R&D is the first stage of R&D, where the scientific and technical basis for future innovations really begins to be created. As already mentioned, the basis of R&D is the knowledge accumulated over past periods of development. At the same time, at the end of the R&D stage, the concept of a specific product, technology, and business processes should be formed. Thus, the R&D developer, by defining the main areas of research, solves the main strategic task of the R&D area - what the company will do in the future.
In accordance with the formulation of the task of applied research, its generalized outcomes can be of the following nature:
Negative results (for example, the conclusion that it is not possible to create a new model of technology on the basis of the studied scientific areas);
Intermediate results (research needs to be continued);
Positive results (on the basis of the results obtained in the R&D, it is possible to start the implementation of the R&D, in this case, the draft terms of reference for the R&D are included in the final report on the R&D).
Scientific research can be divided into fundamental, exploratory and applied.
Types of scientific research work
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Research types |
Research results |
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Fundamental |
Expansion of theoretical knowledge. Obtaining new scientific data about the processes, phenomena, patterns that exist in the study area. |
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search engines |
Increasing the volume of knowledge for a deeper understanding of the subject being studied. Development of forecasts for the development of science and technology; discovery of ways to apply new phenomena and patterns |
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Applied |
Solving specific scientific problems to create new products. Obtaining recommendations, instructions, settlement and technical materials, methods. Determination of the possibility of conducting R & D on the subject of R&D |
On the basis of fundamental and exploratory work, ideas are generated that can be transformed into R&D projects.
Applied research is one of the stages of the product life cycle. Their task is to answer the question: Is it possible to create a new type of product and with what characteristics?
The procedure for conducting research is regulated by GOST 15.101-80. The specific composition of the stages and the nature of the work performed within their framework are determined by the specifics of R&D.
1) development of terms of reference (TOR) for research;
2) choice of research areas;
3) theoretical and experimental research;
4) generalization and evaluation of research results.
An approximate list of works at the stages of research is given in the table.
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Stages of research |
Scope of work |
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Development of technical specifications for research |
scientific forecasting Analysis of the results of fundamental and exploratory research Examining Patent Documents Accounting for customer requirements |
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Choice of research direction |
collection and study of scientific and technical information Compilation of an analytical review Conducting patent research Formulating possible directions problem solving set in the TOR of R&D, and their comparative assessment Selection and justification of the accepted research direction and methods for solving problems Comparison of the expected performance of new products after the implementation of research results with the existing performance of analogue products Evaluation of the estimated economic efficiency of new products Development general methodology research Preparation of an interim report |
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Theoretical and experimental |
Development of working hypotheses, construction of models of the research object, substantiation of assumptions |
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research |
Identification of the need for experiments to confirm individual |
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provisions of theoretical studies or to obtain specific values of the parameters necessary for calculations |
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Methodology development experimental studies, preparation of models (models, experimental samples), as well as test equipment |
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Conducting experiments, processing the obtained data |
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Comparison of experimental results with theoretical studies |
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Correction of the theoretical models of the object Carrying out additional experiments if necessary |
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Conducting feasibility studies Preparation of an interim report |
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Generalization and evaluation of research results |
Generalization of the results of the previous stages of work Evaluation of the completeness of problem solving development of a project specification for enc preparation of the final report commission acceptance |
Information Support applied research
At the stage of developing the terms of reference for research, the following types of information are used:
Object of study;
Description of the requirements for the object of study;
List of functions of the object of study of a general technical nature;
A list of physical and other effects, regularities and theories that can be the basis of the principle of operation of the product;
Technical solutions (in predictive studies);
Information about the scientific and technical potential of the research contractor;
Information about production resources (in relation to the object of research);
Information about material resources;
Marketing information;
Data on the expected economic effect.
Additionally, the following information is used:
Methods for solving individual problems and processing information;
General technical requirements (standards, restrictions on harmful effects, requirements for reliability, maintainability, ergonomics, and so on);
Projected terms of product renewal;
Offers of licenses and "know-how" on the object of research.
At the subsequent stages of R&D, the information listed above is mainly used as a base. Additionally used:
Information about new principles of action, new hypotheses, theories, results of research;
Data of economic assessment, modeling of the main processes, optimization of multicriteria tasks, prototyping, typical calculations, restrictions;
Requirements for information entered into Information Systems etc.
