chapter 4 , What can we learn from the CLAHRCs that can cast new understanding on how to use research knowledge and evidence to change commissioning and clinical behaviour for patient benefit? , Experiences in CLAHRC-CP and PenCLAHRC ), the experience of the CLAHRCs support the view that there is no single ‘right’ model: ‘It is likely that there is no single or simple answer to the question, “how best to organise the implementation of large scale improvement programmes for health and social care”’ (p. 184). 105

This (inevitable) uncertainty was the rationale for the experimental approach that was adopted across the programme and by the CLAHRCs. NIHR did not prescribe how the individual CLAHRCs should achieve the goals they had been set. Instead, the CLAHRCs were encouraged to develop (and evaluate) innovative models for the conduct and application of applied health research. 3

The approaches adopted by individual CLAHRCs varied. The different principles that underpinned CLAHRC-CP and PenCLAHRC were described in Chapter 3 : CLAHRC-CP was committed to the coproduction of research, and PenCLAHRC worked through the processes of ‘Engagement by Design’ to promote and support the explicit use of evidence as a norm among practitioners and organisations. The published protocols of other CLAHRCs describe their approaches (and where these were made explicit in their proposals as described in Appendix 10 ). Leicestershire, Northamptonshire and Rutland CLAHRC adopted an approach that was influenced by an organisational excellence model described by Nutley et al. 106 and by the experiences of the aforementioned US Veterans Health Administration’s QUERI. 107 The CLAHRC for Nottinghamshire, Derbyshire and Lincolnshire developed an approach that was based on organisational learning theory and used diffusion fellows and communities of practice as mechanisms to encourage change. 108 The CLAHRC for South Yorkshire incorporated implementation themes that built on the knowledge to action approach developed in Canada and on local work to develop evidence-based clinical effectiveness. 109 This diversity within the common CLAHRC programme should, over time, provide rich data about the advantages and disadvantages of different approaches.

In summary, notwithstanding their differences in approach, the CLAHRCs faced common challenges and shared a common ethos that included a willingness to negotiate and maintain a genuine dialogue between different partners, to listen and be responsive, and to adapt on the basis of ongoing evaluation and learning in the face of a constantly changing environment. The CLAHRC interviewees recognised these characteristics and valued them highly; they talked about the need to be flexible and nimble, and to respond serendipitously to unexpected opportunities and challenges. If the CLAHRCs’ achievements are to continue in the second round, an ongoing flexibility and a continuing openness to experimentation and learning are not only desirable but essential.

Flexible comprehensiveness

In Chapter 4 , How are effective multi-stakeholder and multi-disciplinary research and implementation teams for service improvement built: what can we learn from the CLAHRC mode and what mechanisms are being used to enable it? , Experiences in CLAHRC-CP and PenCLAHRC , we suggested that the question of CLAHRC influence over the NHS was part of a wider debate about the role of CLAHRCs within the health research system generally, and the role of that system within the NHS. The experience of the QUERI, which was established by the US Veterans Administration to accelerate the implementation of new research findings into clinical care, 6 suggests that, when the research function is fully integrated into the organisational structure of a health system, performance is improved. 62 The CLAHRC initiative was premised on the use of health-system resources (NHS matched funding) alongside research and development resources (NIHR funding), and in one sense this can be seen as a small move in that same direction. Throughout the CLAHRCs we saw this innovative funding arrangement beginning to work well. 102 Patients and NHS clinical and managerial staff were encouraged to become involved in research, their research needs were recognised and there was a move towards research-informed decision-making. However, as the Veterans Administration experience also demonstrates, many factors shape health-care performance, often in unknown and unintended ways. Like QUERI, the CLAHRCs were complex interventions that operated within complex systems. 38 In doing so, they pursued a strategy that can be categorised as one of flexible comprehensiveness; that is, their programmes were flexible and responsive and they used a range of approaches that sought to match the diverse aspects of the complex issues they faced. 110 Moreover, in future they will be expected to work with, and within, the AHSNs to produce a step change in the scale and pace of innovation in the NHS, adding opportunities for success but also further complexity.

