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Home » Humanities Research – Types, Methods and Examples
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Definition:
Humanities research is a systematic and critical investigation of human culture, values, beliefs, and practices, including the study of literature, philosophy, history, art, languages, religion, and other aspects of human experience.
Types of Humanities Research are as follows:
This type of research involves studying the past to understand how societies and cultures have evolved over time. Historical research may involve examining primary sources such as documents, artifacts, and other cultural products, as well as secondary sources such as scholarly articles and books.
This type of research involves examining the cultural expressions and practices of a particular society or community. Cultural studies may involve analyzing literature, art, music, film, and other forms of cultural production to understand their social and cultural significance.
This type of research involves studying language and its role in shaping cultural and social practices. Linguistics research may involve analyzing the structure and use of language, as well as its historical development and cultural variations.
This type of research involves studying human cultures and societies from a comparative and cross-cultural perspective. Anthropological research may involve ethnographic fieldwork, participant observation, interviews, and other qualitative research methods.
This type of research involves examining fundamental questions about the nature of reality, knowledge, morality, and other philosophical concepts. Philosophy research may involve analyzing philosophical texts, conducting thought experiments, and engaging in philosophical discourse.
This type of research involves studying the history and significance of art and visual culture. Art history research may involve analyzing the formal and aesthetic qualities of art, as well as its historical context and cultural significance.
This type of research involves analyzing literature and other forms of written expression. Literary studies research may involve examining the formal and structural qualities of literature, as well as its historical and cultural context.
This type of research involves using digital technologies to study and analyze cultural artifacts and practices. Digital humanities research may involve analyzing large datasets, creating digital archives, and using computational methods to study cultural phenomena.
Data Collection Methods in Humanities Research are as follows:
Some common data analysis methods used in humanities research:
Some Examples of Humanities Research are as follows:
Conducting humanities research involves a number of steps, including:
Humanities research has many practical applications in various fields, including:
The purpose of humanities research is to deepen our understanding of human experience, culture, and history. Humanities research aims to explore the human condition and to provide insights into the diversity of human perspectives, values, and beliefs.
Humanities research can contribute to knowledge in various fields, including history, literature, philosophy, anthropology, and more. It can help us to understand how societies and cultures have evolved over time, how they have been shaped by various factors, and how they continue to change.
Humanities research also aims to promote critical thinking and creativity. It encourages us to question assumptions, to challenge dominant narratives, and to seek out new perspectives. Humanities research can help us to develop empathy and understanding for different cultures and communities, and to appreciate the richness and complexity of human experience.
Overall, the purpose of humanities research is to contribute to a deeper understanding of ourselves, our communities, and our world. It helps us to grapple with fundamental questions about the human experience and to develop the skills and insights needed to address the challenges of the future.
Humanities research can be used in various contexts where a deeper understanding of human experience, culture, and history is required. Here are some examples of when humanities research may be appropriate:
Some of the key characteristics of humanities research:
Some of the key advantages of humanities research:
Some of the key limitations of humanities research:
Researcher, Academic Writer, Web developer
Baylor Graduate Writing Center
Helping Grad Students Become Better Writers
By Sørina Higgins, Consultant
Hello, fellow grad students in the humanities! It’s just about time to start thinking about those big end-of-term papers you’ll write for most of your grad classes, those 20- to 30-pagers that hover somewhere between an exhausting school assignment and the draft of a professional article. Well, here are some suggestions for you to consider applying to the process of researching and writing those seminar papers. Hopefully these ideas will be useful for you whether you’re about to write your first one or your last one ever. Either way, congrats! This is a big deal; you’re about to produce some original research to add to the scholarly conversation, and it’s a chance to really dig into doing what you love, the thing you came to grad school for. I’ll try to help smooth the way here so that you don’t have to figure out the research process for yourself. And feel free to add additional strategies in the comments below!
First, plan ahead. Set aside a day well before the deadline (at least a month; six weeks or two months is better) in order to start preliminary research and order books. Don’t panic; you needn’t begin writing the paper at this point, but you do need to provide enough lead time for getting materials through interlibrary loan , and you probably want to at least glance over the most relevant and/or recent scholarship to make sure someone else hasn’t done exactly what you want to do. At this point, you can do a few of the steps below. You don’t need to do all of them now, and you can probably get away with never doing some of them, but the more of this background research you complete early on, the smoother the writing process will be and the better the final product.
TL;DR: Read, read, read! Come up with a research question , rather than a research topic; the narrower, the better. Know the foundational texts related to your question. Check out the bibliography of related article from a journal that you really like. Compile a list of primary texts you need, then narrow to the essentials. Do the same with secondary texts, but prioritize by the most recent scholarship. Do preliminary searches and skims, then revise your lists again. Keep track of everything in a Zotero folder.
Tune in next week when we talk about actually beginning to write!
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Conducting research.
The fields in the Humanities discipline generally include the visual and performing arts, philosophy, literature, religion, history, languages, art history, and classics. Although research methods differ among the Humanities, the Social Sciences, and the Sciences, any research project in any discipline starts with curiosity and a hypothesis. Often research topics are interdisciplinary and may include multiple subject areas and methods from more than just one discipline.
When beginning a research project in the humanities, you must develop a deep knowledge base in a subject area, choose original sources to examine, locate and evaluate sources that also explore your areas of interest, and then come to your own original conclusions. Libraries can help you find the material you need to get started. The research guides listed on the right are created by WUSTL Subject Librarians. Subject Librarians have expertise in both searching techniques and academic fields, and their online guides suggest resources for the different phases of the research process: 1) Use background sources to establish your knowledge base. These could be subject encyclopedias, key works in a field, bibliographies, etc. 2) Select original sources, commonly referred to as primary sources, for your analysis. Primary sources are simply original works, e.g., novels, photographs, diaries, correspondence, advertisements, eyewitness accounts. 3) Find articles, reviews, and books that analyze primary sources. These are known as secondary sources. Then, synthesize all this information with your own thinking and draw your original conclusions, thus creating new research in the field.
If you need additional assistance, please reach out to one of the Subject Librarians.
Note: these recommendations are geared toward researchers in the arts or humanities.
Developing a research topic is an iterative process, even for a short paper. This is a process that emerges in stages, and one which requires critical (but not criticizing) engagement with the evidence, literature, and prior research. The evidence can be an object, an artifact, a historic event, an idea, a theoretical framework, or existing interpretations.
Ultimately, you want to be able to pose a research question that you will then investigate in your paper.
If you are writing a paper for a course, the initial critical ideas and theoretical frameworks may come from your course readings. Pay attention to footnotes and bibliographies in your readings, because they can help you identify other potential sources of information.
As you are thinking about your topic, consider what, if anything, has already been written. If a lot of literature exists on your topic, you will need to narrow your topic down, and decide how to make it interesting for your reader. Regurgitating or synthesizing what has already been said is very unlikely to be exciting both for you and for those who will be reading your wok. If there is little or no literature on your topic, you will need to think how to frame it so as to take advantage of existing theories in the discipline. You may also be able to take advantage of existing scholarship on related topics.
There are two common types of research papers in the arts and humanities: expository and argumentative . In an expository paper you develop an idea or critical "reading" of something, and then support your idea or "reading" with evidence. In an argumentative essay you propose an argument or a framework to engage in a dialog with and to refute an existing interpretation, and provide evidence to support your argument/interpretation, as well as evidence to refute an existing argument/interpretation. For further elaboration on expository and argumentative papers, as well and for examples of both types of essays, check the book titled The Art of Writing About Art , co-authored by Suzanne Hudson and Nancy Noonan-Morrissey, originally published in 2001. Note that particular disciplines in the arts or humanities may have other specialized types of frameworks for research.
Also, remember that a research paper is not "merely an elaborately footnoted presentation of what a dozen scholars have already said about a topic; it is a thoughtful evaluation of the available evidence , and so is, finally, an expression of what the author [i.e., you] thinks the evidence adds up to." [Sylvan Barnet, A Short Guide to Writing About Art (New York: Pearson/Longman, 2005), 238-239.]
