what makes the review of literature important in research

Why is it important to do a literature review in research?

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 “A substantive, thorough, sophisticated literature review is a precondition for doing substantive, thorough, sophisticated research”. Boote and Baile 2005

Authors of manuscripts treat writing a literature review as a routine work or a mere formality. But a seasoned one knows the purpose and importance of a well-written literature review.  Since it is one of the basic needs for researches at any level, they have to be done vigilantly. Only then the reader will know that the basics of research have not been neglected.

The aim of any literature review is to summarize and synthesize the arguments and ideas of existing knowledge in a particular field without adding any new contributions.   Being built on existing knowledge they help the researcher to even turn the wheels of the topic of research.  It is possible only with profound knowledge of what is wrong in the existing findings in detail to overpower them.  For other researches, the literature review gives the direction to be headed for its success. 

The common perception of literature review and reality:

As per the common belief, literature reviews are only a summary of the sources related to the research. And many authors of scientific manuscripts believe that they are only surveys of what are the researches are done on the chosen topic.  But on the contrary, it uses published information from pertinent and relevant sources like

• Scholarly books
• Scientific papers
• Latest studies in the field
• Established school of thoughts
• Relevant articles from renowned scientific journals

and many more for a field of study or theory or a particular problem to do the following:

• Summarize into a brief account of all information
• Synthesize the information by restructuring and reorganizing
• Critical evaluation of a concept or a school of thought or ideas
• Familiarize the authors to the extent of knowledge in the particular field
• Encapsulate
• Compare & contrast

By doing the above on the relevant information, it provides the reader of the scientific manuscript with the following for a better understanding of it:

• It establishes the authors’  in-depth understanding and knowledge of their field subject
• It gives the background of the research
• Portrays the scientific manuscript plan of examining the research result
• Illuminates on how the knowledge has changed within the field
• Highlights what has already been done in a particular field
• Information of the generally accepted facts, emerging and current state of the topic of research
• Identifies the research gap that is still unexplored or under-researched fields
• Demonstrates how the research fits within a larger field of study
• Provides an overview of the sources explored during the research of a particular topic

Importance of literature review in research:

The importance of literature review in scientific manuscripts can be condensed into an analytical feature to enable the multifold reach of its significance.  It adds value to the legitimacy of the research in many ways:

• Provides the interpretation of existing literature in light of updated developments in the field to help in establishing the consistency in knowledge and relevancy of existing materials
• It helps in calculating the impact of the latest information in the field by mapping their progress of knowledge.
• It brings out the dialects of contradictions between various thoughts within the field to establish facts
• The research gaps scrutinized initially are further explored to establish the latest facts of theories to add value to the field
• Indicates the current research place in the schema of a particular field
• Provides information for relevancy and coherency to check the research
• Apart from elucidating the continuance of knowledge, it also points out areas that require further investigation and thus aid as a starting point of any future research
• Justifies the research and sets up the research question
• Sets up a theoretical framework comprising the concepts and theories of the research upon which its success can be judged
• Helps to adopt a more appropriate methodology for the research by examining the strengths and weaknesses of existing research in the same field
• Increases the significance of the results by comparing it with the existing literature
• Provides a point of reference by writing the findings in the scientific manuscript
• Helps to get the due credit from the audience for having done the fact-finding and fact-checking mission in the scientific manuscripts
• The more the reference of relevant sources of it could increase more of its trustworthiness with the readers
• Helps to prevent plagiarism by tailoring and uniquely tweaking the scientific manuscript not to repeat other’s original idea
• By preventing plagiarism , it saves the scientific manuscript from rejection and thus also saves a lot of time and money
• Helps to evaluate, condense and synthesize gist in the author’s own words to sharpen the research focus
• Helps to compare and contrast to  show the originality and uniqueness of the research than that of the existing other researches
• Rationalizes the need for conducting the particular research in a specified field
• Helps to collect data accurately for allowing any new methodology of research than the existing ones
• Enables the readers of the manuscript to answer the following questions of its readers for its better chances for publication
• What do the researchers know?
• What do they not know?
• Is the scientific manuscript reliable and trustworthy?
• What are the knowledge gaps of the researcher?

22. It helps the readers to identify the following for further reading of the scientific manuscript:

• What has been already established, discredited and accepted in the particular field of research
• Areas of controversy and conflicts among different schools of thought
• Unsolved problems and issues in the connected field of research
• The emerging trends and approaches
• How the research extends, builds upon and leaves behind from the previous research

A profound literature review with many relevant sources of reference will enhance the chances of the scientific manuscript publication in renowned and reputed scientific journals .

References:

http://www.math.montana.edu/jobo/phdprep/phd6.pdf

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• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
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Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core Collection This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

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Literature Review - what is a Literature Review, why it is important and how it is done

What are literature reviews, goals of literature reviews, types of literature reviews, about this guide/licence.

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 What is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries. " - Quote from Taylor, D. (n.d) "The literature review: A few tips on conducting it"

Source NC State University Libraries. This video is published under a Creative Commons 3.0 BY-NC-SA US license.

What are the goals of creating a Literature Review?

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

- Baumeister, R.F. & Leary, M.R. (1997). "Writing narrative literature reviews," Review of General Psychology , 1(3), 311-320.

When do you need to write a Literature Review?

• When writing a prospectus or a thesis/dissertation
• When writing a research paper
• When writing a grant proposal

In all these cases you need to dedicate a chapter in these works to showcase what have been written about your research topic and to point out how your own research will shed a new light into these body of scholarship.

Literature reviews are also written as standalone articles as a way to survey a particular research topic in-depth. This type of literature reviews look at a topic from a historical perspective to see how the understanding of the topic have change through time.

What kinds of literature reviews are written?

• Narrative Review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.
• Book review essays/ Historiographical review essays : This is a type of review that focus on a small set of research books on a particular topic " to locate these books within current scholarship, critical methodologies, and approaches" in the field. - LARR
• Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L.K. (2013). Research in Communication Sciences and Disorders . San Diego, CA: Plural Publishing.
• Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M.C. & Ilardi, S.S. (2003). Handbook of Research Methods in Clinical Psychology . Malden, MA: Blackwell Pub.
• Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). "Qualitative meta-synthesis: A question of dialoguing with texts," Journal of Advanced Nursing , 53(3), 311-318.

Guide adapted from "Literature Review" , a guide developed by Marisol Ramos used under CC BY 4.0 /modified from original.

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A Guide to Literature Reviews

Importance of a good literature review.

• Conducting the Literature Review
• Structure and Writing Style
• Types of Literature Reviews
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• Acknowledgements

A literature review is not only a summary of key sources, but  has an organizational pattern which combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

The purpose of a literature review is to:

• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].
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Research Methods

• Getting Started
• Literature Review Research
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Literature Review

• What is a Literature Review?
• What is NOT a Literature Review?
• Purposes of a Literature Review
• Types of Literature Reviews
• Literature Reviews vs. Systematic Reviews
• Systematic vs. Meta-Analysis

Literature Review  is a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works.

Also, we can define a literature review as the collected body of scholarly works related to a topic:

• Summarizes and analyzes previous research relevant to a topic
• Includes scholarly books and articles published in academic journals
• Can be an specific scholarly paper or a section in a research paper

The objective of a Literature Review is to find previous published scholarly works relevant to an specific topic

• Help gather ideas or information
• Keep up to date in current trends and findings
• Help develop new questions

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Helps focus your own research questions or problems
• Discovers relationships between research studies/ideas.
• Suggests unexplored ideas or populations
• Identifies major themes, concepts, and researchers on a topic.
• Tests assumptions; may help counter preconceived ideas and remove unconscious bias.
• Identifies critical gaps, points of disagreement, or potentially flawed methodology or theoretical approaches.
• Indicates potential directions for future research.

All content in this section is from Literature Review Research from Old Dominion University 

Keep in mind the following, a literature review is NOT:

Not an essay 

Not an annotated bibliography  in which you summarize each article that you have reviewed.  A literature review goes beyond basic summarizing to focus on the critical analysis of the reviewed works and their relationship to your research question.

Not a research paper   where you select resources to support one side of an issue versus another.  A lit review should explain and consider all sides of an argument in order to avoid bias, and areas of agreement and disagreement should be highlighted.

A literature review serves several purposes. For example, it

• provides thorough knowledge of previous studies; introduces seminal works.
• helps focus one’s own research topic.
• identifies a conceptual framework for one’s own research questions or problems; indicates potential directions for future research.
• suggests previously unused or underused methodologies, designs, quantitative and qualitative strategies.
• identifies gaps in previous studies; identifies flawed methodologies and/or theoretical approaches; avoids replication of mistakes.
• helps the researcher avoid repetition of earlier research.
• suggests unexplored populations.
• determines whether past studies agree or disagree; identifies controversy in the literature.
• tests assumptions; may help counter preconceived ideas and remove unconscious bias.

As Kennedy (2007) notes*, it is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the original studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally that become part of the lore of field. In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews.

Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are several approaches to how they can be done, depending upon the type of analysis underpinning your study. Listed below are definitions of types of literature reviews:

Argumentative Review      This form examines literature selectively in order to support or refute an argument, deeply imbedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to to make summary claims of the sort found in systematic reviews.

Integrative Review      Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication.

Historical Review      Few things rest in isolation from historical precedent. Historical reviews are focused on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review      A review does not always focus on what someone said [content], but how they said it [method of analysis]. This approach provides a framework of understanding at different levels (i.e. those of theory, substantive fields, research approaches and data collection and analysis techniques), enables researchers to draw on a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection and data analysis, and helps highlight many ethical issues which we should be aware of and consider as we go through our study.

Systematic Review      This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyse data from the studies that are included in the review. Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?"

Theoretical Review      The purpose of this form is to concretely examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review help establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

* Kennedy, Mary M. "Defining a Literature."  Educational Researcher  36 (April 2007): 139-147.

All content in this section is from The Literature Review created by Dr. Robert Larabee USC

Robinson, P. and Lowe, J. (2015),  Literature reviews vs systematic reviews.  Australian and New Zealand Journal of Public Health, 39: 103-103. doi: 10.1111/1753-6405.12393

What's in the name? The difference between a Systematic Review and a Literature Review, and why it matters . By Lynn Kysh from University of Southern California

Systematic review or meta-analysis?

A  systematic review  answers a defined research question by collecting and summarizing all empirical evidence that fits pre-specified eligibility criteria.

A  meta-analysis  is the use of statistical methods to summarize the results of these studies.

Systematic reviews, just like other research articles, can be of varying quality. They are a significant piece of work (the Centre for Reviews and Dissemination at York estimates that a team will take 9-24 months), and to be useful to other researchers and practitioners they should have:

• clearly stated objectives with pre-defined eligibility criteria for studies
• explicit, reproducible methodology
• a systematic search that attempts to identify all studies
• assessment of the validity of the findings of the included studies (e.g. risk of bias)
• systematic presentation, and synthesis, of the characteristics and findings of the included studies

Not all systematic reviews contain meta-analysis. 

Meta-analysis is the use of statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects of health care than those derived from the individual studies included within a review.  More information on meta-analyses can be found in  Cochrane Handbook, Chapter 9 .

A meta-analysis goes beyond critique and integration and conducts secondary statistical analysis on the outcomes of similar studies.  It is a systematic review that uses quantitative methods to synthesize and summarize the results.

An advantage of a meta-analysis is the ability to be completely objective in evaluating research findings.  Not all topics, however, have sufficient research evidence to allow a meta-analysis to be conducted.  In that case, an integrative review is an appropriate strategy. 

Some of the content in this section is from Systematic reviews and meta-analyses: step by step guide created by Kate McAllister.

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Literature Reviews

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What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
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• Steps in Conducting a Literature Review

What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

APA Style Blog - for those harder to find answers

1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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What is a literature review?

A literature review is a critical analysis of the literature related to your research topic. It evaluates and critiques the literature to establish a theoretical framework for your research topic and/or identify a gap in the existing research that your research will address.

A literature review is not a summary of the literature. You need to engage deeply and critically with the literature. Your literature review should show your understanding of the literature related to your research topic and lead to presenting a rationale for your research.

A literature review focuses on:

• the context of the topic
• key concepts, ideas, theories and methodologies
• key researchers, texts and seminal works
• major issues and debates
• identifying conflicting evidence
• the main questions that have been asked around the topic
• the organisation of knowledge on the topic
• definitions, particularly those that are contested
• showing how your research will advance scholarly knowledge (generally referred to as identifying the ‘gap’).

This module will guide you through the functions of a literature review; the typical process of conducting a literature review (including searching for literature and taking notes); structuring your literature review within your thesis and organising its internal ideas; and styling the language of your literature review.

The purposes of a literature review

A literature review serves two main purposes:

1) To show awareness of the present state of knowledge in a particular field, including:

• seminal authors
• the main empirical research
• theoretical positions
• controversies
• breakthroughs as well as links to other related areas of knowledge.

2) To provide a foundation for the author’s research. To do that, the literature review needs to:

• help the researcher define a hypothesis or a research question, and how answering the question will contribute to the body of knowledge;
• provide a rationale for investigating the problem and the selected methodology;
• provide a particular theoretical lens, support the argument, or identify gaps.