Based on the discussion presented here, we conclude that what the CLAHRCs’ efforts to influence the NHS have achieved is ground-breaking. They have shown that it is possible to align research spending more closely with health-care spending and provide better support for health-care decision-making. 102 To date, the CLAHRCs have done this on a project-by-project basis. The challenge the second-round CLAHRCs, and the new AHSNs, now face is to convert that success into system-wide change.

Sustainability and scaling up

It was an NIHR requirement that effective improvement interventions that had been successfully implemented and evaluated locally should be sustainable, and should be spread, or ‘scaled up’, across the CLAHRC and the health service. 2 There is evidence from the CLAHRCs that they had some success in scaling up some projects, though it was generally too early to assess sustainability.

The CLAHRCs were new entities and initially their role in implementation was not necessarily well understood by their NHS colleagues, leading to some confusion and some disappointed expectations, although NIHR and the CLAHRC directors were clear from the start that making service improvements was a NHS responsibility and that the CLAHRCs were not funded to do this. The role of the CLAHRCs was to support implementation. This involved helping the service to identify, produce and disseminate the user-friendly evidence needed to support the development of effective improvement interventions. It also meant working with the service to evaluate new ways of implementing those interventions, and disseminating the findings from those studies. The CLAHRCs developed a substantial body of published projects in the peer-reviewed literature. They also developed evidence briefs and two-page publications aimed at decision makers (the CLAHRC BITEs, see Chapter 4 , What can we learn from the CLAHRCs that can cast new understanding on how to use research knowledge and evidence to change commissioning and clinical behaviour for patient benefit? ), which were made widely available through the CLAHRC websites. 89 They held large-scale CLAHRC-wide learning events. Through these efforts to communicate and disseminate information about their programmes and projects, the CLAHRCs sought to encourage NHS organisations and staff across their own locality (and sometimes beyond) to get engaged and to use interventions that had been successfully implemented elsewhere. 73 , 93

However, defining exactly what role the second-round CLAHRCs should play in sustainability and scale-up is still new territory. Glasgow et al. 111 describe sustainability and scaling up as areas where there are key opportunities to advance dissemination and implementation research, and suggest (in terms that would be familiar to any CLAHRC) that ‘further advances in the field will be achieved by focusing dissemination and implementation research on five core values: rigor and relevance, efficiency, collaboration, improved capacity, and cumulative knowledge’ (p. 1274). 111 More radically, Scheirer and Dearing suggest we should view ‘sustainability research as a further stage in the translation or dissemination of research-based interventions into practice’ (p. 2059). 112 A further issue is the sustainability and scale-up of the CLAHRC approach itself across the NHS. What the CLAHRCs were trying to promote was the explicit use of research evidence as a norm among NHS decision-makers, so that it is habitual for NHS staff to turn to research when they are seeking to improve services, and for academics to respond. The CLAHRCs have shown that it is possible to bring these two communities closer together. Through matched funding, the CLAHRCs have also demonstrated that it is possible to align research spending more closely with health-care spending and provide better support for health-care decision-making.

To summarise, the first-round CLAHRCs prepared the ground for closer integration of the research system and the health-care system. The challenge for the second-round CLAHRCs is to add scale and pace to CLAHRC activities within the context of the ASHNs. It is to these developments that we turn in the next section.

• Future developments

The evidence we gathered in our evaluation indicates that our initial assessment that the CLAHRCs were playing a valuable integrating role was generally correct and that, while there were some partial overlaps, no other organisation was duplicating the overall contribution that the CLAHRCs were making (see Appendix 9 ). Nevertheless, concern about the translation of evidence into practice in the NHS continued. In 2011 the NHS Chief Executive launched the Innovation, Health and Wealth review with the aim of accelerating adoption and diffusion in the NHS. 113 In their collective evidence to the review the CLAHRCs highlighted what they saw as their success: ‘NHS Partners can use the example of the NIHR CLAHRCs as a model to combine NHS, academic and industry stakeholders in their structures, governance and daily-operations’ (p. 3). 114