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Table 1 shows the stages of implementation by students various kinds research work.
Routing R&D process
1. Selecting a topic.
2. Statement of the problem.
3. Drawing up an indicative plan.
4. Selection of literature on the problem:
a) work in the library with catalogs (alphabetical, subject, systematic) for the selection of literature;
b) compilation of bibliographic cards for articles, books;
c) clarification of the conceptual and categorical apparatus (work with dictionaries, encyclopedias, reference books).
5. Study of selected literature:
a) work with text;
b) note-taking, annotation.
6. Systematization of the material, its classification according to certain characteristics and groups.
7. Writing the text of the first chapter of the work "Theoretical analysis of the problem" (literature review) in which should be presented:
a) the historical aspect of the problem under study;
b) scientific provisions of general and special pedagogy and psychology that characterize the object of study;
c) methodical, didactic provisions;
d) conclusions based on the results of the analysis of the literature on the research topic;
e) formulation of the research hypothesis.
8. Scientific and theoretical substantiation and development (adaptation) of methodology and research methods, determination of the studied parameters, criteria for evaluating the results of the experiment.
9. Carrying out a stating experiment. Processing of research results, their qualitative and quantitative analysis. Drawing up and registration of tables, schemes, illustrations. Formulation of conclusions.
10. It is recommended (but not mandatory) to conduct a formative experiment according to the correctional and developmental program developed by the student, including an explanatory note indicating the goals and objectives, a theoretical and practical part, forms of implementation, number of hours, methods for testing effectiveness.
11. Analysis of experimental data, presentation of results in tables, diagrams, graphs, diagrams, histograms. Formulation of conclusions and recommendations based on the data of the ascertaining (forming) experiment.
12. Registration of work.
The structure and content of the student's research work
The work consists of two interrelated parts: overview and content. The first reflects the progress of the scientific and theoretical study of the problem (according to the literature). The second includes the research methodology and the result obtained.
The review part includes an introduction and chapter I.
Research work begins with an introduction, within which the following positions (aspects) should be reflected:
1. Rationale for relevance.
2. Definition of the research problem.
3. Identification of the subject, object of study.
4. Formulation of the purpose and objectives of the study.
5. Putting forward a hypothesis and predicting a positive effect that can be achieved as a result of solving the problem.
6. Determination of theoretical and practical significance, novelty of the study.
7. Choice of research methods.
8. Formulating the provisions submitted for defense (optional).
The student's research work must contain the following elements:
- title page;
- list symbols(if necessary);
– introduction ( general characteristics work);
- the main part, represented by chapters;
- conclusion;
– list of used literature;
– applications (if necessary).
Title page. The title page must contain the following information:
- the full name of the educational institution, faculty, department where the research work is carried out;
– surname, name, patronymic of the student;
- the title of the work, which should define the area of research, be as short as possible and exactly match the content of the study;
- number and name of specialty;
- genre of work, for example, final qualification work;
- surnames, initials, scientific degrees and the title of scientific supervisor and reviewer;
- the city in which it is located educational institution;
– year of defense of research work.
Table of contents. The table of contents includes the names of the structural parts of the work (list of symbols, introduction, titles of chapters, paragraphs, conclusion, list of references, appendix) indicating the page numbers on which the beginning of the corresponding structural elements is located. The table of contents should be placed at the beginning of the work, as this makes it possible to immediately see its structure.
List of conventions, symbols, units and terms.
If specific terminology is adopted in the work, as well as rare abbreviations, new symbols, designations, etc. are used, then their list can be presented in the form of a separate list placed before the introduction.
The list usually has the form of a column, in which the abbreviation is given on the left (in alphabetical order), and its detailed transcript is on the right.
If special terms, abbreviations, symbols, designations, etc. are repeated less than three times in the work, the list is not compiled, their decoding is given in the text at the first mention.
Introduction- introductory, initial part of the work. It gives overall score the state of the research problem (if necessary, a historical digression), the range of problems that need to be studied is outlined, and the direction of the research is determined. The introduction is usually a short section of up to 4 pages.
Relevance of the topic. It indicates and briefly characterizes the need for research to solve a specific problem, the development of directions on a specific topic of speech therapy, and reflects the importance of the issues being addressed for special pedagogy.