If a lot has been written on your topic, perhaps you should consider the following:
If you stick with a broad topic, you run into the danger of over-generalizing or summarizing existing scholarship, both of which have limited value in contemporary arts and humanities research papers. Summarizing is generally useful for providing background information, as well as for literature reviews. However, it should not constitute the bulk of your paper.
If you are interested in something very specific or very new, you may find that little has been written about it. You might even find that the same information gets repeated everywhere, because nothing else is available. Consider this an opportunity for you to do unique research, and think of the following:
Remember to keep track of your sources, regardless of the stage of your research. The USC Libraries have an excellent guide to citation styles and to citation management software .
writingxhumanities
A "how to" guide for UC Berkeley writers
In the humanities, as in the sciences, research begins with formulating a hypothesis about a subject and “testing” it out by engaging with evidence. But the nature of the evidence, the method of testing, and the kind of knowledge produced in humanities research differ from those in the sciences.
Rather than using quantitative or qualitative evidence as researchers do in the sciences, humanities researchers rely for evidence on their own close readings of primary and secondary texts. Whereas research in the sciences is grounded in the empirical method, humanities research uses a diverse array of methodologies, sometimes combining historical, conceptual, and/or critical methodologies in a single study. And instead of attempting to “prove” their hypotheses once and for all, humanities researchers develop arguments using their hypotheses in order to contribute and extend to ongoing critical conversations. These conversations themselves, one might say, constitute knowledge in the humanities.
Doing research into what has already been written about on your topic will allow you not only to situate your hypothesis within these conversations, but also to come up with questions that haven’t yet been asked. Through critical reading, you can identify gaps in previous writing on your topic and orient your own project to address these gaps if they seem like meaningful oversights. Your aim as a humanities researcher, then, is to develop a fuller understanding of your subject matter in dialogue with other scholars, and thus to move this ongoing conversation forward.
To develop a research question, you might start by making a bulleted list of topics or issues that you might want to pursue, based on your interests and the concerns of your course. When making this list, you should be expansive. Don’t limit yourself: your goal at this stage is to generate ideas, not evaluate them.
Next, you could try free-writing on the themes you see emerging from your list of potential topics. Are there any areas of interest that seem to repeat or echo? Can you start to create umbrella terms? Are you noticing friction within or between some of these concerns? These are just a few of the questions that may lead to a more focused line of investigation.
Then, see if you can reframe your topic or theme as a research question by asking “How?” or “Why?” Keep in mind that your research question should be debatable and defendable : you may find that other scholars have very different points of view on this question or its answer. This is a good sign, and an invitation for you to step in and contribute to the scholarly discussion.
Here are some helpful suggestions for broadening, narrowing, or otherwise tweaking a preliminary research topic so that you will be poised to write a well-focused essay.
And here is a concise overview that will guide you on the road to finding your research question .
To engage fully with your secondary sources, you will need to read critically. But reading sources critically doesn’t necessarily mean disagreeing with them or reading them in a negative way. Rather, it means analyzing the details of an argument-driven piece of popular or scholarly writing that you may ultimately use towards fashioning your own argument. It means asking how these details reflect the assumptions, values, and stakes of the writer’s argument. Reading critically means navigating between doubting and believing what you read.
When reading critically, we treat what we read less like objective, self-evident data and more like evidence being presented to persuade us of something. Sometimes it’s obvious that what we’re reading is trying to persuade us of something—think of an editorial that takes an explicitly controversial stance or a scholarly article that clearly signposts its position using phrases like “here I argue…” Other texts may make their arguments more subtly or indirectly. But either way, reading critically involves considering how the components and structure of the argument contribute to its actual or intended effect upon the reader.
One approach to reading critically is to investigate a text’s “ way of thinking .” Rather than reading simply for comprehension or information, you can also attend to a text’s claims, contexts, kinds of reasoning, and evidence in order to evaluate the effectiveness of its argument and to think about what you might add to the discussion or redirect it.
Another approach involves asking questions about the relationship between the parts and the whole of an argument. These questions might address the role of pattern, process, sequence, causality, and other elements of argumentation and structure.
Here are some tips for reading secondary sources and some step-by-step exercises for reading critically.
Since you can’t write an interesting research paper without engaging with other scholars’ ideas, you’ll have to find secondary sources that are accurate and pertinent to your argument.
You’ll almost certainly want to start online, but the internet is an enormously complex—and just plain enormous!—compendium of resources. You can use Wikipedia to check out some basic facts and get some rough background information, but it’s not a reliable, scholarly source–see What’s Wrong With Wikipedia . Likewise, Googling, even using Google Scholar , can only get you so far, since there are valuable scholarly resources out there that are discoverable only by using humanities-specific Web directories ( Voice of the Shuttle , started in 1994, is the granddaddy of all online humanities research directories) and databases ( JSTOR , Project Muse , and the MLA International Bibliography , among others), along with the Berkeley library’s online catalogue .
Before you begin searching in a library catalog or journal database, familiarize yourself with using advanced search functions , such as “Boolean operators” (the basic ones are AND, OR, and NOT), truncation and wildcards (*, !, ?, or #), and keywords and subject headings. Here are some suggestions for coming up with searchable keywords .
You can read many of the sources (especially the articles) that you find through databases entirely online; you’ll need to track down other sources (like most books and book chapters) in the library. Once you’ve found a book in the library, take some time to scan nearby shelves for other books on the same topic that might not have come up in your catalog search. Also scan the bibliographies and footnotes of books and articles you’ve already found: these are great places to find more sources on your topic.
“Good” here means two different things: “good” as in relevant to your topic and useful for the kind of argument you’re making, but also “good” as in scholarly, reputable, and current.
To determine the usefulness and relevance of a secondary source, begin by skimming it . If the source at hand is an article, read the abstract. If it doesn’t have an abstract, read the opening paragraph, the section headings, and/or first sentences of a few of the body paragraphs, plus the concluding paragraph. If it is a book, read the blurb on the back cover, the table of contents, and the beginning and ending of the introduction and/or conclusion. From this quick but strategic dip into a secondary source, you should be able to glean something about its overall argument and whether it provides useful material for your own project.
Remember: don’t discard a scholarly source just because it contradicts what you want to say. Do you disagree with its premises, its use of evidence, or its conclusions? Any of these points of disagreement might provide a foothold for advancing your own argument. Or if a secondary source does not address your primary text directly, does it put forth a theory or provide information that will help you to analyze your text?
Your quick dip into a source may also give you a feel for the quality of its scholarship. But there are also many concrete questions you can ask about a source to evaluate its reliability. What are the credentials of the author? Who is the publisher and the intended audience? When was it published? What sources does it cite? For a more detailed breakdown of ways to evaluate print and online sources, consult one or more of the following (reliable!) resources:
Evaluating Resources (UC Berkeley Library) Quality of Sources (Dartmouth College) Critically Analyzing Information Sources (Cornell University Library) Evaluating Web Pages (Cornell University Library) Evaluating Print vs. Internet Sources (Purdue OWL) Interpreting Sources (University of Michigan)
Skimming is a valuable reading technique. It can give you a general sense of what a text is about, and it can help you to locate key arguments and passages relevant to your own research and writing. Skimming is also useful when you’re short on time. Let’s be honest: skimming is sometimes the only reading you have time to do!
But skimming does not mean speed-reading an entire text; zooming through a whole story or story at breakneck speed is, generally speaking, a waste of your time. Instead, skim strategically. Read the first and last pages of the whole work, and then read the beginning and ending of each chapter. Look for words, especially names, which appear repeatedly, dipping selectively into the text to get a sense of the style and “texture” of the writing.
Scholarly and critical texts, typically used as secondary sources, often have abstracts that give a summary of their main argument, and they also often have section headings, topic sentences, and transitions to guide readers through their discussion. Introductions are good places to look for roadmaps and thesis statements, while conclusions often summarize the whole argument. Focusing on these signposts will help you get the gist of an article or book without reading the whole thing in depth. These techniques are especially useful when your research turns up multiple secondary sources and you need to select the ones most relevant to your own topic.