Among its recommendations, the Innovation, Health and Wealth review called for the creation of AHSNs across the country. According to the review ‘AHSNs will present a unique opportunity to align education, clinical research, informatics, innovation, training & education and healthcare delivery . . . Every local NHS organisation should aspire to be affiliated to its local AHSN’ (p. 13). 113 The review also listed the various bodies with which it expected the AHSNs would work closely: Academic Health Science Centres, NIHR Biomedical Research Units and Biomedical Research Centres, NIHR CLAHRCs, HIECs, and NHS Innovation Hubs. However, the review noted there was a need to revisit the landscape because so many new organisations charged with improving innovation in the NHS had emerged that the landscape was ‘fragmented, cluttered and confusing’. The review therefore announced the NHS would conduct a ‘Sunset Review’ of ‘all NHS/DH funded or sponsored innovation bodies and make recommendations as to their future form and funding’ (p. 20). 113

The Department of Health responded to the report in June 2012, setting out a draft designation and establishment process for AHSNs and sought expressions of interest by 20 July 2012. In addition to defining the aims of the AHSNs it also referred to the ‘Sunset Review’ and suggested that local organisations would be able to use their AHSN application process to identify opportunities to simplify their local arrangements and structures. Under the heading ‘Translating research and learning into practice’ the June 2012 document stated that:

AHSNs will play a central role in the translation of research into practice [. . .] so it can ‘pull through’ innovations leading to adoption at scale that benefits the whole population thus addressing the T3 (dissemination and implementation) and T4 (scaling up including though government policy) gaps. The NIHR Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) make an important contribution to this activity (p. 11). 73

This quote is significant in several ways for our evaluation of the CLAHRCs’ role in narrowing the second translation gap. First, it recognises that it is no longer helpful to refer just to the first and second translation gaps (T1 and T2) – although we would also contend it is not helpful either to complicate the analysis by increasing the number of so-called translational gaps, or, indeed, to use this language at all. 115 Second, it recognises the contribution the CLAHRCs are making to research translation.

Given the CLAHRCs’ role and their focus on their local geographical area, a central concern has been their limited number. If the CLAHRCs are doing useful things that cannot be done by other bodies then should not their number be increased so that the whole NHS has the opportunity to be involved in a CLAHRC? The CLAHRCs were initially set up as pilots and were later described as a natural experiment. This is important and helps to explain the flexibility the CLAHRCs have enjoyed and the scope they have had to evolve, both reasons why it has been so appropriate to adopt our own emergent evaluation approach. In the interviews with CLAHRC directors it became clear that the CLAHRCs have been evolving away from being largely conceptualised in academic terms towards more emphasis on a collaborative response to service needs and improved knowledge mobilisation. Now, with the NHS-funded AHSNs, there is an opportunity for national coverage through the development of a NHS-wide initiative that is intended to promote research engagement and translation, and to which the NIHR-funded CLAHRCs can make a unique contribution.

It is notable that the AHSN proposals that came from areas containing CLAHRCs drew heavily on the contribution their CLAHRCs had made already, and on the value of having that continuing contribution to the proposed AHSN. For example, the preface to the prospectus from Imperial College Health Partners listed the various organisations with which it was actively engaging, and the CLAHRC was first on the list: ‘We are actively engaging with North West London organisations including the CLAHRC, CLRN [Clinical Research Network], BRC [biomedical research centre], BRU [biomedical research unit], and the LETB [Local Education and Training Board], who will be integral pieces in the AHSN vision’ (p. 3). 116

Here we give a few more details from the AHSN proposals covering the two CLAHRCs where we conducted case studies. The South West Peninsula AHSN begins by referring to its strong track record in research delivery through networks dating back to the original Cancer Research Network. It continues, ‘Peninsula’s Collaboration for Leadership in Applied Health Research (PenCLAHRC), Peninsula Clinical Trials Unit (PenCTU), our Comprehensive Local Research Network and Cancer Network are known for their prominent successes in catalysing innovation through successful partnership working’ (p. 3). 117 It also lists a range of mechanisms established by PenCLAHRC on which the AHSN will draw (including PenCHORD, the PenCLAHRC Evidence Synthesis Team and local expertise in patient and public involvement in research). It further states that ‘PenCLAHRC has been a valued focus for innovation and collaboration but the establishment of the AHSN will bring a step change in the commitment of NHS organisations to work together to change practice based on research’ (p. 18). 117