Before you engage further with this module, try the quiz below to see how much you already know about literature reviews.

Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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• Research Process

Literature Review in Research Writing

• 4 minute read

Table of Contents

Research on research? If you find this idea rather peculiar, know that nowadays, with the huge amount of information produced daily all around the world, it is becoming more and more difficult to keep up to date with all of it. In addition to the sheer amount of research, there is also its origin. We are witnessing the economic and intellectual emergence of countries like China, Brazil, Turkey, and United Arab Emirates, for example, that are producing scholarly literature in their own languages. So, apart from the effort of gathering information, there must also be translators prepared to unify all of it in a single language to be the object of the literature survey. At Elsevier, our team of translators is ready to support researchers by delivering high-quality scientific translations , in several languages, to serve their research – no matter the topic.

What is a literature review?

A literature review is a study – or, more accurately, a survey – involving scholarly material, with the aim to discuss published information about a specific topic or research question. Therefore, to write a literature review, it is compulsory that you are a real expert in the object of study. The results and findings will be published and made available to the public, namely scientists working in the same area of research.

How to Write a Literature Review

First of all, don’t forget that writing a literature review is a great responsibility. It’s a document that is expected to be highly reliable, especially concerning its sources and findings. You have to feel intellectually comfortable in the area of study and highly proficient in the target language; misconceptions and errors do not have a place in a document as important as a literature review. In fact, you might want to consider text editing services, like those offered at Elsevier, to make sure your literature is following the highest standards of text quality. You want to make sure your literature review is memorable by its novelty and quality rather than language errors.

Writing a literature review requires expertise but also organization. We cannot teach you about your topic of research, but we can provide a few steps to guide you through conducting a literature review:

• Choose your topic or research question: It should not be too comprehensive or too limited. You have to complete your task within a feasible time frame.
• Set the scope: Define boundaries concerning the number of sources, time frame to be covered, geographical area, etc.
• Decide which databases you will use for your searches: In order to search the best viable sources for your literature review, use highly regarded, comprehensive databases to get a big picture of the literature related to your topic.
• Search, search, and search: Now you’ll start to investigate the research on your topic. It’s critical that you keep track of all the sources. Start by looking at research abstracts in detail to see if their respective studies relate to or are useful for your own work. Next, search for bibliographies and references that can help you broaden your list of resources. Choose the most relevant literature and remember to keep notes of their bibliographic references to be used later on.
• Review all the literature, appraising carefully it’s content: After reading the study’s abstract, pay attention to the rest of the content of the articles you deem the “most relevant.” Identify methodologies, the most important questions they address, if they are well-designed and executed, and if they are cited enough, etc.

If it’s the first time you’ve published a literature review, note that it is important to follow a special structure. Just like in a thesis, for example, it is expected that you have an introduction – giving the general idea of the central topic and organizational pattern – a body – which contains the actual discussion of the sources – and finally the conclusion or recommendations – where you bring forward whatever you have drawn from the reviewed literature. The conclusion may even suggest there are no agreeable findings and that the discussion should be continued.

Why are literature reviews important?

Literature reviews constantly feed new research, that constantly feeds literature reviews…and we could go on and on. The fact is, one acts like a force over the other and this is what makes science, as a global discipline, constantly develop and evolve. As a scientist, writing a literature review can be very beneficial to your career, and set you apart from the expert elite in your field of interest. But it also can be an overwhelming task, so don’t hesitate in contacting Elsevier for text editing services, either for profound edition or just a last revision. We guarantee the very highest standards. You can also save time by letting us suggest and make the necessary amendments to your manuscript, so that it fits the structural pattern of a literature review. Who knows how many worldwide researchers you will impact with your next perfectly written literature review.

Know more: How to Find a Gap in Research .

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Frequently asked questions

What is the purpose of a literature review.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

Frequently asked questions: Academic writing

A rhetorical tautology is the repetition of an idea of concept using different words.

Rhetorical tautologies occur when additional words are used to convey a meaning that has already been expressed or implied. For example, the phrase “armed gunman” is a tautology because a “gunman” is by definition “armed.”

A logical tautology is a statement that is always true because it includes all logical possibilities.

Logical tautologies often take the form of “either/or” statements (e.g., “It will rain, or it will not rain”) or employ circular reasoning (e.g., “she is untrustworthy because she can’t be trusted”).

You may have seen both “appendices” or “appendixes” as pluralizations of “ appendix .” Either spelling can be used, but “appendices” is more common (including in APA Style ). Consistency is key here: make sure you use the same spelling throughout your paper.

The purpose of a lab report is to demonstrate your understanding of the scientific method with a hands-on lab experiment. Course instructors will often provide you with an experimental design and procedure. Your task is to write up how you actually performed the experiment and evaluate the outcome.

In contrast, a research paper requires you to independently develop an original argument. It involves more in-depth research and interpretation of sources and data.

A lab report is usually shorter than a research paper.

The sections of a lab report can vary between scientific fields and course requirements, but it usually contains the following:

• Title: expresses the topic of your study
• Abstract: summarizes your research aims, methods, results, and conclusions
• Introduction: establishes the context needed to understand the topic
• Method: describes the materials and procedures used in the experiment
• Results: reports all descriptive and inferential statistical analyses
• Discussion: interprets and evaluates results and identifies limitations
• Conclusion: sums up the main findings of your experiment
• References: list of all sources cited using a specific style (e.g. APA)
• Appendices: contains lengthy materials, procedures, tables or figures

A lab report conveys the aim, methods, results, and conclusions of a scientific experiment . Lab reports are commonly assigned in science, technology, engineering, and mathematics (STEM) fields.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis , dissertation or research paper .

If you’ve gone over the word limit set for your assignment, shorten your sentences and cut repetition and redundancy during the editing process. If you use a lot of long quotes , consider shortening them to just the essentials.

If you need to remove a lot of words, you may have to cut certain passages. Remember that everything in the text should be there to support your argument; look for any information that’s not essential to your point and remove it.

To make this process easier and faster, you can use a paraphrasing tool . With this tool, you can rewrite your text to make it simpler and shorter. If that’s not enough, you can copy-paste your paraphrased text into the summarizer . This tool will distill your text to its core message.

Revising, proofreading, and editing are different stages of the writing process .

• Revising is making structural and logical changes to your text—reformulating arguments and reordering information.
• Editing refers to making more local changes to things like sentence structure and phrasing to make sure your meaning is conveyed clearly and concisely.
• Proofreading involves looking at the text closely, line by line, to spot any typos and issues with consistency and correct them.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarizes the contents of your paper.

In a scientific paper, the methodology always comes after the introduction and before the results , discussion and conclusion . The same basic structure also applies to a thesis, dissertation , or research proposal .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Whether you’re publishing a blog, submitting a research paper , or even just writing an important email, there are a few techniques you can use to make sure it’s error-free:

• Take a break : Set your work aside for at least a few hours so that you can look at it with fresh eyes.
• Proofread a printout : Staring at a screen for too long can cause fatigue – sit down with a pen and paper to check the final version.
• Use digital shortcuts : Take note of any recurring mistakes (for example, misspelling a particular word, switching between US and UK English , or inconsistently capitalizing a term), and use Find and Replace to fix it throughout the document.

If you want to be confident that an important text is error-free, it might be worth choosing a professional proofreading service instead.

Editing and proofreading are different steps in the process of revising a text.

Editing comes first, and can involve major changes to content, structure and language. The first stages of editing are often done by authors themselves, while a professional editor makes the final improvements to grammar and style (for example, by improving sentence structure and word choice ).

Proofreading is the final stage of checking a text before it is published or shared. It focuses on correcting minor errors and inconsistencies (for example, in punctuation and capitalization ). Proofreaders often also check for formatting issues, especially in print publishing.

The cost of proofreading depends on the type and length of text, the turnaround time, and the level of services required. Most proofreading companies charge per word or page, while freelancers sometimes charge an hourly rate.

For proofreading alone, which involves only basic corrections of typos and formatting mistakes, you might pay as little as $0.01 per word, but in many cases, your text will also require some level of editing , which costs slightly more.

It’s often possible to purchase combined proofreading and editing services and calculate the price in advance based on your requirements.

There are many different routes to becoming a professional proofreader or editor. The necessary qualifications depend on the field – to be an academic or scientific proofreader, for example, you will need at least a university degree in a relevant subject.

For most proofreading jobs, experience and demonstrated skills are more important than specific qualifications. Often your skills will be tested as part of the application process.

To learn practical proofreading skills, you can choose to take a course with a professional organization such as the Society for Editors and Proofreaders . Alternatively, you can apply to companies that offer specialized on-the-job training programmes, such as the Scribbr Academy .

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Literature review.

• What is a Literature Review?
• What is Its Purpose?
• 1. Select a Topic
• 2. Set the Topic in Context
• 3. Types of Information Sources
• 4. Use Information Sources
• 5. Get the Information
• 6. Organize / Manage the Information
• 7. Position the Literature Review
• 8. Write the Literature Review

A literature review is a comprehensive summary of previous research on a topic. The literature review surveys scholarly articles, books, and other sources relevant to a particular area of research.  The review should enumerate, describe, summarize, objectively evaluate and clarify this previous research.  It should give a theoretical base for the research and help you (the author) determine the nature of your research.  The literature review acknowledges the work of previous researchers, and in so doing, assures the reader that your work has been well conceived.  It is assumed that by mentioning a previous work in the field of study, that the author has read, evaluated, and assimiliated that work into the work at hand.

A literature review creates a "landscape" for the reader, giving her or him a full understanding of the developments in the field.  This landscape informs the reader that the author has indeed assimilated all (or the vast majority of) previous, significant works in the field into her or his research. 

 "In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding concept (eg. your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries.( http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review )

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• Last Updated: Oct 2, 2023 12:34 PM

• Academic Writing Guides

How to Write a Literature Review? A Beginner’s Guide

Sooner or later in your academic path, you will be required to compose a literature review. So, it’s important to approach this task well-prepared and understand how to write a literature review inside out. 

Are you interested in how to write lit review projects correctly and cover the subject comprehensively, from all angles? This article will explore the concept of review of literature , dwell on how to write a literature review in line with your professor’s expectations, and share a universal literature review template for your usage. 

What Is the Purpose of a Literature Review? 

To understand what should be included in a literature review , you need to understand its purpose and value in a larger work. A well-researched and written lit review usually addresses the following objectives: 

• Inform . The fundamental purpose of any review of literature is to provide the foundation of knowledge on a specific topic or phenomenon. You explore what people have learned about it from prior studies and summarize those findings to inform your readers. 
• Give credit . Another purpose of a lit review is to identify researchers who have contributed to the advancement of research on your chosen literature review topic and have produced the most valuable findings. This way, you pay tribute to those researchers and showcase your knowledge of the most considerable influencers. 
• Identify gaps . By performing a thorough review of literature , you may not only discover what is known about your topic but also find out what it yet to be learned about it. As a result of reviewing the available evidence, you may identify gaps for addressing through your academic inquiry. 
• Identify patterns . Those who know how to write a literature review can also effectively embrace data trends and patterns in the collected dataset. As a result, they can present a more nuanced analysis of the existing knowledge in your literature review and uncover dependencies that inform people’s understanding of certain phenomena and processes.  
• Contextualize research . When you perform lit review writing, you can also create a spot for your own study within the broad field of your academic research interest. This way, you show to your readers that you can effectively navigate the landscape of your academic area. 

These purposes lay the foundation for understanding how to write a literature review that will attain all academic goals. You simply need to use this list as your checklist for structuring an impactful lit review and including all vital data in it. 

How to Write a Literature Review? 

Now, we come to the main topic of this article – how to write a good literature review for dissertation projects, research papers, and other works. Follow the steps we’ve covered below to arrive at a consistent, logical piece of lit review . 

Identify Relevant Sources 

Any literature review writing starts with academic research. You should look for sources that explore your topic from various angles and provide valuable literature review findings to expand your knowledge on the subject. It’s best to look for subject-specific books first and then go through academic databases that publish journal articles. This way, you will start with the evidence of the highest reliability level and move on to expand your literature review dataset conveniently. 

Screen Sources for Quality 

The best solution on how to write a literature review without challenges is to rely on high-quality evidence. Your task is to research extensively in reliable academic databases to find peer-reviewed academic journals and books written by experts in your field. Don’t over-rely on online sources in your literature review, like blogs or opinion pieces, because they rarely possess the needed degree of credibility for an academic review. By choosing only industry-approved sources from qualified professionals, you can build a solid foundation for your writing and impress the audience. 

Determine Data Patterns and Gaps 

How to write a literature review of value for your readers? One of the best approaches is to go beyond mere summarization of what other researchers have found on the subject and to apply critical thinking and data categorization. This way, you will manage to uncover existing patterns and trends and examine those dependencies in your literature review. A systematic, critical approach is always evaluated much higher than a simple outline of what people say on your subject. 

Draft an Outline 

Now, it’s time to compose an outline for a literature review . The outline should include the main concepts you’re planning to cover in the literature review text and should structure the narrative consistently. By means of composing an outline before the actual writing process, you give yourself a hands-on roadmap for composing a logically flowing piece. As a result of using an outline, you will write the literature review faster and will avoid the risk of going off-topic. 