You can find some pointers on skimming in this very thorough set of instructions on How to Read a Book .
Taking notes is an essential part of doing research. Obviously, the notes you take should provide a clear record of what you’ve read. But the very act of note-taking can help you to develop your thinking about your research question and ultimately to use evidence to support your argument.
To help yourself read secondary sources critically, you should take thorough but not overly detailed notes . Make sure to record key terms but don’t write out everything word for word; paraphrase whenever possible to make sure you have a grasp of relevant points; and don’t highlight or underline without also making marginal notes about the significance of the marked words or passages and any questions you might have about them.
Make sure to include complete bibliographic data with your notes on each source so that you can retrace your steps if you end up needing to go back for more information or to check that you are quoting accurately. There are many different formats for note-taking—in the margins of the text or on Post-Its; on paper or in a Word document—and you’ll need to experiment to figure out what works best for you. You will also need to work out a good system for organizing and reviewing the notes you take. If you are juggling multiple sources, for example, consider using index cards or a citation management software ( Zotero and Mendeley are two popular ones) to organize and annotate your sources. You can even use these programs to generate properly formatted endnotes and Works Cited lists.
You can use your notes as the basis for an annotated bibliography ; here are some additional resources on writing annotated bibliographies. Even if your instructor does not require you to produce a formal bibliography as a preliminary phase of your research paper, your own notes will still serve as the basis for situating and differentiating your own argument within a field of existing literature. Your notes should help you to take a strong, well-informed, and original stance in your writing.
Research, like writing, is not a linear process. You will probably begin with a broad topic that will gradually become more focused over the course of your research and writing. You’ll then have to do additional research on this more focused and developed version of your original topic. Remember that the evolution of your topic depends not only on your reading but also on your writing throughout the research process. Such preliminary writing might include producing an annotated bibliography and/or a prospectus, as well as in less formal modes such as freewriting, mind mapping, outlining, and drafting.
The process of researching and refining, and researching and refining again, could go on endlessly, but don’t let it. You have to strike a balance between your responsibility as a researcher—citing and integrating the sources most relevant to your topic (not just the first three sources you find!)—and what is humanly possible. You can’t read every source ever written on your topic, and you shouldn’t. Remember that your goal is to develop and answer your specific research question. When you have a good sense of how your argument fits into the existing conversation, you can stop.
How do you know when enough is enough? Here are some diagnostic questions to help you answer the question: “When Can I Stop Researching?”
It’s not enough to use secondary sources merely for factual or historical information, although this is certainly one thing that sources can do for you. It’s also not enough to simply say “I agree” or “I disagree” with what other scholars have written, although this can be a starting place for developing a tentative research question and even a tentative thesis. Through thoughtful selection of and engagement with secondary sources, you can participate in ongoing critical conversations and even propel them in new directions. (Of course, the initial phases of your attempt to enter one of these conversations might reveal to you that you need to find different or additional sources!)
You might begin by considering how your sources are using their own sources . They probably cite other research to support their own claims (“Yes, and…”), to make a new claim instead (“No, because…”), or acknowledge other arguments in order to show a critical “gap” in the conversation, which their own argument will fill (“Although X and Y, nonetheless Z…”). In turn, you can use the specifics of their critical positioning to situate yourself in the discussion.
There are any number of ways of navigating secondary sources effectively , most of them involving either limited alignment or partial dissent. Some of these modes of engagement include adopting a term, adapting a theory, and changing the question, using moves that might be described as “picking a fight,” “drawing battle lines,” “piggybacking,” “leapfrogging,” and “matchmaking.” Here are two overviews of basic maneuvers and fundamental strategies for using secondary sources to develop an argument.
In order to effectively use your secondary sources to develop an argument, you need to clearly and gracefully integrate material from those sources into your sentences. Whether you paraphrase, quote, or summarize this material, you must fully signpost its relation to your argument, whether via limited alignment or focused dissent. As when you are making an argument about a primary text , you need to ensure that you are analyzing your source rather than leaving it undigested for your reader. Toward that end, there are a few things you should consider when integrating sources:
Whenever you use language, ideas, or arguments from others, you need to cite them. The Berkeley Campus Student Code of Conduct frames improper citation as a form of academic misconduct —failure to cite one’s sources properly constitutes the theft of intellectual property. Plagiarism can make you subject to penalties ranging from failing an assignment to failing a course. Under some circumstances, suspension or even dismissal from the university may be imposed as a sanction.
Correct citation is not only a matter of personal and scholarly integrity. There’s another important reason to cite the arguments of other scholars who have written on your topic: citing them accurately and fully allows other scholars to track down those sources themselves . . . and it also allows you to check your own work. This practice might be compared to writing a detailed account of your experimental method in the sciences—citation is what gives research in the humanities its “replicability.” In sum, citation allows the scholarly conversation to continue moving forward.
What counts as plagiarism? It can take a wide variety of forms, not just the act of submitting the work of another person as your own. Copying language directly from a source, like “patch-working” together sentences or paragraphs or ideas from multiple sources, is also plagiarism. And paraphrasing or rewording of sources without attribution can also be considered plagiarism. Even if you discover that a source makes the same point that you made first on your own, you still have to cite it!
The easiest way to avoid plagiarism? If you’re in doubt about whether or not you should cite something, cite it! Accidental plagiarism is still considered plagiarism and is subject to the same repercussions. Keeping scrupulous notes throughout the research and writing process will help you to remember which ideas and phrasings are your own and which came directly from your sources.
There are several different formats for citing sources; your instructor will tell you which style—MLA style, Chicago, style etc.—to use. For more details on MLA style, the most common citation format in the humanities, try the Purdue OWL or The MLA Style Center .
There is a wealth of resources–guides, grants, mentoring, awards, and more–for undergraduate research across the humanities at UC Berkeley. Here are some of the best-known ones, though you may be able to find others under the auspices of specific departments or programs.
You can begin searching for materials through the Library Guide to Research , which is organized by discipline or area of study. You can also find here the contact information for the particular UC Berkeley librarian who is an expert on research offerings in each subject area, and who can guide you to these resources. There are many research databases and subject-specific guides listed here under each heading. One that you won’t find listed there, A Guide to the Archive Resources of the Bay Area , lists some of the primary research offerings at UC Berkeley’s Bancroft Library and other university archives around the Bay.
The Office of Undergraduate Research and Scholarships (OURS) is a clearing house for information about university-wide research grants and mentoring programs across the disciplines including the Haas Scholars Program , Student Mentoring and Research Teams (SMART), Summer Undergraduate Research Fellowships (SURF), Underrepresented Researchers of Color (UROC), and Undergraduate Research Apprentices Project (URAP). They have databases with information about many other internal and external grants and programs, as well as offering help with finding and applying for these. Don’t forget to check with individual departments for major-specific prizes. UC Berkeley’s English Department, for example, offers travel grants for undergraduates to attend conferences and to do research at archives elsewhere in the U.S. and abroad.
When your research is done or close to being finished (the submission deadline is in mid-April!), you should consider applying for the Library Prize for Undergraduate Research .
For additional materials, go to Teaching Research in the For Instructors section of this website.
Academic writing in humanities plays a pivotal role in advancing the field and disseminating new ideas to a diverse global audience. With readers from various cultures and first languages, effective writing in humanities and sociology requires clarity, convention, and a structure that supports reader comprehension. To help researchers make their mark in influential international journals, we present five essential dos and five critical don’ts of effective academic writing in humanities and sociology to help researchers create a lucid narrative and showcase concepts that can strengthen your argument.
Maintain focus on the problem statement.
When writing in humanities, remember to clearly state the aim of the study and the problem statement in the introduction, and refer back to this in later sections so that readers do not stray away from the key message.
Leading international journals will only publish work that is original and fills gaps in our current understanding. So, choose the topic of your research carefully to ensure your work is novel, relevant, and interesting.