The prospectus from the Eastern AHSN similarly drew on the experience of CLAHRC-CP, although inevitably, given CLAHRC-CP’s focus on mental health, a wider range of other organisations contributed, including the Cambridge Academic Health Science Centre and a biomedical research centre. Despite this, major contributions from the CLAHRC were described, such as that the CLAHRC had increased the capacity for applied health research and innovation through CLAHRC Fellowships and that it had increased the range of decision tools to help inform decisions on the potential innovations that were expected to lead to best value for the NHS and social care. 118 The Eastern AHSN also identified three priorities, and the first was mental health. The prospectus further set out how links with Eastern AHSN would support the forthcoming application to NIHR for the second round of funding for CLAHRC-CP.

Overall, however, a major endorsement of the role played by CLAHRCs, and of their potential in relation to the new AHSNs, is that the NIHR decided to fund a second phase of CLAHRCs whereas other initiatives such as the HIECs are being phased out, despite acknowledgment of useful work having been achieved.

Applicants for the second round of CLAHRC funding were told that their first aim should be to ‘develop and conducting applied health research that would be relevant across the NHS, and to translate research findings into approved outcomes for patients’ (p. 2). 93 But the relationship with the AHSNs was also highlighted as being of considerable importance in several ways:

• One of the aims set out for CLAHRCs in the second round is to ‘create and embed approaches to research and its dissemination that are specifically designed to take account of the way that health care is delivered across the local AHSN’ (p. 2). 93
• CLAHRC applicants were also told that their role would include incorporating ‘integrated and synergistic working with the relevant AHSNs’ (p. 3), and the guidance also stated that ‘Applicants need to have the backing and support from the relevant AHSN Board or other equivalent appropriate nascent AHSN governance structure’ (p. 3). 93

In the question-and-answer session held for potential applicants for the second round of CLAHRC funding in February 2013, the questions included ones asking for clarification about the functional difference between the AHSNs and the CLAHRCs, and if there were some activities that could be seen as part of both organisations. The answers highlighted some major differences between the two types of organisation. First, the universal geographical coverage of the AHSNs contrasts with that of the CLAHRCs. Second, the CLAHRCs will have a somewhat narrower, and research-oriented, role, which will focus on funding and translating applied research on chronic diseases and public health interventions, in contrast to the broader remit of the AHSNs. Nevertheless, it was stated that ‘There is clear complementarity between the aims and objectives of the NIHR CLAHRCs and the AHSNs in their remits of translating research and learning into practice’ (p. 2). 93

In practice, it is likely that some uncertainties about the precise boundaries around the work of the two types of organisation will remain, and there is likely to be continuing discussion and negotiation, in the geographical areas where both organisations exist, about how the local strengths of the CLAHRCs can be complemented by the role of the AHSNs. Some of the previous concern about the limited coverage provided by the CLAHRCs is now being addressed by the responsibility the AHSNs have for translation and delivering innovation in every geographical area across England. In response to a question about what had changed between the pilot CLAHRCs and the new CLAHRCs competition, the NIHR noted that the NHS landscape had changed significantly and that the innovation environment would continue to evolve with new structures, such as AHSNs responsible for delivering innovation into the NHS. 93 However, one thing is clear, collaboration will be an important aspect of the AHSNs just as it has been the defining characteristic of the CLAHRCs.

• Conclusions, practical implications and research recommendations

In an essay published in 2007 that explored the relationship between health research and health services (or lack thereof), and the need to move towards better research-informed decision-making, Lomas argued that there was a need to revisit the reward systems in universities and in the health services in order to improve interactions between the processes that create the facts (research) and the ones that incorporate the values (decision-making). 80

To allow this to happen, he argued that universities as the producers of research should reward:

• research that includes decision makers in research processes
• the creation of centres that link researchers directly with clinicians, managers and policy-makers
• the synthesis of different bodies of knowledge into actionable messages that are relevant to health-service questions
• dissemination of brief, plain-language research summaries through face-to-face exchanges between the ‘doers’ and users of research.