Compose the Review 

With a good and detailed outline, you should have no more problems or concerns about how to write a literature review . The writing process should go quickly and smoothly when you have all your evidence at your fingertips, categorized by themes and requiring only proper summarization in the text. 

We recommend starting with a broad introduction to the topic and concepts related to it. You should give definitions and explain the topic’s features and components that require attention in the research process. After that, you may briefly outline the main sections of your review and then proceed to the exploration of each section in depth. 

At times, your professor will give you a specific structure for review writing – such as the general introduction, coverage of theories, and then coverage of empirical evidence. At times, it may be a review of the data search strategy and a report on the identified resources that follow. In any case, you should follow the tutor’s prompt closely to ensure compliance with the task. 

Make Use of This Generic Literature Review Template 

Looking for a universal, ready-to-use literature review template ? Here is an effective literature review template that everyone can apply with minor tweaks to produce a high-quality review of literature . 

LITERATURE REVIEW TEMPLATE 

Introduction 

• Introduce the topic of your literature review 
• Examine its significance for your academic area 
• Determine the scope of your literature review inquiry 
• Give a brief outline of subtopics and sections included in your literature review 

Body of the literature review

• Describe the subtopic and indicate how it relates to your literature review’s main idea
• Summarize the evidence available about it 
• Compare the available data and voice your opinion 

Conclusion 

• Summarize the main points and findings from your literature review 
• State the main contribution you have managed to achieve 
• Identify the research gaps your literature review has revealed 

Use this literature review template to pump your writing muscle and get ready for new literature review challenges. 

More Pro Tips for Writing a Literature Review 

If you’re still unsure about how to do a literature review with excellence, these pro tips may improve your understanding of this task type. 

• Mind the audience . Understanding how to do a literature review for a research paper often has little to do with how to write literature review for thesis . This difference is explained by the fact that these types of academic work are of different lengths and pursue different scholarly goals. This way, you may need to cover only some basic seminal research in the review of literature for a research paper but will need to dig deeper into theoretical and applied research with deeper analysis and more critical thinking when dealing with a thesis.
• Mind the length . How long should a literature review be ? This is a vital question that you should answer before starting the outlining and writing process. Ask your professor if you’re not sure or apply the rule of thumb, where this section usually takes from 15% to 25% of the entire paper. 
• Mind the structure . It’s important to cover all lit review aspects that your professor wants to see in the paper; otherwise, you risk getting a low grade even if your literature review is comprehensive and interesting. What should a literature review include ? In most cases, you will be required to cover some seminal research works in your literature review to show that you understand who the pioneers in the field are, and what contribution they have made to the topic’s exploration. Next, you should examine relevant theories that inform studies in your subject. At the end of the literature review, you should typically cite a variety of studies of applied nature, thus showing what empirical research is conducted in your academic field.  

With these recommendations at your disposal, you’re sure to become much more proficient in how to do a lit review . If you need more help with a literature review project, welcome to use our professional and quick literature review writing service . Our experts know everything about how to write a literature review , so they will handle your literature review task with ease within the timeframe you set for them.

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Ten Simple Rules for Writing a Literature Review

Marco pautasso.

1 Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France

2 Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

Funding Statement

This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

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Examining the response to covid-19 in logistics and supply chain processes: insights from a state-of-the-art literature review and case study analysis.

1. Introduction

• RQ1 (scientific): How have researchers studied the impact of COVID-19 on logistics and supply chain processes? Which industrial sectors were mostly studied and why? Which additional topics can be related to COVID-19 and logistics/supply chain?
• RQ2 (practical): What effects of COVID-19 on logistics and supply chain processes were experienced by companies?

2. Materials and Methods

2.1. systematic literature review, 2.1.1. sample creation, 2.1.2. descriptive analyses, 2.1.3. paper classification.

• Macro theme: sustainability, resilience, risk, information technology, economics, performance, planning and food security. This classification represents paper’s core topic.
• Industrial sector: aerospace, agri-food, apparel, automotive, construction, e-commerce, electronic, energy, fast-moving consumer goods, food, healthcare, logistics, manufacturing and service.
• Data collection method: questionnaire/interview, third-party sources or case study. This classification represents the method used by the authors to collect the data useful to their study.
• Research method: statistical, decision-making, simulation, empirical, literature review or economic. This category describes the tool used by the authors to conduct the study and reach the related goals.
• Specific method, e.g., descriptive statistics, structural equation modeling (SEM), multi-criteria decision making (MCDM), etc.; this feature describes more accurately the type of work carried out by the authors and the tools used.
• Country: it reflects the geographical area in which the study was carried out, in terms, for instance, of the country in which a sample of people has been interviewed or where empirical data were collected, or where the simulation was set. This method of classification, although more elaborated, was preferred over traditional approaches, in which the country of the study is defined based merely on the affiliation of the first author of the paper, because the exact knowledge of the country in which the study was carried out is, for sure, a more representative source of information about the research. This is true in general, but it is even more important for this subject matter, as the management of the COVID-19 pandemic was made on a country or regional basis, with significant differences from country to country; knowing the exact location of the study helps in better interpreting the research outcomes. Possible entries in this field also include “multiple countries” and “not specified”, with the obvious meanings of the terms.

2.1.4. Cross-Analyses

2.1.5. interrelated aspects, 2.2. case study, 2.2.1. data collection.

• Economic data: some key economic data were retrieved from the company’s balance sheet, from 2019 up to the latest available document, which refers to 2022.
• Organizational data: these data describe changes in the operational, decision-making and business structure of the company in terms, e.g., of number of employees hired, number of drivers, etc.
• The related data were collected and elaborated between July and September 2023.

2.2.2. Survey Phase

2.2.3. analysis and summary, 3. results—systematic literature review, 3.1. descriptive statistics, 3.2. common classification fields, 3.2.1. macro theme, 3.2.2. industrial sector, 3.2.3. data collection method, 3.2.4. research method, 3.2.5. country, 3.3. cross-analyses, 3.3.1. macro theme vs. industrial sector, 3.3.2. research method vs. macro theme, 3.4. interrelated aspects, 4. results—case study, 4.1. company overview, 4.2. pre-covid-19 period, 4.3. covid-19 period, 4.4. post-covid-19 period, 4.5. analysis and summary.

• Strengths : at present, Company A benefits from a robust network of relationships with customers and suppliers (e.g., drivers), which was leveraged during the pandemic period to provide a rapid response to the increased request by the consumers. The company has also leveraged the usage of digital technologies, which made logistics activities more efficient and, again, allowed the company to respond to consumer demand in the pandemic period.
• Weaknesses : Company A has suffered from low economic results, in particular in the post-COVID-19 period, mainly due to the high production costs. Efforts must be made by the company to reduce expenses. At the same time, however, the service level, in terms of delivery lead time or on-time delivery, should be safeguarded.
• Opportunities : the growth of e-commerce, experienced in the COVID-19 period but expected to last over time, creates opportunities for increasing the volume of items handled by Company A. Indeed, the survey phase demonstrated that the company’s consumers have shifted towards the usage of online sales; hence, the company could consider investing in this area to increase its market share. By leveraging the e-commerce logistics and diversifying service, expansions could also be possible at an international level. Even if the company has already embraced the implementation of digital technologies, some emerging technologies (e.g., drones or advanced traceability systems) could also be introduced for further improving the logistics efficiency. Finally, sustainability is another opportunity to be leveraged, because of the current push towards the adoption of environmental-friendly logistics solutions. Examples of those solutions include a reduction in CO 2 emissions, and the usage of electric vehicles or zero-impact materials.
• Threats : the growth of e-commerce can be seen as an opportunity, but because many logistics companies have already entered this field, the sector is characterized by very high competition, which could limit the market share of Company A; this could instead be seen as a threat needing to be properly managed. Another threat comes from the increased cost of fuel, which, for sure, for a logistics company plays an important role in determining the cost of the transport activities (also, having previously observed that the company suffered from a limited revenue in recent years). This factor could further push towards the adoption of environmentally friendly transport modes (e.g., electric vehicles), which have been previously mentioned as an opportunity for leveraging in the logistics sector.

5. Conclusions

5.1. answer to the research questions, 5.2. scientific and practical implications, 5.3. suggestions for future research directions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Monferdini, L.; Bottani, E. Examining the Response to COVID-19 in Logistics and Supply Chain Processes: Insights from a State-of-the-Art Literature Review and Case Study Analysis. Appl. Sci. 2024 , 14 , 5317. https://doi.org/10.3390/app14125317

Monferdini L, Bottani E. Examining the Response to COVID-19 in Logistics and Supply Chain Processes: Insights from a State-of-the-Art Literature Review and Case Study Analysis. Applied Sciences . 2024; 14(12):5317. https://doi.org/10.3390/app14125317

Monferdini, Laura, and Eleonora Bottani. 2024. "Examining the Response to COVID-19 in Logistics and Supply Chain Processes: Insights from a State-of-the-Art Literature Review and Case Study Analysis" Applied Sciences 14, no. 12: 5317. https://doi.org/10.3390/app14125317

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• Published: 24 June 2024

Postnatal corticosteroid therapy in bronchopulmonary dysplasia - why animal studies disagree with clinical trials?

• Anantha Harijith   ORCID: orcid.org/0000-0002-4868-3862 1 ,
• Thomas M. Raffay 1 &
• Rita M. Ryan 1  

Pediatric Research ( 2024 ) Cite this article

Metrics details

The Original Article was published on 16 March 2024

The systematic review and meta-analysis of newborn animal models by Irene Lok et al. is the first to extensively summarize the literature regarding postnatal systemic corticosteroid use on lung development of newborn rodent models. The meta-analysis showed that the use of postnatal corticosteroids resulted in a reduction in body weight along with persistent alveolar simplification. The most frequently used corticosteroid was dexamethasone. Corticosteroids have been extensively used in clinical trials in preterm newborns. Trials using early systemic administration of corticosteroids reduced the rate of BPD or mortality with no increase in the rates of cerebral palsy. Use of late systemic corticosteroids (administered >7 days after birth) also reduced the rate of BPD, mortality, and combined outcome of mortality or BPD. Late systemic corticosteroids showed no impact on the rates of neurodevelopmental outcomes in later childhood. It is important to note that later stages of inflammation leading to a more severe form of BPD continues to be a problem with no clear therapy in sight. The authors made a critical point in their paper – the negative effects of steroids were greater in the normal lung control animals than in the injured. This conveys caution in using steroids in a prophylactic manner.

Use of systemic corticosteroids in clinical trials have shown good response in preterm neonates evidenced by reduced rate of bronchopulmonary dysplasia.

Rodent models have not shown a similar beneficial response.

Use of systemic corticosteroids have caused greater arrest of lung development in rodent models with normal lungs compared to those with lung damage.

Corticosteroids are widely prescribed in the clinical practice of neonatology. While the use of corticosteroids to reduce the severity of neonatal preterm lung disease had declined following the American Academy of Pediatrics guidelines in 2002, postnatal steroid use seems to be regaining popularity in clinical practice. 1 , 2 Animal models have been integral to our current understanding of neonatal physiology and the development of therapies in preclinical settings.

Up to 50% of infants born less than 28 weeks of gestational age develop bronchopulmonary dysplasia (BPD), a chronic lung disease of premature infants. 3 Inflammation is considered a major cause of BPD. 4 Over 50 years have passed since the first randomized controlled trial (RCT) of postnatal systemic corticosteroids to treat respiratory problems in preterm infants. 5 However, the first randomized controlled trial of corticosteroids to specifically treat BPD was reported in the 1980s. 6 The literature includes about 90 RCTs of corticosteroids to prevent or treat BPD, enrolling more than 9000 infants. 7

This systematic review and meta-analysis of newborn animal models by Irene Lok et al. is the first to extensively summarize the current preclinical literature regarding postnatal systemic corticosteroids on lung development in healthy and diseased newborn rodent models. 8 The meta-analysis showed that the use of postnatal corticosteroids resulted in a reduction in body weight along with persistent alveolar simplification. The most frequently used corticosteroid was dexamethasone (98%). In 73% of the rodent studies, corticosteroids were started in the first four postnatal days. A significant decrease in body weight was noted in the newborn rodents who were started on steroids before 15 days of age. This review included studies in both healthy newborn animals and those with hyperoxia-induced lung injury.

The current focus on the developmental evolution of BPD is the appearance of alveolar simplification, resulting in fewer but larger alveoli, producing less surface area for gas exchange. The authors demonstrate that corticosteroid treatment resulted in a reduction in the post-treatment number of alveoli as shown by reduced radial alveolar count (RAC) (Fig.  1 ), an increase in chord length (Lm), and a reduction in alveolar surface area in all steroid-treated newborn animals compared to non-steroid-treated controls. These measurements have been performed on a great many studies of steroid effects on the developing lung. Two possible explanations are offered by the authors for the absence of improvement following steroid treatment in RAC and Lm: (1) steroid-induced arrest of alveolar growth due to premature induction of maturation of lung cells; and (2) inability of steroid to dampen the impact of injury and inflammation caused by hyperoxia. 8

Chord Length – a test line is placed (dashed orange line with arrows) and the distance between alveolar structures that cross the line is measured, intercepts can span one alveolus (A), or cross the alveolar duct (D). Vessels are not counted. Mean Linear Intercept – 100 µm grid placed over lung fields (representative black lines), lung structures in the vertical and horizontal that intercept grid are counted (examples marked with asterisks), and the average linear distance between structures is calculated for the entire grid. Radial Alveolar Counts – a perpendicular line is drawn from a terminal bronchiole ending as a respiratory bronchiole to the lung interlobar septa (blue line) and the number of bisected saccules is counted (black numbers). Alveolar Counts – Alveoli structures are counted in sequential sections (not shown) within a given high-powered field with alveoli included (black X) if touching the inclusion line (green line) or excluded if touching the exclusion line (red line). For alveoli opening into alveolar ducts, a counting event is the presence of a bridge connecting the free edges of alveolar septae in the sampling section but not the sequential look-up section.