When writing in humanities, it’s always helpful to use short sentences that convey your message in a clear, easy-to-understand way. While you may be tempted to use technical jargon, steer clear of complex terms and convoluted phrases that can be confusing or even misleading for your audience.
Some journals focus on a certain aspect of the subject, while others publish work from related fields like anthropology, psychology, economics, political studies, and history. So, when writing in humanities, keep in mind the target journal’s scope, audience, and ensure your research can be understood by non-academics or peers from other fields.
Abstracts are perhaps the most important part of your manuscript and must be crafted with a lot of thought. Typically, keywords from the Abstract and research paper title are used to drive its success on search engines so use at least one phrase to indicate your problem statement, the methodological approach used and why it is important for readers and understand.
Not including visuals to break the monotony of text.
Visuals are a great way to convey complex concepts at a glance, but these should be designed to clearly communicate ideas, without needing to refer to body text. Avoid complicated or ambiguous visuals, use high-definition images, include captions and legends, provide abbreviations and symbols where required, and appropriately cite copyrights, sources, or permissions.
Academic writing in humanities often include human subjects, which requires appropriate permissions, ethical reporting, data sharing, and author identification. Adherence to the standards of the Declaration of Helsinki and the ASA’s Code of Ethics on informed consent is considered mandatory; neglecting to follow these ethical guidelines can be cause for manuscript rejection.
Most reputed journals require authors to include an analysis of the study in the Discussion section; it is not enough to merely mention the validity of findings. This is a common reason for journal rejection among early career academics, who detail their findings and state the methods and approach but overlook this aspect in their humanities research paper.
Humanities and sociology involve the study of human society and culture, with all its diversity and complexities. This makes it crucial to mention the limitations of your study in the final paragraphs of your humanities research paper to help readers understand the study’s purpose in the context of existing relevant international literature. Provide a brief summary of the issues you addressed, the restrictions your report uncovered, and how your research can benefit future studies in the field.
Researchers aspire to conduct studies that are relevant and positively impacts our world, so when writing in humanities, highlight the value of your work. It is essential to explain why your study is relevant to readers and how it directly connects with existing themes and concepts. Highlighting your study’s potential applications, relevance and contribution allows readers to analyze your work from specific perspectives and understand its significance in the broader context.
Don’t miss the chance to learn more on how to write a good humanities research paper , where the writing style, structure, and presentation differs from other disciplines. And when you are writing in humanities, remember to write simply and clearly to connect with a diverse audience. By following the dos and avoiding the don’ts mentioned above, researchers writing in humanities can elevate their manuscripts, engage their readers, and leave a lasting impact on the field. Happy writing!
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How to write a good humanities research paper.
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Use our essay topics suggestions to impress your reader.
The discipline of the humanities is considered more rational than the study of the social sciences. The humanities are a scientific discipline that includes the customs, heritage, culture, and values of the community and call into question the factors that make a person human. It includes topics such as religion, primitive languages, history, modern languages, performing arts, law, and philosophy.
The humanities offer general knowledge about the greatest achievements of individuals in history. The humanities include the study of Shakespeare, Plato, and Beethoven. Humanities are a way to educate someone, but not necessarily for a specific profession.
1. choose a topic that you are passionate about..
You will be more engaged in your work, and it will show in the quality of your writing.
Your reader will be more interested in what you have to say if they can relate to your experiences or interests, so choose something that matters to you!
Your teacher may ask you to write an essay based on one of these topics, so make sure it fits into their requirements!
Writing a humanities essay is no easy feat. You’re going to have to do some research, and you’re going to have to come up with an argument that’s both convincing and compelling. But with these five tips, you’ll be on your way to writing a great essay in no time!
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Humanities and Social Sciences Communications volume 11 , Article number: 1164 ( 2024 ) Cite this article
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Institutions actively seek global talent to foster innovation in the contemporary landscape of scientific research, education, and technological progress. The COVID-19 pandemic underscored the importance of international collaboration as researchers and academicians faced limitations in accessing labs and conducting research experiments. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. Using a time-lagged study design, data were collected from 363 participants in academic and research institutions. The results show a positive relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance using a research collaboration system. Moreover, top management support positively moderates the study’s hypothesized relationships. The study’s findings contribute significantly to existing knowledge in this field, with implications for academia, researchers, and government focused on technology transmission, talent management, research creative collaboration, supporting innovation, scientific research, technological progress, and preparing for future challenges.
Introduction.
Global talent management and the talent hunt within research and educational institutions have become extensively discussed topics in international human resource management (HRM) (Al et al., 2022 ). Global talent management is intricately connected to the notion of finding, managing, and facilitating the fetch of research, skills, techniques, and knowledge among team members and progress in education and technology (Kwok, 2022 ; Sommer et al., 2017 ). This topic assumes a greater position when it is looked at through the lens of research, academicians, and educational institutions serving as a means of achieving scientific and technological advancement and performance (Kaliannan et al., 2023 ; Patnaik et al., 2022 ). Effective knowledge management and transfer occur between teams engaged in cross-border research collaborations (Davenport et al., 2002 ; Fasi, 2022 ). Effective team management, global talent recruitment, and the exchange of scientific knowledge across national boundaries face different challenges due to the swift growth of economic and political fanaticism. This is particularly evident in advanced economies that rely heavily on knowledge-based industries (Vaiman et al., 2018 ). Research and educational sectors are encountering significant challenges in effectively hunting and managing international talent, particularly in the aftermath of the COVID-19 pandemic, during which approximately half of the global workforce faced the possibility of job loss (Almeida et al., 2020 ; Radhamani et al., 2021 ). Due to the implementation of lockdown measures by governments, many research intuitions are facing significant issues, and the pandemic has changed the situation; work was stuck, and scientists around the globe are thinking to be prepared for this kind of situation, which is possible through the use scientific research collaboration platforms. These platforms serve as a means to exchange research and knowledge, which is crucial in the talent hunt and management (Haak-Saheem, 2020 ). In the situation above, wherein limitations exist regarding the exchange of research and knowledge within the institutions, it becomes imperative for the top management of institutions to incentivize employees to engage the team in knowledge sharing actively and achieve team-level scientific and technological advancement. It can be achieved by implementing a research collaboration system that facilitates knowledge exchange and contributes to effective talent hunt and management (Haider et al., 2022 ; Xu et al., 2024 ).
A research collaboration network is a tool for scientific and technological advancement and talent management encompassing various processes and practices to facilitate the sharing, integration, translation, and transformation of scientific knowledge (Biondi & Russo, 2022 ). During and after the COVID-19 era characterized by travel restrictions, research networking platforms serve as valuable tools for students and researchers located in variance regions to engage in the exchange of research knowledge and achieve team-level scientific and technological advancement (Yang et al., 2024 ). Enhancing intellectual capital (IC) within the organizations is imperative within this framework (Pellegrini et al., 2022 ; Vătămănescu et al., 2023 ). Intellectual capital (IC) is the intangible assets owned by an organization that has the potential to generate value (Stewart, 1991 ). An organization’s intellectual capital (IC) includes human and structural capital (Marinelli et al., 2022 ). According to Vătămănescu et al. ( 2023 ), the organization can effectively manage the skills and abilities of its team members across different countries by properly utilizing both human and structural capital and establishing a strong research collaboration system with the help of top management support. This capability remains intact even during and after the COVID-19 pandemic. This study emphasizes the importance of talent hunt and management within research and educational institutions in the post-COVID-19 pandemic because of every country’s following implementation of lockdown measures. Our study focuses on the implication of facilitating the exchange of research, knowledge, and techniques among team members during and after this period. The effective way to share research expertise and techniques in such a scenario is through a research collaboration network (O’Dwyer et al., 2023 ).