Likewise, the health service should reward:

• the active involvement of clinicians, managers and policy-makers in research that is relevant to (urgent) health-service questions
• the support for operational research and development on its own activities
• change management driven by evidence based on research
• the inclusion of researchers in decision-making processes. 80

The call for the evaluations of the CLAHRCs recognised this important contribution, 2 and it is no accident that this list reads like the brief for the CLAHRCs. The analysis of the CLAHRCs’ experience in this report found that the CLAHRCs (as collaborations between local universities and the local NHS) had achieved many of these goals. They included NHS decision-makers in research, and researchers in service decision-making, and delivered research findings in actionable forms. The multidisciplinary teams developed by the CLAHRCs produced innovative research projects that directly addressed local NHS needs and were widely implemented across their local patch, and sometimes across the NHS. The CLAHRCs obtained matched funding from the NHS that encouraged the active involvement of NHS staff, and also generated significant external funding for CLAHRC-inspired projects. Research capacities in academia and capacities in the NHS to engage effectively with research were expanded, and there was increased support for operational research and new opportunities for researchers to advise on change management were created.

The CLAHRCs also went further. They sought to change the culture in universities and the NHS so that the explicit use of research evidence in the service became a norm, and there is evidence that this was achieved to some extent, although there is still a long way to go. They threw some light on the complexities of knowledge mobilisation and what these entail for practical programmes, reinforcing the view that there is no single fixed ‘right’ approach. In addition, CLAHRCs demonstrated that a collaborative approach that is comprehensive and flexible, operates on several fronts simultaneously, is responsive and willing to experiment and learn, and can achieve change at individual and organisational levels within complex systems. Most importantly, they laid the groundwork for closer integration between the research and health-care systems.

Implications for practice

In summary, the following factors, working together, are thought to have contributed to the CLAHRCs’ achievements:

• A focus on research relevant to the NHS and its patients.
• Strong leadership allied with a significant degree of devolved responsibility to people such as research theme leaders and knowledge brokers.
• developing relationship models that focused on interactions between people through which knowledge from multiple sources could be exchanged and adapted to local circumstances through a collaborative production–synthesis–integration cycle 43
• recruiting people who could bring understanding of research to the service and vice versa: all CLAHRC staff acted as research champions; many CLAHRCs also recruited knowledge brokers to fulfil this function
• developing research awareness and capacity through the coproduction of research and implementation projects, training and exchange programmes, regular cross-CLAHRC knowledge exchange meetings and user-friendly publications.
• Matched funding from the service, which helped to promote initial NHS buy-in, allowed scope for adaptability and responsiveness to the needs of the service, and encouraged NHS organisations to think prospectively about the business case for investing in research and knowledge mobilisation and become more active and discerning partners in the CLAHRCs. 102 However, the disadvantage of this funding model, that is the risks associated with involving NHS organisations of only one type in a NHS environment subject to ongoing change, needs to be considered from the outset.
• A continuing openness to experimentation and learning. The CLAHRCs had feedback from their own internal evaluations (including the evaluations of CLAHRC-funded projects), from the formative elements of the NIHR-funded external evaluations and, in some cases, from external interim reviews of progress.

Overall, the CLAHRCs’ experience suggests that programmes with similar goals need to adopt a systems perspective that recognises that context is critical, that most problems and interventions are multilevel and complex, and that more emphasis needs to be placed on inter-relationships among system elements and system rules and how system shift can be achieved. In practice this means developing programmes that can:

• produce and exploit research that is pragmatic and practical, encourages participation and representativeness, makes comparisons between real alternatives, collects cost data and assesses multiple outcomes, often using mixed methods
• identify and respond to the challenges and opportunities posed by the various systems (organisational, professional, economic and so on) within which NHS clinicians, managers and commissioners work
• include short-term as well as long-term research and implementation projects and adopt an early focus on ‘quick wins’
• consider external validity in the funding, reporting, synthesis and application of research as well as internal validity
• commit to the full and transparent reporting of research findings through effective communications, including user-friendly publications
• clarify, and strengthen, the roles of different players in research, implementation and service improvement.