Studies administering postnatal corticosteroids to large (preterm) animals did not meet the inclusion criteria of this systematic review either because follow-up times were under 24 h or corticosteroids were not systemically administered. As introduced by the authors, it is possible that large animal models could better represent the multifactorial nature of BPD and could serve as better models to study the detrimental and beneficial effects of corticosteroids on lung development and BPD. It is clear that rodent animal models have not been successful in demonstrating the positive impact of steroid therapy that has been demonstrated in human clinical trials. This failure is partially attributed to the rapid lung development in rodents. For instance, a 10-day steroid treatment given to mice covers most of the saccular and almost half of the alveolar stage of lung development. This represents, physiologically, a long duration of treatment in preterm humans which clinically is never done. Administration of corticosteroid use in the first 10 days of postnatal life in a mouse would be equivalent to giving the drug from 24 weeks to almost a year of postnatal life in the human neonate/infant. 9 Newborn rodents at birth are anatomically in the same late canalicular/ early saccular stage of lung development as a 24-week gestation preterm infant, but the rodent newborns are born at term and are not surfactant deficient but do resemble the state of a preterm infant who has received antenatal steroids to enhance surfactant production. Unfortunately, these differences preclude direct translation of pathology and timing of the postnatal steroid intervention in extremely preterm newborns to rodent models of BPD. Though rodents share similarities it is important to note that rats and mice are not interchangeable as animal models. 9 The mice have smaller alveoli and have less lung parenchyma as a percentage of lung volume compared to rats. 10 , 11 It may be that large animal models could help fill this gap in knowledge if the drug is administered for the duration corresponding to the same stage of lung development as in humans. This shortfall in rodent models also highlights the importance of the work of those who are creating human lung biorepositories or working to study respiratory function in preterm infants later in life. These efforts should be encouraged and supported in the future.

In this context, it is important to review the clinical use of corticosteroids in preterm neonates. Early systemic corticosteroids have been shown to be effective in reducing the rates of BPD at 36 weeks corrected gestational age (CGA). 12 A reduction in the combined outcome of death and BPD was noted but not the mortality rates alone at 36 weeks CGA. Of note, most of the impact of early systemic corticosteroids in reducing rates of BPD has been demonstrated by dexamethasone rather than hydrocortisone.

Early administration of systemic corticosteroids (less than 7 days after birth) has been reported some time ago to increase the rates of cerebral palsy in later childhood. However, interesting data came from one of the most influential trials of early systemic corticosteroids, the PREMILOC trial, using hydrocortisone. 13 , 14 Hydrocortisone reduced the rate of BPD or mortality at 36 weeks CGA, with no increase in the rates of cerebral palsy. 15 In fact, neurodevelopmental outcomes were actually better for the 24–25-week gestation cohort in the hydrocortisone group. In general, as we are adding more studies with lower and shorter steroid dosing, the negative effect on the brain is no longer being noted. The use of late systemic corticosteroids (administered >7 days after birth) reduces the rate of BPD, mortality, and combined outcome of mortality or BPD. 12 Similar to the early use of systemic corticosteroids, most of the effects of late systemic corticosteroids on BPD were with dexamethasone rather than hydrocortisone. Late systemic corticosteroids did not affect the rates of neurodevelopmental outcomes in later childhood.

The randomized clinical trial, SToP-BPD, studied the effect of systemic hydrocortisone, initiated between 7–14 days after birth in 372 infants. 16 No significant difference in the composite outcome of death or BPD was noted between the hydrocortisone and placebo groups; however, there was significantly lower mortality in the hydrocortisone group, with resultant higher BPD. Another RCT of the effect of hydrocortisone on survival without BPD and on adverse neurodevelopmental outcomes at 22–26 months of age in intubated infants <30 weeks gestational age also showed no difference in death/BPD or neurodevelopmental impairment but did show a lower rate of remaining intubated in the hydrocortisone group. 17 Recent meta-analyses of late (>7 days) starting of corticosteroids have continued to show benefit in reducing BPD without worse neurodevelopmental outcomes. In general, apart from a reduction in BPD, other beneficial effects of late systemic corticosteroids are lower rates of extubation failure and a smaller number of infants discharged home on oxygen. 12 One of the major limitations of both the early and late systemic corticosteroid trials was that most of the studies were not powered to detect significant neurodevelopmental differences between the corticosteroid and control groups, but this has improved by using meta-analysis approaches. 18

A knowledge gap perhaps still exists with the main finding of Lok et al. in terms of what alveolar simplification means to functional outcomes and lung/airway physiology (oxygen diffusion, exercise tolerance, susceptibility to respiratory infection, lung function studies) that are clinically important in the health outcomes of preterm children. 8 In addition, later stages of inflammation leading to a more severe form of BPD continues to be a problem with no clear therapy in sight. Corticosteroids may offer a ray of hope for such patients.

In summary, though there are reasonable data to support the use of corticosteroids to prevent BPD, there are likely detrimental effects to the developing lung, as suggested by the current Lok et al. paper, from corticosteroids that we give to our NICU patients. The authors made a critical point in their paper – the negative effects of steroids were greater in the normal lung control animals than in the injured animals. 8 It is possible that the dampening of inflammation by steroids has a greater positive effect than the negative effect on alveolar simplification for the relatively short-term BPD outcome. However, we do not know whether this is the case for later outcomes such as reactive airway disease, so commonly seen in NICU graduates, or even lung dysfunction much later in life.

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A.H. and R.M.R. conceptualized the manuscript. A.H., T.M.R. and R.M.R. contributed to the manuscript, edited the same and approved the final draft.

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Harijith, A., Raffay, T.M. & Ryan, R.M. Postnatal corticosteroid therapy in bronchopulmonary dysplasia - why animal studies disagree with clinical trials?. Pediatr Res (2024). https://doi.org/10.1038/s41390-024-03361-7

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DOI : https://doi.org/10.1038/s41390-024-03361-7

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Fall 2024 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 151.S01: Introduction to English Studies

Tuesday and Thursday, 11 a.m.-12:15 p.m.

Sharon Smith

ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.

ENGL 201.ST1 Composition II: The Mind/Body Connection

In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.

ENGL 201.S10 Composition II: Environmental Writing   

Monday/Wednesday/Friday 1-1:50 p.m.

Gwen Horsley

English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:

• Focus on the relationships between world environments, land, animals and humankind.
• Read various essays by environmental, conservational and regional authors.
• Produce student writings. 

Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.

ENGL 201.13 Composition II: Writing the Environment

Tuesday and Thursday 9:30-10:45 a.m.

Paul Baggett

For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.

ENGL 201 Composition II: Food Writing

S17 Tuesday and Thursday 12:30-1:45 p.m.

S18 Tuesday and Thursday 2-3:15 p.m.

Jodi Andrews

In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.

ENGL 221.S01 British Literature I

Michael S. Nagy

English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:

• The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Sixteenth Century and Early Seventeenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Restoration and the Eighteenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 6th ed. New York: The Modern Language Association of America, 2003.
• Any Standard College Dictionary.

ENGL 240.S01 Juvenile Literature Elementary-5th Grade

Monday, Wednesday and Friday noon-12:50 p.m.

April Myrick

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 240.ST1 Juvenile Literature Elementary-5th Grade

Randi Anderson

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.

Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.

In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.

ENGL 241.S01: American Literature I

Tuesday and Thursday 12:30-1:45 p.m.

This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.

Required Texts

• The Norton Anthology of American Literature: Package 1, Volumes A and B Beginnings to 1865, Ninth Edition. (ISBN 978-0-393-26454-8)

ENGL 283.S01 Introduction to Creative Writing

Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

ENGL 283.S02 Introduction to Creative Writing

Jodilyn Andrews

This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).

ENGL 283.ST1 Introduction to Creative Writing

Amber Jensen, M.A., M.F.A.

This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.

• 300-400 level

ENGL 424.S01 Language Arts Methods grades 7-12  

Tuesday 6-8:50 p.m.

Danielle Harms

Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.

AIS/ENGL 447.S01: American Indian Literature of the Present 

Thursdays 3-6 p.m.

This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:

• Genre: What makes Indigenous literature indigenous?
• Political and Cultural Sovereignty: Why have an emphasis on tribal specificity and calls for “literary separatism” emerged in recent decades, and what are some of the critical conversations surrounding such particularized perspectives?
• Gender and Sexuality: What are the intersecting concerns of Indigenous Studies and Women, Gender and Sexuality Studies, and how might these research fields inform one another?
• Trans-Indigeneity: What might we learn by comparing works across different Indigenous traditions, and what challenges do such comparisons present?
• Aesthetics: How do Indigenous writers understand the dynamics between tradition and creativity?
• Visual Forms: What questions or concerns do visual representations (television and film) by or about Indigenous peoples present?

Possible Texts

• Akiwenzie-Damm, Kateri and Josie Douglas (eds), Skins: Contemporary Indigenous Writing. IAD Press, 2000. (978-1864650327)
• Erdrich, Louise, The Sentence. Harper, 2021 (978-0062671127)
• Harjo, Joy, Poet Warrior: A Memoir. Norton, 2021 (978-0393248524)
• Harjo, Sterlin and Taika Waititi, Reservation Dogs (selected episodes)
• Talty, Morgan. Night of the Living Rez, 2022, Tin House (978-1953534187)
• Wall Kimmerer, Robin. Braiding Sweet Grass, Milkweed Editions (978-1571313560)
• Wilson, Diane. The Seed Keeper: A Novel. Milkweed Editions (978-1571311375)
• Critical essays by Alexie, Allen, Cohen, Cox, King, Kroeber, Ortiz, Piatote, Ross and Sexton, Smith, Taylor, Teuton, Treuer, Vizenor, and Womack.

ENGL 472.S01: Film Criticism

Tuesdays 2-4:50 p.m.

Jason McEntee

Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?

In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)

ENGL 476.ST1: Fiction

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 479.01 Capstone: The Gothic

Wednesday 3-5:50 p.m.

With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live. 

ENGL 485.S01: Undergraduate Writing Center Learning Assistants 

Flexible Scheduling

Nathan Serfling

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.

Graduate Courses

Engl 572.s01: film criticism, engl 576.st1 fiction.

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 605.S01 Seminar in Teaching Composition

Thursdays 1-3:50 p.m.

This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.

As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.

At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.

ENGL 726.S01: The New Woman, 1880–1900s 

Thursdays 3–5:50 p.m.

Katherine Malone

This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.

ENGL 792.ST1 Women in War: Female Authors and Characters in Contemporary War Lit

In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.