While previous research has extensively explored talent management in various industries (Al Ariss, Cascio, & Paauwe, 2014 ; Susanto, Sawitri, Ali, & Rony, 2023 ), a noticeable gap exists in the body of knowledge regarding the discussion of global talent acquisition and management within research and academic institutions, particularly within volatile environments and about scientific and technological advancements (Harsch & Festing, 2020 ). The objective of this research is to fill this research gap.1) To investigate the strategies of how research and educational institutions hunt and manage gobble talent. 2)To analyze the impact of human and structural capital and team scientific and technological performance using a research collaboration system. 3) To examine the moderating effect of top management support on the IC to use the research collation network among institution research teams and scientific and technological performance.
In addition, current research contributes significantly to the literature by elucidating the pivotal role of organizational intellectual capital in strengthening scientific and technological performance through research collaborative networks. This study advances our grip on how internal resources drive innovation and research outcomes by empirically demonstrating the positive association between human and structural capital and team-level scientific and technological performance. Furthermore, the current study highlights the moderating effect of top management support, suggesting that management commitment can amplify the benefits of intellectual capital (human and structural capital). These results show a subtle perspective on how organizations can influence their intellectual assets to foster higher levels of productivity and innovation. The study’s theoretical contributions lie in integrating resource-based views and organizational theory with performance metrics, while its practical implications provide actionable insights for institutions aiming to optimize their intellectual resources and management practices. This research also sets the stage for future inquiries into the dynamics of intellectual capital and management support in various collaborative contexts.
Research theories.
The focus of the current study pertains to the challenges surrounding talent management within institutions during and after the COVID-19 pandemic(Fernandes et al., 2023 ). Global talent management is intently linked to the objective of enhancing the intellectual capital of the organization (Zada et al., 2023 ). Considering the COVID-19 pandemic, which raised much more attention toward scientific and technological advancement, the academic sector has noticed an observable shift towards utilizing research collaboration platforms to share scientific knowledge effectively and achieve scientific and technological performance. Intellectual capital encompasses five distinct resource categories, as identified by Roos and Roos ( 1997 ), comprising three immaterial and two touchable resources. Intangible resources such as human capital, structural capital, and customer capital are complemented by tangible resources, encompassing monetary and physical assets. Global talent management encompasses human and structural capital management (Felin & Hesterly, 2007 ). The enhancement of talent management capabilities within the institution can be achieved by cultivating institution-specific competencies in both human and structural capital (Al Ariss et al., 2014 ). This concept lines up with the theoretical background of the resource-based view (RBV) theory presented by Barney ( 1991 ). According to this theory, organizations should prioritize examining their core resources to recognize valuable assets, competencies, and capabilities that can contribute to attaining a sustainable competitive advantage (Barney, 1991 ).
During and after the COVID-19 scenario, virtual platforms are utilized by institutions to engage students and staff abroad in research and knowledge exchange, which is part of global talent management. Staff possessing adequate knowledge repositories will likely participate in knowledge exchange activities. Therefore, organizations must improve their internal resources to enhance talent management, as per the fundamental principle of the RBV theory (Barney, 1991 ). Enhancing internal resources entails strengthening an organization’s human capital, which refers to its staff’s scientific research and technical skills and knowledge and structural capital. Strengthening these two resources can facilitate the institution in effectively sharing knowledge through a research collaboration platform, consequently enhancing their global talent management endeavors and contributing to the team’s scientific and technological performance.
In this research, we also utilize institutional theory (Oliver, 1997 ) and Scott ( 2008 ) as a framework to examine the utilization of research collaboration social platforms by faculty of institutions. Our focus is on exchanging research and technical knowledge within the climate of global talent management during and after the COVID-19 epidemic. According to Scott ( 2008 ), “Institutional theory is a widely recognized theoretical framework emphasizing rational myths, isomorphism, and legitimacy (p. 78)”. For electronic data interchange, the theory has been utilized in technology adoption research (Damsgaard, Lyytinen ( 2001 )) and educational institutes (J. et al., 2007 ). In the pandemic situation, institutional theory provides researchers with a framework to analyze the motivations of employees within institutions to engage in teams to achieve team-level scientific and technological performance through a research collaboration system. According to institutional theory, organizations should utilize a research collaboration network to ensure that their staff do not need to compromise their established norms, values, and expectations. During the COVID-19 pandemic, numerous countries implemented limitations on international movement as a preventive measure. Consequently, there has been a growing identification of the potential importance of utilizing an institutional research collaboration platform for facilitating the online exchange of knowledge, skills, research techniques, and global talent management among employees of institutions operating across various countries. The active support of staff by the top management of an institution can play a key role in expediting the implementation of social networks for research collaboration within the institution (Zada et al., 2023 ).
An institution’s scientific and technological advancement is contingent upon optimal resource utilization (Muñoz et al., 2022 ). Global talent hunt and management encompasses utilizing information and communication technologies (ICT) to provide a way for the exchange of research knowledge and techniques, thereby enabling the implementation of knowledge-based strategies (Muñoz et al., 2022 ). In a high research-level turbulent environment, it becomes imperative to effectively manage human capital (HUC) to facilitate the appropriate exchange of research knowledge and techniques (Salamzadeh, Tajpour, Hosseini, & Brahmi, 2023 ). Research shows that transferring research knowledge and techniques across national boundaries, exchanging best practices, and cultivating faculty skills are crucial factors in maintaining competitiveness (Farahian, Parhamnia, & Maleki, 2022 ; Shao & Ariss, 2020 ).
It is widely acknowledged in scholarly literature that there is a prevailing belief among individuals that talent possesses movability and that research knowledge and techniques can be readily transferred (Bakhsh et al., 2022 ; Council, 2012 ). However, it is essential to note that the matter is more complex than it may initially appear (Biondi & Russo, 2022 ). The proliferation of political and economic nationalism in developed knowledge-based economies poses a significant risk to exchanging research knowledge and techniques among faculty members in research and educational institutions worldwide (Arocena & Sutz, 2021 ). During and after COVID-19, knowledge transfer can be effectively facilitated by utilizing a research collaboration network platform (Duan & Li, 2023 ; Sulaiman et al., 2022 ). This circumstance is noticeable within the domain of international research and development, wherein academic professionals have the opportunity to utilize research collaboration platforms as a means of disseminating valuable research knowledge and techniques to their counterparts in various nations (Jain et al., 2022 ).
The scientific and technological advancement of institutions linked by intuition research and development level and research and development depend on the intuition’s quality of research, knowledge, and management (Anshari & Hamdan, 2022 ). However, there is a need to enhance the research team’s capacity to learn and transfer research knowledge and techniques effectively. Research suggests that institutional human capital (HUC) is critical in managing existing resources and hunting international talent, particularly after the COVID-19 pandemic (Sigala, Ren, Li, & Dioko, 2023 ). Human capital refers to the combined implicit and crystal clear knowledge of employees within an institution and their techniques and capabilities to effectively apply this knowledge to achieve scientific and technological advancements (Al-Tit et al., 2022 ). According to Baron and Armstrong ( 2007 ) Human capital refers to the abilities, knowledge, techniques, skills, and expertise of individuals, particularly research team members, that are relevant to the current task.
Furthermore, HUC encompasses the scope of individuals who can contribute to this reservoir of research knowledge, techniques, and expertise through individual learning. As the literature shows, the concept of IC encompasses the inclusion of structural capital (STC), which requires fortification through the implementation of a proper global talent acquisition and management system (Pak et al., 2023 ; Phan et al., 2020 ). STC encompasses various mechanisms to enhance an institution’s performance and productivity (Barpanda, 2021 ). STC is extensively acknowledged as an expedited framework for HUC, as discussed by Bontis ( 1998 ) and further explored by Gogan, Duran, and Draghici ( 2015 ). During and after the COVID-19 epidemic, a practical approach to global talent management involves leveraging research collaboration network platforms to facilitate knowledge exchange among research teams (Arslan et al., 2021 ). However, the crucial involvement of top management support is imperative to effectively manage talent by utilizing research collaboration network platforms for knowledge transfer (Zada et al., 2023 ). Nevertheless, the existing body of knowledge needs to adequately explore the topic of talent management about knowledge transfer on research collaboration platforms, particularly in the context of institution-active management support (Tan & Md. Noor, 2013 ).