Statement of the problem is the primary task, the essence of the scientific problem lies in “knowledge about ignorance”. The problem is created by contradictions that need to be resolved. In pedagogical research, contradictions indicate a discrepancy between any phenomena within the object of study. The presence of a contradiction requires scientific research, improvement pedagogical technologies(see glossary) and conducting research on their implementation.
The research problem must be relevant (see the dictionary), meet the needs of practice, and have an appropriate scientific solution. The substantiation of the relevance of the problem makes it possible to specify the research topic, which, in turn, must be carefully thought out and correctly formulated. For example, "Prevention of the predisposition of children preschool age from ONR to dyslexia."
Object and subject of research. To specify the scope of the study allows the definition of its object and subject. Let us turn to the interpretation of these concepts.
The object of study is a process or phenomenon that generates problem situation and favorites for study.
With regard to the above topic, the object of study is the state oral speech and processes that cause the formation of prerequisites for violations of the reading process in preschool children with OHP.
The object of the study can be defined as follows: features of the formation of speech and mental functions that ensure the development of reading skills in children of the “risk group”.
The next main characteristic of the study is its subject.
The subject of the study is the author's ideas about how the object is considered (from which side, what aspects, etc.).
The definition of the subject of research allows you to specify the intended end result. The subject of the study is an integral part of the object, most often it coincides with the topic of the study.
The subject of the study is the psychological and pedagogical technology for identifying predisposition to dyslexia and preventing dyslexia in preschool children with general underdevelopment speech.
Purpose and objectives of the study. One goal of the work and several tasks that need to be solved to achieve this goal are formulated. When formulating a goal, it is necessary to write it down in several versions, and then determine the most suitable one.
The goals of pedagogical research can be:
1) development of pedagogical, scientific and methodological foundations for the formation (education, development) of something for someone;
2) identification, justification, experimental verification pedagogical conditions formation (education, development) of something for someone;
3) substantiation of the content, forms, methods and means of formation (education, development) for someone of something;
4) development of methodology;
5) development of a theoretical model of something;
6) development of requirements, performance criteria pedagogical activity.
The purpose of the study in our example can be defined as follows: the development of comprehensive methods for identifying predisposition to dyslexia and preventing dyslexia in preschool children with general underdevelopment of speech.
As a goal of pedagogical research, the scientific result that should be obtained as a result of the research is usually formulated in a generalized form.
Research objectives can be formulated as stages or parts of the study.
In practice, goals and objectives are often confused. A task is a designation of specific issues that together ensure the achievement common purpose research in the field of creating technologies for pedagogical activity, all elements of which must be identified, justified, designed, developed, etc., and then experimentally verified, adjusted, etc.
If the tasks are defined as stages, then they are solved sequentially, since the solution of the subsequent task is possible only after the solution of the previous one. If the tasks are defined as separate parts of the study, then they can be solved simultaneously, independently of each other.
In our example, the following tasks can be put forward:
1. Analyze the psychological, pedagogical, speech therapy literature on the research problem.
2. Determine the methodology for the study of speech and non-speech functions to identify preschoolers with general speech underdevelopment (OHP) predisposition to dyslexia.
3. Conduct research aimed at identifying the risk of dyslexia in preschoolers with ONR.
4. To identify the features of the formation of the prerequisites for mastering reading skills in preschoolers with OHP.
6. Experimentally test the effectiveness of the proposed methods of corrective work (within the framework of a formative experiment).
The goal indicates what needs to be done, and the tasks are built in the form of statements aimed at achieving the goal.
Hypothesis. After defining the goal, a working hypothesis is formulated - a scientific assumption put forward to explain any factors, features, characteristics and anticipating the result of the study. It is formulated on the basis of a literature review and is the organizing and guiding factor of the initial stage of the experiment, from the standpoint of which the study will be carried out. Within the framework of the hypothesis, the data of the experiment are summarized, it directs the study and predicts its result. A project for solving the problem follows from the hypothesis.
A hypothesis should not be obvious and reflect explicit assumptions, since testing, and even more so researching them, does not make sense.