View: Session 1A: Percolator: Bringing Theory to Practice in University Based Centers 08:30 , , and 08:30 and 08:45 and 09:00 and 09:15 and 08:30 and Placemaking scholarship is dominated by theoretical contributions and case studies. Where evaluative studies have been undertaken, they tend to focus on economic outcomes. In a recent systematic literature review, it was identified that the field is complicated by differences in definitions and interests among the disciplines studying the phenomenon. Of 1,039 articles, 86 met the criteria for inclusion. Of those, just 39.6 percent reported outputs or outcomes. The measures employed were diverse and not easily categorized. This research seeks to close the gap between recommendations and practice and answers the question: How can local government evaluate the social impacts of placemaking initiatives? Relying on engaged scholarship, the authors worked with a city in North Texas to evaluate placemaking outcomes. This paper presents how faculty and students worked with a local government to develop an evaluation system for the city’s placemaking projects, from selecting relevant metrics and conducting the evaluation to using the data to improve program performance. 08:44 , and This study asks: What dimensions of equity and inclusion matter to the social impact of cultural districts? A comprehensive survey of 1237 North Texas residents from diverse backgrounds, segmented by race, income status, educational attainment, and proximity to major arts institutions, empirically analyzes social disparity and inclusion among community members in a burgeoning state-designated cultural district. Multivariate analysis reveals that non-white and low-income status is associated with increased perceptions of social inequality in resident attendance at art and cultural events and willingness to participate in arts initiatives. Unequitable engagement with the local cultural district challenges cultural districts' sustainability and potential benefits. Our results will provide practical application for local municipalities seeking to leverage cultural districts for economic growth and community development during heightened social and racial inequity. Equity in resident participation in cultural districts is an understudied topic despite large and small cities needing to leverage cultural assets to engage long-term residents better and attract future residents. The study concludes with policy recommendations to spur shared engagement practices by diversifying cultural district leadership to customize better civic offerings to target diverse and vulnerable groups. 08:58 This article considers several previously validated statistical models, each of which represents a key dimension of arts nonprofits’ organizational health or operational performance. Each model is robust, but also omits consideration of type in favor of examining “the arts” as a whole. Using an updated and more comprehensive dataset than others previously available, this article compares the outputs generated by these models’ original forms with results from after the inclusion of additional categorical variables. Cultural policymakers may benefit from this knowledge as they seek to cultivate arts-friendly communities, develop cross-sector partnerships, and leverage the economic potential of cultural nonprofits. Likewise, this research contributes to scholarly discourse by presenting an approach for studying organizational clusters within nonprofit subsectors and facilitating comparative analyses within the arts and culture environment. 09:12 and Using a 2x2 experiment designed in partnership with a local art museum, we examine how diverse representation in staff and cultural representation in the artwork influence arts participation. The experimental conditions on representation will also be interacted with Black and Latinx to see if greater representation, in terms of museum staff and artwork, has a greater influence on arts participation among Black and Latinx individuals. Findings have implications for research and practice in the museum field and beyond in demonstrating the value of representation in both the staff of organizations and the public services they provide. 08:30 and Our research project addresses two critical dimensions: firstly, examining the extent to which public sector employees ground their decisions in public values, and secondly, conducting a comparative analysis of decision-making processes rooted in public values between public and private sector employees. Utilizing an empirical approach, respondents will be prompted to envision themselves working in a non-profit or quasi-public organization strategically positioned between the public and private spheres. Subsequently, they will navigate through a series of dilemmatic choices mirroring real-world professional scenarios, allowing us to assess the manifestation of public values in their decision-making. To ensure a robust empirical analysis, we will employ gamification methods as the primary data collection strategy (Douglas et al., 2019). Rather than relying on conventional questionnaires, respondents will actively participate in a game, assuming the role of the protagonist in their career in a social enterprise. In-game incentives (i.e., promotions or salary increases) will be offered as rewards for step-by-step decisions in given scenarios. This innovative approach not only enhances respondent engagement but also provides a nuanced understanding of decision-making processes, shedding light on the influence of public values on choices within both the public and quasi-public sectors. 08:45 , , , and To address this gap, this paper examines the public values that government officials seek when collaborating with researchers to tackle local sustainability and resilience challenges. Building on the collaborative governance regime and public values literature, we focus on three key values: effectiveness, equity, and accountability. Using a national field experiment involving 12,127 elected officials and managers in 1246 American municipalities with populations exceeding 30,000, we investigate whether local leaders are more or less likely to collaborate with researchers for equity (treatment 1) or accountability (treatment 2), alongside public service effectiveness (control). We sent email requests to discuss research collaboration for evidence-based decision-making with these local leaders and manipulated the email content to highlight different public values the collaboration could potentially create. Preliminary findings indicate that including an equity goal in collaborations aimed at improving service effectiveness does not impact leaders' participation in these collaborations. However, the inclusion of an accountability goal in such collaborations hinders further collaborative actions by local leaders. Our study sheds light on the preferences of local leaders in utilizing evidence provided by researchers and highlights conflicting values that demand strategic consideration when researchers engage with local governments. 09:00 and In public administration literature, there is limited attention for good digital governance. This study aims to fill this gap by developing and testing a good digital governance framework. First, we conceptualize good digital governance by building on three cornerstones of the modern state: democracy, rule of law and governing capacities. Second, based on an assessment of 45 digital ethical codes around the world, and 12 expert interviews, we identify principles and values related to these three cornerstones. This results in a Good Digital Governance Framework. Finally, we empirically test the framework in five local governments. Based on action research that consisted of participatory observation and design thinking workshops, we find that good digital governance requires (multidisciplinary) deliberation, identification of public values and organizational actions for embedding these values in government processes, and continuous organizational learning. 08:30 Within public administration, there is a need to be equitable and accountable and provide services to the most deserving. However, the field never asks citizens their thoughts on these actions. Using a survey experiment and higher education as an environment, this paper sets out to understand how the public thinks about bureaucracy. American Political Science is divided into many parts, predominantly studying institutions and then public opinion. These scholars not only address the politicians but also what the public thinks. Why does the field of American Public Administration do different things? Citizens have thoughts on the bureaucracy; the public administration needs an entire component in theory building. Public colleges and universities are responsible to multiple actors: students, parents, alumni, and faculty but also the governor and the state legislator. Given the polarization and emergence of “anti-woke” legislation, higher education is losing its ability to be accountable to its diverse student populations. The politics-administration dichotomy would indicate that these public institutions should implement political decisions regardless of client (student) outcomes. 08:40 , , , , , , and The University of New Mexico organized Grand Challenges targeting complex problems that require researchers to collaborate across disciplinary boundaries. In 2022, UNM provided seed funding to 10 teams, comprising faculty and staff from medical school, branch campuses and community partners. These teams compete for the next round of funding. The research topics include Data Science Education, Just Transitions (to Green Energy), Indigenous Child Development and others. We used Qualtrics and SumApp to conduct an online survey with the ten teams. We asked questions about respondent demographics, team belongingness, and the prior research collaborations in research grants and publications. The survey also collected data about 1-year after connections made on the team, including friendship, difficult to work with, learning from, and mentorship ties. We finished data collection in July and started qualitative interviews with teams. We also have administrative data about team requests for support and ranking of team proposals. We will use network analysis and Qualitative Comparative Analysis (QCA) to discover the combination of factors leading to knowledge convergence and team effectiveness. Our research will have theoretical and practical implications for effectiveness of multi-disciplinary teams at universities. 08:50 , and 09:00 and 08:30 and 08:30 , or the physical and human characteristics of a geographic area, may be important to street level decision making, but exactly how is currently unknown. In this paper, I examine how place shapes street-level decision making through the case of public child welfare investigations in rural, urban, and suburban regions. Through analysis of qualitative interview data from child welfare investigators and supervisors (n=24) embedded in a comparative case study of four public child welfare offices in one Midwestern State, I find that place influences street-level decision-making through two primary mechanisms: (1) resource and service availability and (2) local politics, culture, and demographics. I conclude that street-level theory should further incorporate the notion of place, particularly given how it affects decision-making differentially in urban, suburban, and rural regions. 08:45 09:00 and 09:15 , , , , , and This research tests the relative effectiveness of two job advertisements, one emphasizing prosocial motivation and the other organization/group identification. Based on Esteve and Schuster’s typology of public sector work motivations (2019), we expect prosocial motivation to attract higher-quality candidates and organizational/group motivation to attract higher-performing candidates. Working with a medium-sized police department in the U.S., we use a sample of 1,000 pre-qualified job seekers obtained through a large job platform. The job seekers are randomly assigned to one of the two advertisements they receive via email from the police department. We then track applicants through the hiring process, comparing demographic characteristics and interview performance and outcomes. Overall, this research will contribute to the burgeoning public management literature on recruitment, with implications for police recruitment and street-level bureaucrats more broadly. 08:30 08:45 , and 09:00 and 09:15 and 08:30 and Within the JD-R framework, the study emphasizes the moderating role of Public Service Motivation (PSM) in buffering the adverse effects of work overload on job satisfaction. Employees with high PSM exhibit increased resilience to work overload's detrimental impact on job satisfaction, highlighting the significance of personal resources in mitigating job demands' effects. While the JD-R model primarily highlights external job resources, this study underscores PSM as an intrinsic resource. Although PSM may not directly moderate role conflict and goal ambiguity, its presence positively influences job satisfaction, reinforcing the JD-R model's idea that resources contribute to overall well-being in the workplace. In summary, this research clarifies the intricate relationship between job stressors, job satisfaction, and the role of PSM within the JD-R framework. It underscores the importance of personal resources, like PSM, in mitigating the negative impact of job demands on public employees' job satisfaction, contributing to a deeper understanding of how individuals navigate and respond to stressors within organizational settings. 08:45 and 09:00 and 09:15 , , and (de-)Activation of the limbic-cortical system may cause either more affective or more non-affective types of PSM to (dis)appear (Van Witteloostuijn et al 2017). After all, stress impairs the function of prefrontal cortex (Shansky and Lipps 2013), whereas, when not stressed, non-affective PSM may be more likely. Given that cortisol has emerged as the most-often studied stress hormone and one of the most-used biomarkers of stress (Ganster & Rosen, 2013) and is known to impair the prefrontal cortex, this will be used as a biomarker to further investigate this relationship. We will test this hypothesis on a sample of Belgian civil servants. In total 130 (T1) and 128 (T2) respondents participated in the 2-wave panel study (response rate of 40%). Saliva and hair samples are analyzed for their concentrations of cortisol. PSM is measured by means of the Kim et al (2013) measure. The data will be analyzed by means of first-difference regression approach (Allison 2005) in order to estimate the reversed direction of the relationship. 08:30 Previous research on these matters is still sparse. Peters (2023) calls for a broader agenda of research on digital administrative burden. Larsson (2021) shows how low-income citizens are disproportionally excluded from an automated benefit-granting procedure and required to apply manually instead. These pieces suggest that digital government may create new inequalities to the further disadvantage of vulnerable people, who are supposed to be more at risk of being excluded from digital services than non-vulnerable citizens, thus carrying higher administrative burden. This study builds on the 2021 wave of the Life Events Survey, designed for representativeness of the German population. The experiences of 5,293 respondents are analyzed for the impact of digitalization on the perceived administrative costs in 8,938 encounters with state agencies. Preliminary results show that the use of digital services is related to significantly lower administrative burden across different socio-demographic groups. Once vulnerable citizens use digital government, they benefit from it in a similar magnitude as more advantaged people do. However, the results provide evidence that some vulnerable groups are significantly less likely to use digital government, raising the question of how they can be empowered to use digital services. 08:45 and Colleges and universities are one of the most common institutional settings in which people attempt to access rights guaranteed under Section 504, but there is evidence that students with disabilities encounter substantial burdens when seeking accommodation and that these burdens vary across institutions. Our research question is whether a university's characteristics, particularly its focus on student-centeredness, influences the degree of administrative burden for students seeking accommodations? This not is not only a contribution to the literature regarding administrative burden because of its focus on access to a civil right, it also adds to the literature by attempting to predict the level rather than the impact of burden across organizations. Drawing on an original data from U.S. universities and the Johns Hopkins Disability Health Research Center (DHRC) University Disability Inclusion Scoring Data, this study examines administrative burden based on an organizational characteristic—student-centeredness. Addressing this question is essential for developing a thorough comprehension of how universities can alleviate the hurdles encountered by students with disabilities in their pursuit of accessing federal civil rights. 09:00 , and 09:15 , , and 08:30 and Theoretical conjecture contracting’s impacts likely depends on the implementation and management of contracts and unfortunately there is little systematic evidence in the modern context. There have a variety of papers on the subject (see Alonso & Andrews 2016; Buerger & Harris 2021; Bauer & Johnston 2020) but as with any single empirical paper, they results are time-and-place bound, and limited to the peculiar structures of contracts in their areas. This presentation will report results of a meta-analysis on the relationship between contracting out and organizational performance. After a systematic literature search, original papers will be coded using a coding instrument to provide some early evidence on the both whether and why contracting is (or is not) associated with organizational performance. 08:45 and The preconditions of government green procurement have attracted scholarly attention in recent years (Dimand et al., 2023; Dimand & Neshkova, 2023; Rodriguez-Plesa et al., 2022). Based on existing literature, we consider government green procurement as an organizational strategy shaped by the government’s internal and external context. In this line of reasoning, we examine four groups of factors: political ideology, organization capacity, fiscal situation, and environmental evaluation. Furthermore, we adopt a survival analysis to estimate the factors promoting green procurement at a specific moment in time, while also considering the influence of timing (González-G ómez and Guardiola, 2009; Plata-Diaz et al., 2017). In conclusion, this study aims to deepen our understanding of the dynamics influencing the adoption of green procurement practices, contributing to the development of more effective environmental policies in the public sector. 