By analyzing pertinent literature and theoretical frameworks, we have identified the factors influencing staff intention in research and academic institutions to utilize research collaboration networks after the COVID-19 pandemic and achieve scientific and technical performance. This study aims to explain the determinants. Additionally, this study has considered the potential influence of top management support as a moderator on the associations between education and research institution staff intention on IC to utilize research collaboration platforms in the post-COVID-19 era and predictors. Through this discourse, we shall generate several hypotheses to serve as the basis for constructing a conceptual model (see Fig. 1 ).
Relationships between study variables: human capital, structural capital, top management support, and team scientific and technological performance. Source: authors’ development.
According to Dess and Picken ( 2000 ), HUC encompasses individuals’ capabilities, knowledge, skills, research techniques, and experience, including staff and supervisors, relevant to the specific task. Human capital also refers to the ability to pay to this reservoir of knowledge, techniques, and expertize through individual learning (Dess & Picken, 2000 ). HUC refers to the combinations of characteristics staff possess, including but not limited to research proficiency, technical aptitude, business acumen, process comprehension, and other similar competencies (Kallmuenzer et al., 2021 ). The HUC is considered an institutional repository of knowledge, as Bontis and Fitz‐enz ( 2002 ) indicated, with its employees serving as representatives. The concept of HUC refers to the combined abilities, research proficiency, and competencies that individuals possess to address and resolve operational challenges within an institutional setting (Barpanda, 2021 ; Yang & Xiangming, 2024 ). The human capital possessed by institutions includes crucial attributes that allow organizations to acquire significant internal resources that are valuable, difficult to replicate, scarce, and cannot be substituted. It aligns with the theoretical framework of the RBV theory, as suggested by Barney ( 1991 ). IC is extensively recognized as a main factor in revitalizing organizational strategy and promoting creativity and innovation. It is crucial to enable organizations to acquire and effectively disseminate knowledge among their employees, contribute to talent management endeavors, and achieve scientific and technological performance (Alrowwad et al., 2020 ; He et al., 2023 ). Human capital is linked to intrinsic aptitude, cognitive capabilities, creative problem-solving, exceptional talent, and the capacity for originality (Bontis & Fitz‐enz, 2002 ). In talent management, there is a focus on enhancing scientific and technological performance and development. According to Shao and Ariss ( 2020 ), HUC is expected to strengthen employee motivation to utilize research collaboration networks for scientific knowledge-sharing endeavors. Based on these arguments, we proposed that.
Hypothesis 1 Human capital (HUC) positively impacts team scientific and technological performance using a research collaboration system.
According to Mehralian, Nazari, and Ghasemzadeh ( 2018 ) structural capital (STC) encompasses an organization’s formalized knowledge assets. It consists of the structures and mechanisms employed by the institution to enhance its talent management endeavors. The concept of STC is integrated within the framework of institutions’ programs, laboratory settings, and databases (Cavicchi & Vagnoni, 2017 ). The significance of an organization’s structural capital as an internal tangible asset that bolsters its human capital has been recognized by scholars such as Secundo, Massaro, Dumay, and Bagnoli ( 2018 ), and This concept also lines up with the RBV theory (J. Barney, 1991 ). The strategic assets of an organization encompass its capabilities, organizational culture, patents, and trademarks (Gogan et al., 2015 ).
Furthermore, Birasnav, Mittal, and Dalpati ( 2019 ) Suggested that these strategic assets promote high-level organizational performance, commonly called STC. Literature shows that STC encompasses an organization’s collective expertise and essential knowledge that remains intact even when employees depart (Alrowwad et al., 2020 ; Mehralian et al., 2018 ; Sarwar & Mustafa, 2023 ). The institution’s socialization, training, and development process facilitates the transfer of scientific research knowledge, skills, and expertise to its team (Arocena & Sutz, 2021 ; Marchiori et al., 2022 ). The STC is broadly recognized as having important potential and is a highly productive resource for generating great value. STC motivates its team member to share expertise with their counterparts at subordinate organizations by utilizing an institution’s research collaboration network and achieving team-level scientific and technological performance. This method remains effective even in challenging environments where traditional means of data collection, face-to-face meetings, and travel are not feasible (Secundo et al., 2016 ). In light of the above literature and theory, we propose the following hypothesis.
Hypothesis 2: Structural capital (STC) positively impacts team scientific and technological performance using a research collaboration system.
If the relationship between two constructs is not constant, the existence of a third construct can potentially affect this relationship by enhancing or diminishing its strength. In certain cases, the impact of a third construct can adjust the trajectory of the relationship between two variables. The variable in question is commonly called the “moderating variable.” According to Zada et al. ( 2023 ), top management support to leaders efficiently encourages team members within institutions to share research scientific knowledge with their counterparts in different countries through international research collaboration systems. Similarly, another study shows that the active endorsement of the top management significantly affects the development of direct associations, thereby influencing the team and organization’s overall performance (Biondi & Russo, 2022 ; Phuong et al., 2024 ). Different studies have confirmed that top management support is crucial in fostering a conducive knowledge-sharing environment by offering necessary resources (Ali et al., 2021 ; Lee et al., 2016 ; Zada et al., 2023 ). During and after the COVID-19 epidemic, numerous nations implemented nonessential travel restrictions and lockdown measures. In the given context, utilizing a research collaboration system would effectively facilitate the exchange of research, skills, and knowledge among staff belonging to various subsidiaries of an institution (Rådberg & Löfsten, 2024 ; Rasheed et al., 2024 ). However, it is common for researchers to exhibit resistance to adopting a novel research technique, often citing various justifications for their reluctance. To address the initial hesitance of employees at subsidiary institutes towards utilizing research collaborative networking within the institute, top management must employ strategies that foster motivation, encouragement, and incentives. These measures help create an atmosphere where team members feel empowered to engage with the new system freely. Institutional theory asserts that top management support is crucial for aligning talent management with institutional norms. Human and structural capital, pivotal within the institutional framework, contributes to an institution’s capacity to attract and retain talent, enhancing legitimacy. Adaptation to scientific and technological advancements is imperative for international institutional competitiveness, as institutional theory dictates (Oliver, 1997 ). Grounded on the above discussion, we have hypothesized.
Hypothesis 3a : Top management support moderates the relationship between human capital (HUC) and team scientific and technological performance. Specifically, this relationship will be stronger for those with higher top management support and weaker for those with lower top management support.
Hypothesis 3b : Top management support moderates the relationship between structural capital (STC) and team scientific and technological performance through the use of research collaboration network platforms. Specifically, this relationship will be stronger for those with higher top management support and weaker for those with lower top management support.
Sample and procedures.
To test the proposed model, we collected data from respondents in China’s research and academic sector in three phases to mitigate standard method variance (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003 ). In the first phase (T1-phase), respondents rated human capital, structural capital, and demographic information. After one month, respondents rated the team’s scientific and technological performance in the second phase (T2-phase). Following another one-month interval, respondents were asked to rate top management support in the third phase (T3-phase). In the first phase, after contacting 450 respondents, we received 417 usable questionnaires (92.66%). In the second phase, we received 403 usable questionnaires. In the third phase, we received 363 usable questionnaires (90.07%), constituting our final sample for interpreting the results. The sample comprises 63.4% male and 36.6% female respondents. The age distribution of the final sample was as follows: 25–30 years old (6.6%), 31–35 years old (57%), 36–40 years old (19.8%), and above 40 years old (16.5%). Regarding respondents’ experience, 45.7% had 1–5 years, 39.4% had 6–10 years, 11.3% had 11–15 years, and 3.6% had over 16 years. According to the respondents’ levels of education, 4.1% had completed bachelor’s degrees, 11.6% had earned master’s degrees, 78.8% were doctorate (PhD) scholars, and 5.5% were postdoctoral and above.