Research recommendations

We have identified five overarching research areas and, within these, seven research questions from the evidence presented in this report that a future research programme could appropriately explore to further inform ongoing efforts within the health-research and health-service systems in England to promote the effective translation of evidence into practice.

• Understanding the counterfactual. The second round of funding for the CLAHRCs provides an endorsement of their activities in the first round, and the development of the AHSNs helps to alleviate some of the concerns about the partial geographical coverage of the CLAHRCs. At the same time, the parallel development of the AHSNs and the second round of the CLAHRCs provides an important research opportunity to compare areas with both an AHSN and a CLAHRC, and areas with just an AHSN. Such a research programme would present an opportunity to explore the counterfactual, that is to understand the extent to which the CLAHRCs are making a contribution to furthering applied health research and its translation into patient benefit. Q: To what extent are the CLAHRCs furthering applied health research and its translation into patient benefit?
• However, the requirement that evidence be generated that is relevant to local service needs while at the same time generalisable beyond the locality means that there is a need to consider internal and external validity when designing research projects. There is, therefore, a need to explore and evaluate different implementation theories to advance understanding of how to achieve a balance between rigour and relevance in order to improve the applicability of research findings. Q: What lessons can be learned from the CLAHRCs about how to balance rigour and relevance in research projects and improve the applicability of the findings?
• There is also a need to identify the systemic barriers to, and facilitators of, implementation. Q: What lessons can be learned from the CLAHRCS about how to tailor the implementation of research findings to different settings while retaining fidelity?
• We have shown how the CLAHRCs successfully influenced the culture in the NHS and in academia, and sought to ensure the explicit use of research evidence as a norm in the NHS. There is a need to understand the factors that support this normalisation better, and, in particular, the roles of communication and dissemination and of knowledge brokers. Q: What lessons can be learned from the CLAHRCs about the mechanisms through which the use of research evidence is promoted in the NHS?
• We have seen how the CLAHRCs were able to scale up some of their successful implementation projects across their own localities and across the NHS more generally. It has also been suggested that ‘sustainability research’ should be considered as a further stage in the translation or dissemination of research-based interventions into practice. 112 However, further work is required to advance our understanding of the processes and mechanisms that are needed to support the system-wide sustainability and scale-up of implementation projects. Q: What factors support, and what factors hinder, the sustainability and scale-up of successful implementation projects?
• The role of patient and public involvement. In this report we present some, albeit limited, evidence that the involvement of patients and the public as partners in the CLAHRCs was uneven. We have not been able, in the context of this evaluation, to study approaches to and processes of engaging patients and the wider public in the CLAHRCs, as partners, users and/or coproducers of research and its implementation. There is a need to understand more about the key enablers and barriers of successful patient and public engagement in the processes of research production and implementation in collaborative partnerships such as the CLAHRCs. Such an understanding will require a more systematic assessment of the (expected) outcomes of involving patients and the wider public in the collaboration; the level of involvement (e.g. to inform priority setting, resource allocation, service delivery, etc.); their role (e.g. advisory, participatory, coproduction, etc.) and representation; and the extent to which involvement promotes equity. 119 Q: What are the key enablers of, and barriers to, successful patient and public engagement in research production and implementation in collaborative partnerships such as the CLAHRCs?
• The relation between CLAHRCs and NHS commissioners. We have seen that the CLAHRCs did not always find it easy to involve commissioners but that when they did so they found it, to use their own term, ‘exciting’. Given the recent changes in commissioning within the NHS and the opportunities these provide, it would be useful to explore how the developing relation between the CLAHRCs and local commissioners can be supported, how it operates and what it achieves. Q: Have NHS commissioners used CLAHRCs? If so, how and with what results? If not, why not?

Included under terms of UK Non-commercial Government License .

• Cite this Page Soper B, Hinrichs S, Drabble S, et al. Delivering the aims of the Collaborations for Leadership in Applied Health Research and Care: understanding their strategies and contributions. Southampton (UK): NIHR Journals Library; 2015 May. (Health Services and Delivery Research, No. 3.25.) Chapter 5, Discussion, conclusions, practical implications and research recommendations.
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