09:00 , , , and 09:15 contract designs will discriminately align with the properties of the underlying transaction. Its theoretical expectation is to find contracts that are finetuned to the transaction. The more asset specific, uncertain, and frequent the transaction is, the more complex the contract. If finetuning is unlimited, we face the fundamental problem of explaining why transactions would ever be taken off the market. However, empirically observed contracts tend to be quite simple and look alike across levels of transaction properties. Contractual complexity research explains this finding. To avoid risk and effort, organizations select for convenient contract designs. They rely on contract templates that have ‘passed the test of time.’ Briefly, organizations design contracts for convenience. We face a theoretical puzzle. On the one hand, the discriminant alignment mechanism in transaction cost theory generates a wide variety of contract designs. On the other hand, the convenience mechanism in contractual complexity research reduces the variety of contract designs. We do not know how the two mechanisms relate to each other. We make a proposition to fill this theoretical gap. Contracts may be simple across levels of transaction properties. Here, the convenience of contracts is modelled as a constant term in the transaction cost function of market governance. Convenient contracts lower the transaction cost of market governance but also expose it to hazards. This explains why some transactions are taken off the market. We discuss how the convenience of contract designs is socially constructed, in contrast to the underlying transaction properties. We highlight that the convenience of a contract is a central argument in favor of market governance. 08:30 and Analyzing public service motivation and intrinsic motivation, this paper tests whether joint training in motivation enhancement increases employee motivation. We expect higher motivation after training, and joint training in motivation enhancement (value learning, self-persuasion and beneficiary contact) is expected to increase motivation more than other joint training. This is tested using data from a pre-registered field experiment providing joint training of leaders and employees in 129 units within Danish hospitals, employment units, social care, and police (129 leaders and 2,500 employees). These units were randomized into three experimental groups (goal-orienteered leadership, distributed leadership or motivation enhancement). To test whether joint training in motivation enhancement can foster higher motivation, we use data from pre- and post-intervention surveys, utilizing (1) the experimental variation between the three types of joint training and (2) the panel structure. For research, the results are important, because the organizational aspect of motivation is understudied, and knowledge about joint training is sparse. Practitioners can use the insights on potentials for motivation enhancement, when they decide whether to prioritize between different types of training. 08:45 09:00 and To fill in the dynamism, we utilize longitudinal survey data of public employee viewpoints, 2013 through 2023. The data are sourced from the Korean Institute of Public Administration, administering large-scale annual surveys to Korean public employees across all ranks and all departments in the national government, all provincial governments, and 17 metropolitan city governments, representative of the public sector workforce. For each survey, the sample size ranges from 4,000 to 5,000. During the period, there were two administration changes by presidential elections, switching between the two major parties. The general popularity on public service jobs has decreased over time. We combine the surveys and employ longitudinal data analysis. Specifically, we investigate what factors affect public employee turnover intentions, whether administration changes moderate these relationships, and how the causal patterns change by the decreasing popularity on public service jobs. 09:15 , and 10:15 , , , , and Convener, Brint Milward, University of Arizona • Advocacy Coalition – Alejandra Medina, University of Colorado at Denver du) • Polycentricity/Ecology of Games – Mark Lubell, University of California, Davis • Governance Networks – Erik-Hans Klijn, Erasmus University • Collaborative Governance Regimes – Kirk Emerson, University of Arizona • Purpose-oriented Networks – Branda Nowell, North Carolina State University 10:15 1. What areas of the natural environment (e.g., nonrenewable resource extraction, fishery collapse, etc.) have scholars focused on? 2. To what degree have scholars provided actionable suggestions or recommendations to public administrators to redress environmental problems? Academically, this project will help inform future research by revealing gaps in the environmental topics studied by scholars. These gaps present opportunities to facilitate engagement between public administrators and the natural sciences. In terms of the article’s practical application, public management scholarship represents a potential link between the natural sciences, the physical environment, and public administration engagement. A synthesis of how and when scholars offer actionable advice to public administrators provides important context, illuminating the connections between moving theory and research into practice and action. 10:22 , , and 10:29 , and 10:36 The public value identification draws on a difference-in-differences design between 2019 and 2022 that compares Tokyo residents’ city government evaluations with those of other Japanese metropolitan residents (N = 6,876). It reveals the This study discusses the implications of the Olympics’ public value failure during the pandemic. 10:43 and 10:50 10:57 , , , and Drawing upon information processing theory (IPT), we answer the research questions by exploring the impact of task characteristics, innovativeness, alternative information reliance, and public participation on perceived information credibility of AI and intention to use. For example, we expect routineness and task analyzability will be negatively associated with credibility of AI information and intent to use, while greater task discretion and organizational innovativeness will be positively associated with the credibility and intention. Associations with organizational reliance on external expert input and public participation are less clear, offering an opportunity to inform IPT theory. To test formal hypotheses, we use a unique 2024 nationally representative survey of 3900 top managers in 650 small- and medium-sized US cities (populations between 25,000 and 300,000). This study advances understanding and informs public managers about the evolving role of AI in public sector decision making. 10:15 , and 10:30 How does public sector and platform enterprises interact in platform governance? While previous studies have explored the necessity and static nature of public-private collaborative governance in traditional contexts, few studies have analyzed the dynamic evolution of their interaction in platform governance. This article takes Taobao as a case to trace its regulation process from 2003 to 2023. By interviewing over 20 stakeholders within public supervision sectors and platform enterprises, the study identifies four distinct stages in the evolution of public and private interaction: . This article develops a theoretical framework from the perspective of agile governance to explain the change of public and private interaction relationship, which includes the comparison of regulatory capabilities between public sector and private sector, the market development conditions of private sector. It sheds new light on the understanding of dynamic interaction between public and private governance in the realm of platform governance. 10:45 and 11:00 and 10:15 , and 10:30 and In one state, the lieutenant governor formed the Trauma-Informed Ad Hoc Working Group (the Working Group) in 2021 to determine how to make the state trauma-informed. The interdisciplinary Working Group—made up of elected state representatives, local government administrators, nonprofit professionals, and clinicians—grappled with the potential and challenges of TIAs as it strategized for a trauma-informed state. This ethnographic case study examines the Working Group to better understand how the macro-level processes of state-level transformation and institutionalization unfold in the micro interactions of professionals on the ground. Over the course of one year (January 2023 to December 2023), we conducted field observations of Working Group meetings, held informant conversations, and reviewed archival data. Our analysis leverages a novel combination of neo-institutional theory, cognitive approaches to policy implementation, and the science of trauma. We find that Working Group members make meaning, leverage expertise, mobilize resources, engage state policy levers, and ultimately develop the field of trauma-informed supports as they work to transform their state into one that promotes healing for all residents. 10:45 10:15 , and 10:25 and 10:35 , and 10:15 and 10:25 , , and 10:35 , and 10:15 , , , and 10:29 , , , and 10:43 , , and We conceptualize the stigma associated with poverty and government programs as three distinct, but interrelated constructs: societal, anticipated, and internalized stigma. In this project, we report a series of online survey experiments documenting two channels through which each dimension of stigma can influence take-up in government programs: directly by affecting prospective beneficiaries’ willingness to participate in benefit programs, and indirectly by influencing society’s willingness to support information and compliance burdens that have been shown to negatively impact participation. Specifically, these studies will (a) disentangle the causal effects of each dimension of stigma on take-up and burden tolerance, (b) experimentally test methods of reducing stigma, such as correcting misperceptions about beneficiaries or reframing participation to shift preconceptions about programs; and (c) examine moderators of these effects, including attributions for poverty and other prior beliefs. 10:57 10:15 and 10:30 , and 10:45 and 11:00 , , and 10:15 , and 10:30 10:45 11:00 , and 10:15 and While burgeoning literature now exists on the gender repercussions of climate change geographically by region and by policy sector, comparatively less scholarship explicitly links gender to climate policymaking. This paper brings in a discussion of Diversity, considering issues around adequate gender representation in climate policies; of Equity, considering issues around climate policies and adaptation and mitigation decisions being fair and equitable given gender-differentiated vulnerabilities, and that of Inclusion considering whether there is participation of the most vulnerable communities such as women in decision-making related to the climate. 10:29 , and 10:43 and 10:15 and 10:30 10:45 For empirical testing, I utilize survey experiment data collected from National Taiwan University (N=1,200), consisting of responses from employees working in both public and private organizations. The experiment includes a decision exercise in which all participants were involved, allowing for pre- and post-perception measurements. The treatment group experienced AI intervention during the decision exercise, while the control group did not. To analyze the data, I employ a difference-in-difference (D-i-D) analysis. The results indicate that only employees of public organizations who experienced AI intervention during the decision exercise are more likely than others to agree with the utilization of AI for conducting organizational operations. Accounting for institutional configurations, organizational mechanisms, and various AI’s mechanistic and discretionary features, I highlight theoretical and practical implications. The cognitive impact of AI on agents’ perception of agreement to use AI in different types can be characteristically moderated by agents’ affiliated organizational types and managerial positions, substantiating operations of organizational administration. 11:00 , and 10:15 This study seeks to understand the potential impact of political pressure on perceptions of diversity in the workplace and the connection to executive orders, measured using the 2013 and 2022 Federal Employee Viewpoint Surveys (FEVS). Using an ordered logistic regression analysis, we probe how views of diversity in the federal government change based on the political context of the organization, recent executive actions, and if these views differ based on the race of the employee. We hypothesize that both perceptions of political pressure and race of the employee are likely to influence the views employees have of the promotion of diversity in the workplace. Preliminary analysis suggests that minority employees who feel that they might be subject to political coercion or pressure in the workplace are more likely than their peers to report that their workplace is not dedicated to the promotion of diversity. 10:30 10:45 and 11:00 This study focuses on public perceptions of women's representation. It examines whether correcting citizens’ perceptions of representation can affect their attitudes toward the organization. The survey experiment establishes citizens’ perceptions of representation as a baseline and randomizes adjustments to participants’ underestimation or overestimation of women’s representation in supervisory positions. Citizens will then be asked questions about organizational favorability and their support for affirmative action. 13:45 , , , and The organization offers what it calls the “3Ms” to MBEs. The 3Ms include: (1) loan (and soon equity) capital (money), (2) business consulting (management), and (3) connections to markets (markets). Over the study period, loan capital has grown from $8.00M to $85.00M. In-house consulting staff have been bolstered by development of a network of over 160 volunteer consultants from major corporations. Connections to markets have grown to include training of yearly cohorts of minority entrepreneurs on how to gain entry to corporate supply chains and 16 major business “anchor institutions” interested in bolstering their MBE suppliers. We draw on extensive data sources, including 87 monthly interviews and cognitive maps of three successive MEDA CEOs, other interviews, participant observations, reflection notes, and archival data. We offer several observations about the role and limitations of strategic planning in this generally quite successful organizational change effort 14:00 , and This study introduces behavioral insight into the analysis of the influences of different reputation management strategies on individual psychology. Based on the division of performative reputation, moral reputation, procedural reputation and technical reputation and the distinction between individual risk and collective risk, this study constructs eight different reputation management strategies of digital governance. 5265 subjects recruited from the network platform are randomly divided into control group and eight experimental groups applying different strategies by using the method of post-test scenario simulation questionnaire experiment. The experiment results show that the procedural reputation strategy for collective risk can significantly reduce the public’s risk perception, while the technical reputation strategy improves the public’s risk perception. The performative reputation strategy improves government trust, but has no significant effect on public risk perception. Government trust plays a significant mediating role between moral reputation and public risk perception, as well as between procedural reputation and public risk perception. 14:15 , , , , and Programs are typically headed by civil servants and questions arise about the nature of SPM use and factors furthering it. While examining a broad range of levers. we focus on performance accountability, not previously examined in SM (Overman and Schillemans 2022). Data are based on SPM use in two national governments (Indonesia and Brazil), which, we argue, form a comparison with features of a natural experiment involving performance accountability (Gomes and Berman 2020). The multi-method study uses surveys, interviews, and administrative data, recently completed. Results show that both in-program and cross-cutting SPM use are unevenly used, and that performance accountability is an important driver increasing leadership for SPM. This study adds to knowledge by drawing attention to SPM as an understudied application of strategic management that has widespread, global use. 13:45 , and 13:52 This exploratory case study seeks to better understand the placement, role, impact, obstacles and drivers for judicial actors to engage in collaborative responses. Judges for example must consider ethical rules constraining behavior, re-election, and perception as they engage in community-based responses. This single state case study examines the role of limited jurisdiction trial court judges in North Carolina, who are referred to as district court judges. District courts have jurisdiction in family law cases, child welfare and juvenile delinquency matters, general civil matters, and have exclusive, original jurisdiction over criminal actions below the grade of felony. Qualitative interviews with judicial officials and content analysis of collaborative documents and plans are used to gather both perceptional and context data. 13:59 The purpose of this paper, therefore, is to share the results of 10 years of research data focused on neighborhood associations located within two municipalities of the United States. The research entails qualitative multiple case studies, grounded in an interpretive paradigm, with municipal historical data to contextualize the cases. Specifically, case-level qualitative data consists of interviews and focus groups with leaders of 17 neighborhood councils within one municipal citizen participation system and 31 voluntary neighborhood associations within a second municipality. The initial findings reveal limitations with regard to neighborhood association capacities concerning constituent advocacy and public participation, and significant constraints as a result of mutable political legitimization, unstable municipal resources, and fluctuating community demographics. A more detailed discussion of the forthcoming findings will provide directions for improved public participation in local governance. Additionally, it is expected that the findings will add to our understanding of how to activate a more engaged citizenry and advance the democratization of public administration. 