To measure the variables, the current study adopted a questionnaire from previous literature, and age, gender, education, and experience were used as control variables. A five-point Likert scale was used (1 = strongly disagree to 5 = strongly agree). Human capital (HUC) was measured through an eight-item scale adopted by Kim, Atwater, Patel, and Smither ( 2016 ). The sample item is “The extent to which human capital of research and development department is competitive regarding team performance”. The self-reported scale developed by Nezam, Ataffar, Isfahani, and Shahin ( 2013 ) was adopted to measure structural capital. The scale consists of seven items. The sample scale item is “My organization emphasizes IT investment.” In order to measure top management support, a six-item scale was developed by Singh, Gupta, Busso, and Kamboj ( 2021 ), was adopted, and sample item includes “Sufficient incentives were provided by top management (TM) for achieving scientific and technological performance.” Finlay, the self-reported scale developed by Gonzalez-Mulé, Courtright, DeGeest, Seong, and Hong ( 2016 ) was adopted to gauge team scientific and technological performance and scales items are four. The sample item is “This team achieves its goals.”
In the process of employing AMOS for analysis, the initial step encompasses an assessment of the model to determine the strength and validity of the study variables. The evaluation of variable reliability conventionally revolves around two key aspects, which are indicator scale reliability and internal reliability. More precisely, indicator reliability is deemed to be recognized when factor loadings exceed the threshold of 0.60. In parallel, internal consistency reliability is substantiated by the attainment of values exceeding 0.70 for both Cronbach’s alpha and composite reliability, aligning with well-established and recognized guidelines (Ringle et al., 2020 ).
To gauge the reliability of construct indicators, we utilized two key metrics which are composite reliability (CR) and average variance extracted (AVE). The CR values for all variables were notably high, exceeding 0.70 and falling within the range of 0.882 to 0.955. This signifies a robust level of reliability for the indicators within each construct. Furthermore, the AVE values, which indicate convergent validity, exceeded the minimum threshold of 0.50, with each construct value varying from 0.608 to 0.653, thus affirming the presence of adequate convergent validity.
In addition to assessing convergent validity, we also examined discriminant validity by scrutinizing the cross-loadings of indicators on the corresponding variables and the squared correlations between constructs and AVE values. Our findings indicated that all measures exhibited notably stronger loadings on their intended constructs, thereby underscoring the measurement model’s discriminant validity.
Discriminant validity was recognized by observing average variance extracted (AVE) values that exceeded the squared correlations between constructs, as indicated in Table 1 . In conjunction with the Composite Reliability (CR) and AVE values, an additional discriminant validity assessment was conducted through a Heterotrait-Monotrait Ratio (HTMT) analysis. This analysis entailed a comparison of inter-construct correlations against a predefined upper threshold of 0.85. The results demonstrated that all HTMT values remained significantly below this threshold, affirming satisfactory discriminant validity for each variable (Henseler et al., 2015 ). Every HTMT value recorded was situated beneath the specified threshold, thereby supplying supplementary confirmation regarding the constructs’ discriminant validity. In summary, the results of the outer model assessment indicate that the variables showcased commendable levels of reliability and validity, with the discriminant validity being suitably and convincingly established.
Moreover, correlation Table 2 shows that human capital is significantly and positively correlated with structural capital ( r = 0.594**), TMS ( r = 0.456 **), and STP ( r = 0.517**). Structural capital is also significantly and positively correlated with TMS ( r = 0.893**) and STP ( r = 0.853**). Furthermore, TMS is significantly and positively correlated with STP (0.859**).
A comprehensive confirmatory factor analysis was estimated by employing the software AMOS version 24 to validate the distinctiveness of the variables. CFA shows the fitness of the hypothesized four factors model, including human capital, structural capital, top management support, and team scientific and technological performance, as delineated in Table 3 ; the results show that the hypothesized four-factor model shows fit and excellent alternative models. Consequently, The study variables demonstrate validity and reliability, which makes the dimension model appropriate for conducting a structural path analysis, as advocated by Hair, Page, and Brunsveld ( 2019 ).
This study used the bootstrapping approach, which involves 5,000 bootstrap samples to test the proposed study model and assess the significance and strength of the structural correlations. Using this approach, bias-corrected confidence intervals and p-values were generated in accordance with Streukens and Leroi-Werelds ( 2016 ) guidelines. First, we did an analysis that entailed checking the path coefficients and their connected significance. The findings, as shown in Table 4 , validate Hypothesis 1, revealing a positive correlation between HUC and STP ( β = 0.476, p < 0.001). Additionally, the finding validates Hypothesis 2, highlighting a positive association between structural capital and STP ( β = 0.877, p < 0.001). For the moderation analysis, we utilized confidence intervals that do not encompass zero, per the guidelines that Preacher and Hayes ( 2008 ) recommended.
In our analysis, we found support for Hypothesis 3a, which posited that top management support (TMS) moderates the relationship between human capital (HUC) and team scientific and technological performance (STP). The results in Table 4 showed that the moderating role, more precisely, the interaction between HUC and TMS, was substantial and positive ( β = −0.131, p = 0.001). These results suggest that TMS enhances the positive association between HUC and STP, as shown in Fig. 2 . Consequently, we draw the conclusion that our data substantiates hypothesis 3a. Furthermore, Hypothesis 3b posited that TMS moderates the relationship between STC and STP. The results indicate that TMS moderates the association between STC and STP ( β = −0.141, p = 0.001, as presented in Table 4 and Fig. 3 ).
The moderating effect of top management support (TMS) on the relationship between human capital (HUC) and team scientific and technological performance (STP). Source: authors’ development.
The moderating effect of top management support (TMS) on the relationship between structural capital (SUC) and team scientific and technological performance (STP). Source: authors’ development.
The current study highlights the importance of research and academic institutions effectively enhancing their scientific and technological capabilities to manage their global talent within an international research collaboration framework and meet future challenges. Additionally, it underscores the need for these institutions to facilitate scientific knowledge exchange among their employees and counterparts in different countries. The enhancement of talent management through the exchange of scientific research knowledge can be most effectively accomplished by utilizing a collaborative research system between educational and research institutions (Shofiyyah et al., 2023 ), particularly in the context of the COVID-19 landscape. This study has confirmed that enhancing the higher education and research institutions’ human capital (HUC) and structural capital (STC) could attract and maintain global talent management and lead to more effective scientific and technological progress. The findings indicate that the utilization of human capital (HUC) has a significant and positive effect on scientific and technological term performance (STP) (Hypothesis 1), which is consistent with previous research (Habert & Huc, 2010 ). This study has additionally demonstrated that the implementation of s tructural capital (STC) has a significant and positive effect on team scientific and technological performance (STP), as indicated by hypothesis 2, which is also supported by the previous studies finding in different ways (Sobaih et al., 2022 ). This study has also shown that top management support moderates the association between human capital (HUC) and team scientific and technological performance hypothesis 3a and the association between structural capital (STC) and team scientific and technological performance hypothesis 3b. These hypotheses have garnered support from previous studies’ findings in different domains (Chatterjee et al., 2022 ). The study’s empirical findings also confirm the substantial moderating influence exerted by top management support on the relationships between HUC and STP described in hypothesis 3a and STC and STP described in hypothesis 3b, as evidenced by the results presented in Table 4 . Additionally, graphical representations are conducted to investigate the impacts on hypotheses 3a and 3b resulting from the application of high-top management support (TMS) and weak TMS.
The effect of high-top management support (TMS) and weak TMS on Hypothesis 3a is depicted in Fig. 2 . The solid line illustrates the effects of robust TMS on Hypothesis 3a, while the dashed line shows the effects of weak TMS on Hypothesis 3a. The graphic description validates that, as human capital (HUC) increases, team scientific and technological performance (STP) is more pronounced when influenced by robust TMS than weak TMS. This is evidenced by the steeper slope of the solid line in comparison to the dashed line. This finding suggests that employees within the research and academic sectors are more likely to utilize research collaboration networks when influenced by HUC and receive strong support from the organization’s top management.