13:45 14:00 , , , and Using a dataset of 1056 collaboratively-developed Community Wildfire Protection Plans from the fire-prone western US, we assess the factors associated with the presence and quality of collaborative groups. If social capital is built, we expect that variables endogenous to wildfire (e.g., burn severity, burn frequency) drive collaboration. If social capital is borrowed, we expect that variables exogenous to wildfire (e.g., demographics, community infrastructure) drive collaboration. Because both variable types may impact the likelihood that collaboration occurs and its subsequent quality, we use a spatial Poisson hurdle model to evaluate the relative importance of each class of variable using data from CWPPs along with spatially explicit covariates from national census datasets, remote sensing, and other publicly available sources. By assessing whether collaborations arise because of need versus capacity, this research addresses theoretical tautologies in the concept of social capital and clarifies the role of collaboration in perpetuating the status quo versus enabling transformative change. If the presence and/or quality of collaboratives is aligned with affluence rather than wildfire risk, identifying ways to build social capital to meet the needs of higher risk populations and places is warranted. 14:15 , , , , , and 14:30 and 13:45 and 14:00   14:15 , and 14:30 , and 13:45 14:00 I explore these arguments in Oregon watersheds using multiple data sources, including: (1) water quality index data from 160 water monitoring stations; (2) establishment data for 82 nonprofit watershed councils; (3) details of 22,920 collaborative restoration projects from the Oregon Watershed Restoration Inventory; and (4) block-level demographic data from the Census Bureau. I have aggregated these data sources to construct a watershed-year panel dataset spanning from 1980 to 2021. I analyze the data in three stages, starting with the staggered difference-in-differences method to identify the impact of watershed council establishment on water quality improvement. Second, I perform a mediation analysis to explore how participant diversity influences the link between watershed councils and water quality improvement. Finally, I perform subgroup analyses to compare the effects of water quality improvement in both high- and low-income areas, as well as in areas with white-majority and nonwhite-majority populations. Through these analyses, this study is the first research endeavor to investigate the influence of nonprofit leadership on environmental management and justice. 14:15 14:30 13:45 , , and Our results show that youth develop less than one TILP per year, use about one ILP per month, and use four different types of ILPs. Our regression results demonstrate that youth with more TILPs are expected to use more ILPs and a broader range of ILPs. Our results also highlight associations between the county’s administrative contexts and the frequency and scope of youths’ ILP utilization. Our study offers rare empirical evidence that underscores the importance of regularly co-producing future plans with youth, training caseworkers to work collaboratively with youth in decisions about their lives, and reducing between-county variation in TILP and ILP practices. 13:55 , , , and 14:05 , , , , and 13:45 13:45 and In collaboration with four public sector fellowship organizations, we bring together data from three sources: (1) we conduct a survey of over 400 prior applicants and fellows to measure beliefs about public service, public servants, and government; (2) we collect publicly available data on the career trajectories of all prior applicants and fellows (N ~ 2,000); and (3) we combine these data with administrative data from each fellowship organization including demographics. We then measure mindset and career outcomes for fellows compared to similarly-qualified applicants – those who reached the final stage of the interview process, but weren’t selected for a fellowship (“finalists”). In so doing, we aim to estimate the causal impact of participation in a government fellowship program. By building evidence on the impact of early-career exposure to public sector jobs, this research contributes to our understanding of how to develop diverse talent for government and how employment in the public sector changes employees. 13:59 , , and 14:13 , , and In Study 1, we present field experimental evidence examining how recruiters and AI applications assess real-life job candidate profiles on social media job platforms (n = 2,000). The findings reveal that humans exhibit more bias than AI concerning job candidates’ ethnicity, while the results for gender are mixed. This suggests that integrating AI support into human decision-making has the potential to mitigate ethnic bias in candidate selection. Building on the insight that AI may enhance bias reduction, Study 2 explores whether and to what extent recruiters would be receptive to using AI advice, considering potential algorithm aversion (Keppeler 2023). Results from a pre-registered survey experiment with recruiting public managers (n = 507 with 4 observations each) indicate that recruitment practitioners assign greater weight to AI application advice than advice from a colleague when that advice is combined with a debiasing reminder. This manuscript contributes by bridging research on hiring discrimination with the literature on augmented decision-making and the implementation of AI applications in the public sector. Furthermore, it adds to the discourse on algorithm aversion/attraction among public employees, with implications for personnel selection to public sector jobs. 14:27 13:45 , and Existing literature shows that citizens will adopt some strategies to attract government’s attention when they communicate with government. However, the government may also response strategically by using some communication skills since the resource is limited. Therefore, in many cases, the aim of the response is to comfort citizens’ negative emotions and avoid conflicts. But only few research pay attention to government’s emotion-based response strategies and whether they can lead to high satisfaction. The data comes from Chinese People's Daily “Message Board for Leaders”, which is a nationwide online platform for citizens to request government services. We first use text analysis to analyze the characteristics of government’s response. Then 1,000 messages are selected and then manually coded. And machine learning is used to train a model and predict 370,000 government responses. We then test whether government’s EI management affect citizens' satisfaction with the response attitude. This research contributes to understanding the relationship between governments’ responsiveness and citizens satisfaction in e-participation platform. In terms of mythology, it measures governments’ response EI by using big data, providing an objective way to access government response performance. 14:00 and 14:15 and The primary goal of this research to examine the effects of ethics reform on civil services’ compliance with a macro-level ethics reform through an experimental approach. Drawing on the theories of social psychology and literature on street-level bureaucracy (SLB), we test the two treatment effects of the Conflict-of-Interest Prevention Act of 2022, centering our focuses on SLB’s compliance with the reform. Findings from a list experiment from the representative sample of Korean civil services (n=approximately 2,000) suggest that an ethics reform can induce SLBs’ compliance with the new rules. We argue that it is imperative to take a closer look at the behavioral changes of target population, to better discuss the effects of ethics reform. 14:30 , and 13:45 14:00 , and 14:15 , , , , , and In this paper we examine different participatory strategies that two states took to improve equity when implementing a specific federal policy: the Families First Prevention Services Act. We compare their actions and experiences to ask: What is the relationship between cross-sector collaboration in policy implementation processes and the eventual enactment of equity-advancing policies? We integrate three theoretical lenses (Arnstein’s ladder of participation, Ray’s theory of racialized organizations, and strategic action field theory) and analyze qualitative data across the multi-year, multi-stakeholder implementation processes enacted in each state, including over 50 interviews with key stakeholders and structured observation of participatory meetings. Despite different administrative systems, we find both states implemented the policy similarly and did not significantly address the concerns of marginalized advocates. Notably, the state with more inclusive implementation processes did not produce more responsive policy, largely because participatory processes were decoupled from formal policymaking and rulesetting, resulting in a reinforcement of racialized practices. In both states we see that participatory processes intended to adance equity-advancing policies were ceremonially enacted, one potential reason why racially disparate outcomes may persist across policy areas. 14:30 , , , , and We explore whether this federal policy incentivized innovation and customization at the state level by using 35 state-level plans to compare service selection choices and two extensive case studies of implementation in Minnesota and Washington. Although FFPSA aims to disrupt the status quo, we find states choose a very narrow band of practices, in spite of wide variation in state populations and structures. In practice most states are implementing only 1 or 2 low-cost programs, typically those easiest to implement but arguably also the least likely to promote transformative change, especially for families of color and Tribal communities. Case studies of Minnesota and Washington suggest that the federal requirements for funding, implementing, and evaluating program delivery limit experimentation. As a result, community-based and culturally-relevant programs are often excluded. The federal choice of FFPSA policy tools results in constrained state innovation and a dampening of service variation to might meet expressed parent needs and service demands. 13:45 14:00 and With a survey experiment, this study investigates the impact of symbolic representation on coproduction in the context of public education. Specifically, we examine the effect of racial representation of school principals on parents’ involvement. We will recruit participants from Amazon MTurk and use survey questions such as age and number of children to identify the potential parent status of the participants. The experiment will use several vignettes that vary in principals’ race and parent involvement activities (such as volunteering and serving on a school committee) to explore whether parents’ involvement varies based on their racial congruence with the principal and the participation types. The findings will provide insights to better promote the coproduction of racial minority parents in public education. The study also yields two primary theoretical contributions. It offers unrevealed determinants of coproduction: racial representation of the leadership. Also, the findings enhance the knowledge of the relationship between symbolic representation and coproduction. 14:15 and 14:30 and We have conducted two surveys of Oregon residents (English and Spanish) and one convenience sample of sports fans to better understand how people adapt to the increased risk of wildfires and related smoke using a co-assessment lens. The paper will assess how technologically-enabled co-assessment changes behavior in practice. Prior research shows (Clark, 2021; Clark and Matonte, 2022) that this type of co-assessment is biased in where it is found and consequently excludes large segments of the population from the benefits. Decision-making based on these devices could provide inconsistent information availability; thus, considering where they are deployed is an important consideration for governments. We will be able to provide an assessment of who can access these hyper-local data and how they are using it. 13:45 13:52 This research evaluates how nonprofit organizations perceive their role in public management through interviews with California-based nonprofits about their engagement in drought governance. Drought is a complex policy problem given its diverse causes and manifestations, the challenges around delineating its boundaries, varying perceptions about it, and its diverse impacts. Interviews are being conducted with nonprofits across the state whose mission statements reflect interest in water issues. Additionally, organizations with varying capacities and focus areas – such as those interested in the environment, labor, and social justice – are also being targeted to capture different perspectives on and experiences with drought governance. Questions that are asked during the interview include what type of governance activity their organization engages in, who they see as key players in decisions around drought, and what they would like to see as a response to drought. 13:59 15:30 This article fills this void by synthesizing the public administration literature on rural areas between 1980 and 2020 and providing a systematic literature review of 11 public and nonprofit administration journals. To date, no systematic research overview of rural administration has been created. This leaves the rural administration literature somewhat disjointed and unstructured, which could hamper future research. This systematic review examines seven key aspects of the literature on rural administration: the frequency of research on the concept, table of rural definitions, the most prominent studies based on referencing network analysis, the most frequent publication outlets, geographic distribution of empirical research designs, as well as an examination of both conceptual and empirical designs. Finally, lines of inquiry and patterns of empirical findings are explored, and implications for practice are drawn from the publications reviewed. Strengths and weaknesses of the existing literature are identified, and future research directions are proposed. 15:45 and 16:00 and The unique nature of the field requires that it is open (not insular) to many other disciplines for data and knowledge. Its unique “public” role in society may also contribute to a level of isolation. Also, the intellectual crisis in the field fosters its isolation by other disciplines. We suggest that the intellectual crisis of public administration has four components: lack of core theory; lack of methodological rigor; the emphasis on values, not empirical evidence in public administration research and scholarship; and a lack of a common identity. Each of these considerations may offer explanations as to why the literature of public administration is not cited with great frequency by other disciplines. 16:15 , , and 15:30 15:37 and This study focuses on the impact of TL on public employees' IWB. Existing research highlights TL's direct positive influence on IWB (Afsar et al., 2014), as well as mediating and moderating mechanisms (Reuvers et al., 2008; Stanescu et al., 2019). However, few studies holistically explore the moderated mediation in the TL-IWB relationship. The study aims to uncover how TL influences IWB, with JA as a mediator and IOC potentially enhancing JA's role as a moderator. Using Hayes' (2013) approach with the PROCESS macro, the study analyzes data from the 2021 Korea Public Employee Perception Survey. Preliminary findings suggest that TL's influence on IWB operates through JA, and this relationship is moderated by IOC levels. Providing job autonomy allows public sector employees to exercise creativity and problem-solving. Organizational culture should be reshaped to embrace innovation, viewing mistakes as learning opportunities. This strategic alignment creates an environment where leadership practices, job autonomy, and culture work together, driving the public sector toward sustained success and innovation. Overall, the study underscores the value of public organizations nurturing an innovative culture to optimize the positive outcomes of TL efforts, ultimately leading to higher levels of IWB. 15:44 and 15:51 and These innovations, while often revolutionary, can have unintended negative consequences, such as privacy violations, misinformation, cyber threats, and ethical dilemmas. The review highlights how these innovations, while propelling technological and economic growth, can simultaneously pose significant risks to individual rights, societal norms, and ethical boundaries. Furthermore, the review explores the root causes of these negative impacts, emphasizing factors such as lack of regulatory frameworks, ethical oversight, and the rapid pace of technological advancement outstripping society's ability to adapt. We review 129 articles (still increasing) on dark digital innovation using database and website searching. Drawing from our research outcomes, we (1) derive a novel definition and propose a new framing of current conceptualizations of dark digital innovation, and (2) establish a structured framework to categorize dark digital innovation studies into five primary categories: economic, emotional, cultural, social, and environmental. Our study culminates in pinpointing two areas that hold significant potential for further investigation. 15:58 However, organizational routines have been traditionally viewed as barriers to a responsive and flexible public administration. Heavily inspired by the public management model by O’Toole and Meier (1999), public administration research stressing that “management matters” have downplayed the role of structure and elevated the role of the manager in enhancing organization performance. In doing so, scholars have largely overlooked that the O’Toole and Meier model views the relationship between structure and management as a dynamic process in which increases in management activities are reactions to temporary misfits between structure and environment. Management and structure are substitutes, and as management activities are translated into organizational routines, the fit between structure and environment is restored. This research builds upon insights from the O’Toole and Meier model and Routine Dynamics Theory (Feldman & Pentland, 2003) to elucidate the dynamic relationship between management innovation and organizational structure using examples from education and transportation. In a quantitative study of school districts, I find innovative management efforts are focused on stabilizing performance in high performing districts. In an ongoing qualitative study of managing risks in transportation infrastructure delivery, I trace best practices identified in previous projects being iteratively routinized into formal procedures for later projects, contributing to not mere enhancement but increased predictability of performance. 16:05 , and 15:30 and 15:45 and 16:00 and leadership enables or impedes goal-attainment in collaborative arrangements. The purpose of this paper is to further explore this important question by focusing on the link between different types of collaborative leadership and goal attainment, specifically climate-related outputs. We use the case of transnational multi-stakeholder partnerships (MSP) in sustainable shipping – a sector that represents the collaborative and transnational nature of climate governance with partnerships ranging from 15-400 participants. Drawing on two case studies of green shipping MSPs, we employ a qualitative approach, conducting a document study and interviews with key actors in the MSP cases supplemented by interviews with experts in sustainable shipping. Our preliminary findings suggest that agile leadership, where MSP leaders deploy a mix of direct and indirect leadership strategies, are associated with higher climate-related goal attainment. We use these findings to build an analytical framework of agile collaborative leadership, thus contributing with new theoretical insights to the collaborative governance literature. Our findings provide valuable knowledge for governments and businesses on how to collaborate more efficiently to promote the green transition.   16:15 and To address these research challenges, this study evaluates whether and how collaborations between scientific and engineering researchers and practitioners in the NSF Smart and Connected Communities (S&CC) program stimulate smart technology-related activities among practitioners. It investigates the extent of influence the S&CC program has on practitioners’ engagement with smart technologies. The study focuses on the impact of S&CC program participation on both NGOs, assessing their activities in learning, adopting, and promoting smart technologies, and government agencies, evaluating the potential increase in smart technology initiatives, policies, and collaborations. The emphasis is on tangible actions demonstrating active engagement in smart technology integration and advocacy. This study employs event study analysis to assess changes in smart technology activities among NGOs and government agencies before and after joining the S&CC program. It also identifies factors influencing the program's effectiveness in enhancing smart technology efforts in non-academic institutions. The findings will provide insights into the program's role in smart technology engagement, smart city development, and public sector technology integration, and will inform academic researchers, practitioners, and funding agencies on designing collaborations that effectively connect science, technology, and society. 15:30 , and 15:45 , , , , and 16:00 and 16:15 and 15:30 , and 15:45 and Our recently completed book explores how RCTs came to be seen as the most legitimate form of evidence, how RCTs are really carried out inside nonprofits, and where we find a mismatch between the RCT method and the goals of the sector. We go beyond existing critiques about RCTs to address unintended consequences for equity, sustainability, and organizational responsiveness and innovation. We base these findings on a field analysis as well as interviews with professional evaluators, foundation program officers, and nonprofit managers. We identify five specific problems with using RCTs as high-stakes assessments of human service programming: 1. The “False Certainty” Problem: RCTs aren’t a foolproof method of evaluation. 2. The “Programs Need Organizations” Problem: RCTs assess programs, but programs are embedded in organizations 3. The “Communities Need Organizations” Problem: RCTs threaten the community-level benefits provided by nonprofit organizations 4. The “Rich Get Richer” Problem: RCTs primarily advantage already well-resourced organizations whose way of working is easily adapted to RCT demands. 5. The “Agility” Problem: As high-stakes assessments, RCTs may hinder responsiveness and innovation 16:00 , and 15:30 and 15:40 15:50 and 15:30 15:30 and 15:45 16:00 , and 16:15 and To explore this spillover effect, we examine the management of local housing markets by public agencies in relation to public school teacher retention. Local housing organizations, through their performance in subsidy distribution and building permit approval, can influence local housing prices. These prices, in turn, can impact teachers struggling to cover living costs. By aggregating housing organizations’ performance at the school level, we aim to estimate the spillover effect on teacher retention through rent price changes induced by public housing organizations. 15:30 , and 15:45 , and 16:00 , and 16:15 , , and 15:30 15:45 and 16:00 , , and 16:15 and This paper investigates bureaucrats’ burden tolerance when confronting different policy contexts, which have different social constructions of citizens. We posit two core hypotheses: 1) Bureaucrats will be less likely to impose heavy documentation requirements on citizens when the policy is to support everyone in accidental cases, compared to the means-tested policy which is socially constructed as for marginalized communities. 2) Bureaucrats will be more likely to impose heavy documentation requirements on citizens when the policy is to grant incentives to selective and voluntary clientele, compared to the means-tested policy which is socially constructed as for marginalized communities. We conducted a vignette survey experiment to test these hypotheses and received responses from 400 bureaucrats across the United States. This study suggests two significant contributions. First, it focuses on the supply side of the policy program, which are the main actors in the public resource distribution process. Second, it compares the burden tolerance of bureaucrats by policy context with different client communities. 15:30 15:45 and 16:00 16:15 and 15:30 , , , and 15:45 , , and Through a survey experimentation conducted within the context of a community smart energy device project in China, our findings reveal that individual nudges, whether educative or noneducative, do not significantly impact citizens' intentions in isolation. However, synergistic combinations of diverse nudges demonstrate a noteworthy influence on citizens' coproduction intentions. Specifically, the amalgamation of gain frame with altruistic information and the pairing of loss frame with egoistic information prove more effective in eliciting citizens' intentions. These results underscore the importance of coherence in nudge combinations, emphasizing the alignment of the type of nudge with the target audience's inherent motivations and cognitive biases to maximize intervention effectiveness. The study emphasizes the need for a nuanced approach in designing nudges, considering the complex interplay of different motivational factors and cognitive biases. The implications extend beyond the specific context of smart energy devices, providing a framework for fostering citizens' coproduction intentions in various public service areas through well-coordinated behavioral interventions. 16:00 and 15:30 , , , and 15:45 , , and 16:00 and This paper relies on a 4-stage life-cycle framework to examine the different forms of network governance first observed by Provan and Kennis (2008). The paper relies on the comparative analysis of 31 watershed partnerships that emerged in four watersheds in the United States – Delaware Inland Bays, Narragansett Bay, Tampa Bay, and Tillamook Bay. The analysis allows us to refine the Provan and Kennis (2008) framework in important ways. First, it reveals strategies and governance forms used for provision and production. Second, the watersheds relied on different structural network administrative organizations (NAOs), which improves our understanding of how they facilitate network governance – if at all – and their limitations. Finally, we conclude by building on the key predictors of effectiveness for different network forms proposed by Provan and Kennis (2008) incorporating a life-cycle perspective and a greater understanding of the role NAOs play in network governance. 16:15 SUGGESTED TOPICS The Magazine Newsletters Managing Yourself Managing Teams Work-life Balance The Big Idea Data & Visuals Reading Lists Case Selections HBR Learning Topic Feeds Account Settings Email Preferences How to Make a “Good” Presentation “Great” Guy Kawasaki Remember: Less is more. A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out. Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions. Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience. Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text. Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences. As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference. Partner Center 285 IMAGES The Importance of Literature Review in Scientific Research Writing 15 Literature Review Examples (2024) The Importance of Literature Review in Scientific Research Writing by important of literature review in research methodology How to write a literature review: Tips, Format and Significance How to Write a Literature Review for a Research Paper? A Complete Guide VIDEO Introduction to Literature Review, Systematic Review, and Meta-analysis 3_session2 Importance of literature review, types of literature review, Reference management tool Literature review in research How to Do a Good Literature Review for Research Paper and Thesis IMPORTANCE OF LITERATURE REVIEW WRITING IN RESEARCH ARTICLE Literature Review Definition,Importance,types,steps,issues in Urdu and Hindi COMMENTS Why is it important to do a literature review in research? Importance of Literature Review in Research. The aim of any literature review is to summarize and synthesize the arguments and ideas of existing knowledge in a particular field without adding any new contributions. Being built on existing knowledge they help the researcher to even turn the wheels of the topic of research. Literature Review: The What, Why and How-to Guide What kinds of literature reviews are written? Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. Writing a literature review Writing a literature review requires a range of skills to gather, sort, evaluate and summarise peer-reviewed published data into a relevant and informative unbiased narrative. Digital access to research papers, academic texts, review articles, reference databases and public data sets are all sources of information that are available to enrich ... Literature review as a research methodology: An ... This is why the literature review as a research method is more relevant than ever. Traditional literature reviews often lack thoroughness and rigor and are conducted ad hoc, rather than following a specific methodology. ... Literature reviews play an important role as a foundation for all types of research. They can serve as a basis for ... Research Guides: Literature Reviews: What is a Literature Review? A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the ... Why Do A Literature Review? Besides the obvious reason for students -- because it is assigned! -- a literature review helps you explore the research that has come before you, to see how your research question has (or has not) already been addressed. You identify: core research in the field. experts in the subject area. methodology you may want to use (or avoid) Literature Review In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your ... Importance of a Good Literature Review A literature review is not only a summary of key sources, but has an organizational pattern which combines both summary and synthesis, often within specific conceptual categories.A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. How to Undertake an Impactful Literature Review: Understanding Review The systematic literature review (SLR) is one of the important review methodologies which is increasingly becoming popular to synthesize literature in any discipline in general and management in particular. In this article, we explain the SLR methodology and provide guidelines for performing and documenting these studies. Literature Review Research The objective of a Literature Review is to find previous published scholarly works relevant to an specific topic. A literature review is important because it: Explains the background of research on a topic. Demonstrates why a topic is significant to a subject area. Discovers relationships between research studies/ideas. Approaching literature review for academic purposes: The Literature A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Literature Reviews genres of writing. All disciplines use literature reviews. Most commonly, the literature review is a part of a research paper, article, book, thesis or dissertation. Sometimes your instructor may ask you to simply write a literature review as a stand-alone document. This handout will consider the literature review as a section of a larger ... The Literature Review: A Foundation for High-Quality Medical Education Purpose and Importance of the Literature Review. An understanding of the current literature is critical for all phases of a research study. Lingard 9 recently invoked the "journal-as-conversation" metaphor as a way of understanding how one's research fits into the larger medical education conversation. As she described it: "Imagine yourself joining a conversation at a social event. What is a literature review? A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important ... Reviewing literature for research: Doing it the right way Selecting the right quality of literature is the key to successful research literature review. The quality can be estimated by what is known as "The Evidence Pyramid.". The level of evidence of references obtained from the aforementioned search tools are depicted in Figure 9. Systematic reviews obtained from Cochrane library constitute ... Steps in Conducting a Literature Review Why is it important? A literature review is important because it: Explains the background of research on a topic. Demonstrates why a topic is significant to a subject area. Discovers relationships between research studies/ideas. Identifies major themes, concepts, and researchers on a topic. Identifies critical gaps and points of disagreement. What is a literature review? A literature review serves two main purposes: 1) To show awareness of the present state of knowledge in a particular field, including: seminal authors. the main empirical research. theoretical positions. controversies. breakthroughs as well as links to other related areas of knowledge. 2) To provide a foundation for the author's research. Literature Review in Research Writing A literature review is a study - or, more accurately, a survey - involving scholarly material, with the aim to discuss published information about a specific topic or research question. Therefore, to write a literature review, it is compulsory that you are a real expert in the object of study. The results and findings will be published and ... The Importance of Literature Review in Research Writing 7 Reasons Why Research Is Important Learn the true importance of research in daily life. Research is an invaluable skill that's necessary to master if you want to fully experience life. Concept Mapping to Write a Literature Review This article will explain how to use concept mapping to write an in-depth, thought-provoking literature review or ... How to Undertake an Impactful Literature Review: Understanding Review Important aspects of a systematic literature review (SLR) include a structured method for conducting the study and significant transparency of the approaches used for summarizing the literature (Hiebl, 2023).The inspection of existing scientific literature is a valuable tool for (a) developing best practices and (b) resolving issues or controversies over a single study (Gupta et al., 2018). What is the purpose of a literature review? A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question. It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge. What is a Literature Review? A literature review is a comprehensive summary of previous research on a topic. The literature review surveys scholarly articles, books, and other sources relevant to a particular area of research. The review should enumerate, describe, summarize, objectively evaluate and clarify this previous research. It should give a theoretical base for the ... How to Write a Literature Review? A Beginner's Guide Understanding how to do a literature review for a research paper often has little to do with how to write literature review for thesis. This difference is explained by the fact that these types of academic work are of different lengths and pursue different scholarly goals. ... It's important to cover all lit review aspects that your professor ... Ten Simple Rules for Writing a Literature Review While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. ... Boote DN, Beile P (2005) Scholars before researchers: on the centrality of the dissertation literature review in research preparation. Educ Res 34: 3-15 doi:10.3102 ... Applied Sciences This article investigates the impact of the COVID-19 pandemic on logistics and supply chain processes through a two-phase analysis. First, a literature review maps the existing studies, published from 2021 to 2023 (101 papers), offering a view of the multiple challenges faced by supply chains during the pandemic emergency. The literature analysis makes use of descriptive statistics, thematic ... Postnatal corticosteroid therapy in bronchopulmonary dysplasia The systematic review and meta-analysis of newborn animal models by Irene Lok et al. is the first to extensively summarize the literature regarding postnatal systemic corticosteroid use on lung ... Importance and Issues of Literature Review in Research Abstract. The process of literature review in research is explained in detail with llustrations. Content may be subject to copyright. 1. A literature review may be an end in itself to. 2. It can ... Fall 2024 Semester Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. Program for Thursday, June 27th For research, the results are important, because the organizational aspect of motivation is understudied, and knowledge about joint training is sparse. ... This study adopts the method of systematic literature review to conduct the research of AI data governance from the aspects of digital inclusion, data compliance, data quality, data ... How to Make a "Good" Presentation "Great" Summary. A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you're pitching an idea, reporting market research, or sharing ... assignment essay homework paper phd report review speech thesis