The graph in Fig. 3 shows the impact of solid top management support (TMS) and weak TMS on Hypothesis 3b. The dotted lines continuous on the graph correspond to the effects of robust TMS and weak TMS, respectively. Figure 3 illustrates that, with increasing top management support (TMS), scientific and technological performance (STP) increase is more significant for robust TMS than weak TMS. This is evident from the steeper slope of the continuous line compared to the slope of the dotted line. This finding suggests that employees within universities and institutes are more likely to engage in research collaboration systems when they receive strong support from top management despite enhanced structural support.
The current study makes significant contributions to the existing body of knowledge by exploring the intricate dynamics between organizational intellectual capital and team performance within scientific and technological research, especially during the unprecedented times brought about by the COVID-19 pandemic. Through its detailed examination of human and structural capital, alongside the moderating impact of top management support, the study provides a multi-faceted understanding of how these factors interact to enhance team outcomes.
This research enriches the literature on intellectual capital by providing empirical evidence on the positive association between HUC and STC and team performance. HUC, which includes employees’ skills, knowledge, and expertise, is a critical driver of innovation and productivity (Lenihan et al., 2019 ). The study highlights how a team’s collective intelligence and capabilities can lead to superior scientific and technological outputs. This finding aligns with and extends previous research that underscores the importance of skilled HR in achieving organizational success (Luo et al., 2023 ; Salamzadeh et al., 2023 ). Structural capital, encompassing organizational processes, databases, and intellectual property, contributes significantly to team performance(Ling, 2013 ). The study illustrates how well-established structures and systems facilitate knowledge sharing, streamline research processes, and ultimately boost the efficiency and effectiveness of research teams. This aspect of the findings adds depth to the existing literature by demonstrating the tangible benefits of investing in robust organizational infrastructure to support research activities.
Another essential contribution of this study is integrating a research collaboration network as a facilitating factor. This network, including digital platforms and tools that enable seamless communication and collaboration among researchers, has become increasingly vital in remote work and global collaboration (Mitchell, 2023 ). By examining how these systems leverage HUC and STC to enhance team performance, the study provides a practical understanding of the mechanisms through which technology can facilitate team scientific and technological performance.
One of the most novel contributions of this study is its emphasis on the moderating role of top management support. The findings suggest that when top management actively supports research initiatives, provides required resources, and fosters innovation, the positive effects of human and structural capital on team performance are amplified (Zada et al., 2023 ). This aspect of the study addresses a gap in the literature by highlighting the critical influence of top management on the success of intellectual capital investments. It underscores the importance of managerial involvement and strategic vision in driving research excellence and team scientific and technological performance.
The practical implications of the current study are weightage for organizations aiming to enhance their research and innovation capabilities and boost their scientific and technical progress. Organizations should prioritize recruiting, training, and retaining highly skilled and trained researchers and professionals globally. This can be achieved through targeted hiring practices, offering competitive compensation and retention, providing continuous professional development opportunities, and developing proper research collaboration networks. Organizations can leverage their expertize to drive innovative research and technological advancements by nurturing a global, talented workforce. Investing in robust organizational structures, processes, and systems is critical (Joseph & Gaba, 2020 ). This includes developing comprehensive databases, implementing efficient research processes, securing intellectual property, and strengthening collaborations. These factors support efficient knowledge sharing and streamline research activities, leading to higher productivity and quality research outcomes (Azeem et al., 2021 ). Organizations should ensure that their infrastructure is adaptable and can support remote and collaborative work environments.
The current study emphasizes the importance of digital platforms and tools facilitating research collaboration. Organizations should adopt advanced research collaboration networks that enable seamless communication, data sharing, and talent management. These systems are particularly crucial in a globalized research environment where team members may be geographically dispersed. Investing in such technology can significantly enhance research projects’ productivity in a sustainable way (Susanto et al., 2023 ). Top Management plays a vital role in the success of research initiatives and contributes to scientific and technological performance. Top management should actively support research teams by providing required resources, setting clear strategic directions, and fostering a culture of innovation. This includes allocating budgets for organizational research and development, encouraging cross-border collaboration, recognizing and rewarding research achievements, and enhancing overall performance. Effective Management ensures that the intellectual capital within the organization is fully utilized and aligned with organizational developmental goals (Paoloni et al., 2020 ). Organizations should create a working atmosphere that encourages research, creativity, and innovation. This can be done by establishing innovation labs, promoting interdisciplinary research, recruiting international talents, sharing research scholars, and encouraging the sharing of ideas across different departments globally. A research-oriented culture that supports innovation can inspire researchers to pursue groundbreaking work and contribute to the organization’s competitive edge.
The research presents numerous theoretical and practical implications; however, it has. The potential limitation of common method bias could impact the findings of this study. This concern arises because the data for the study variables were obtained from a single source and relied on self-report measures (Podsakoff, 2003 ). Therefore, it is recommended that future studies be conducted longitudinally to gain additional insights into organizations’ potential to enhance efficiency. Furthermore, it is essential to note that the sample size for this study was limited to 363 respondents who were deemed usable. These respondents were drawn from only ten research and academic institutions explicitly targeting the education and research sector.
Consequently, this restricted sample size may hinder the generalizability of the findings. Future researchers may employ a larger sample size and implement a more systematic approach to the organization to enhance the comprehensiveness and generalizability of findings in the context of global talent management and scientific and technological advancement. Furthermore, in future investigations, researchers may explore alternative boundary conditions to ascertain whether additional factors could enhance the model’s efficacy.
Numerous academic studies have emphasized the significance of examining talent management outcomes in global human resource management (HRM). The continuous international movement of highly qualified individuals is viewed as a driving force behind the development of new technologies, the dissemination of scientific findings, and the collaboration between institutions worldwide. Every organization strives to build a qualified and well-trained team, and the personnel department of the organization focuses on finding ways to transfer knowledge from experienced workers to new hires. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. These findings offer a nuanced perspective on how organizations can leverage their intellectual assets to foster higher productivity and innovation, especially in emergencies.
Due to respondents’ privacy concerns, data will not be publicly available. However, it can be made available by contacting the corresponding author at a reasonable request.
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School of Economics and Management, Hanjiang Normal University, Shiyan, 442000, China
Muhammad Zada
Facultad de Administración y Negocios, Universidad Autónoma de Chile, Santiago, 8320000, Chile
School of Law, Huazhong University of Science and Technology, Wuhan, Hubie, China
Imran Saeed
College of Management, Shenzhen University, Shenzhen, China
Department of Business Administration, Faculty of Management Sciences, Ilma University, Karachi, Pakistan
Shagufta Zada
Business School Henan University, Kaifeng, Henan, China
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Conceptualization: Muhammad Zada and Imran Saeed. Methodology: Jawad Khan. Software: Shagufta Zada. Data collection: Muhammad Zada, Shagufta Zada and Jawad Khan. Formal analysis: Imran Saeed and Jawad Khan. Resources: Muhammad Zada. Writing original draft preparation: Muhammad Zada and Imran Saeed. Writing review and editing: Jawad Khan, Shagufta Zada. All authors have read and agreed to the published version of the paper.
Correspondence to Muhammad Zada .
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The authors declare no competing interests.
The author sought and received ethical approval from the Research Ethical Committee School of Economics and Management at Hanjiang Normal University, China, with approval number 2023REC001, and the study complied with ethical standards.
Informed consent was obtained from all subjects involved in the study. All the participants were accessed with the support of the HR Department employed in China’s research and academia sector. Response Participants were provided with comprehensive information regarding the study’s purpose and procedures. Confidentiality and privacy were strictly implemented throughout the research process. Using the time lag data collection approach, we collected from 393 employees employed in China’s research and academic sector.
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Zada, M., Saeed, I., Khan, J. et al. Navigating post-pandemic challenges through institutional research networks and talent management. Humanit Soc Sci Commun 11 , 1164 (2024). https://doi.org/10.1057/s41599-024-03697-9
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