As a result of the research, the hypothesis can be confirmed or refuted. It is necessary to put forward a hypothesis in such a way that it covers various aspects and aspects of the studied phenomena and processes.
In order for the hypothesis to be confirmed, and the work to be practically significant, the author must have a good theoretical background, awareness of the research problem.
The hypothesis is considered reliable only after practical verification and confirmation of its relevant facts.
The first part of the hypothesis is descriptive, the second is explanatory, and the third is prognostic. However, such a construction is not strictly required.
The hypothesis scheme can be represented as follows: If ... then ... since ...
A research hypothesis for special education may include the following:
2) a statement about the interaction between the characteristics of psychophysical development, the content of special remedial classes and specific types of activity (game, educational, labor);
3) statement about the interaction between types of correctional assistance (medical, psychological and pedagogical);
4) statement about the interaction between the types of correctional classes, their content and methodology, stages and means of correction;
5) statement about the criteria and conditions for the implementation of any type of activity (game, educational, labor).
In our example, the hypothesis may sound as follows: Considering that the process of reading is a complex speech activity, the mastery of which requires a sufficient level of development of oral speech, the formation of auditory memory and a number of non-verbal mental functions, it can be assumed that a comprehensive study of their condition in preschoolers with OHP will allow identify a risk group for dyslexia and develop psychological and pedagogical technologies for its prevention.
The formation of components that provide a functional basis for reading in the process of corrective speech therapy work with preschoolers suffering from general underdevelopment of speech will help prevent the onset of dyslexia.
Methodology and research methods. In the process of research work (in a student scientific society, in the course and graduation work), the student decides on the choice of methods. Methods of scientific research are the ways or means by which scientific facts are obtained and systematized, on the basis of which new theories are created, scientific schools and directions. The research program determines the sequence of application of the scientific tool. A single set of methods is a research methodology. The technique used by the experimenter not only allows obtaining scientific facts about the object under study, but is also a tool for checking the effectiveness of the work.
The paper presents the names and features of the research methods used by the author. A detailed justification for the choice of research methods is described in the relevant chapters of the work.
To obtain reliable results, the researcher can rely on various classifications of methods and methods of scientific research.
One of the most optimal is the classification of B. G. Ananiev, which includes the following groups of methods:
1. Organizational methods that determine the overall research strategy:
a) the comparative method is used to compare the studied quantities and phenomena, scientific results;
b) the longitudinal method involves multiple surveys of the same sample for given parameters;
c) the complex method involves the division of functions between researchers with the aim of a deeper study of the object.
2. Empirical methods are ways to collect scientific facts. These can be observational methods: observation, self-assessment, rating (judgment of competent experts), biographical methods (anamnestic data analysis, documentation study).
To determine the potential for the development of speech and personality, diagnostic methods are used: interviewing, questioning, testing and rating scales.
If the task is to reveal the dependencies between the studied phenomena, then the following experimental methods are used: a stating experiment, a forming and a control experiment.
To register acts of behavior, to analyze the products of the activity of preschoolers, schoolchildren, praximetric methods allow.
3. Data processing methods Mathematical and statistical methods (quantitative processing of research results, for example, using computer programs).
4. Interpretive methods are closely related to organizational ones, they are ways of generalizing and explaining facts and their relationships: the genetic method explains the material in terms of genetic relationships and phenomena; the structural method allows you to establish relationships between parts and the whole, this is the way to the birth of new hypotheses and concepts.
In the process of scientific research, all methods should be used in combination.
In our example, the following research methods can be defined:
- organizational: comparative, complex;
- empirical: observation, psychological and pedagogical experiment;
– psychodiagnostic: tests, diagnostic tasks, questionnaires;
- biographical: collection and analysis of anamnestic data, study of documentation;
- interpretation, etc.
Scientific novelty. The introduction notes the signs of novelty of the study, its practical, theoretical and social significance. Scientific novelty can be determined in the study by the difference between the obtained results and the known ones, in this case it is necessary to classify the degree of novelty (obtained for the first time, improved, further development provided, etc.), reveal the essence of new results.
The novelty of the results of research work is determined by the extent to which they develop ideas about a particular phenomenon, systematically clarify the essence of phenomena, processes, and how they contribute to the development of science and practice.
Scientific novelty is determined, for example, by the absence of similar studies, the novelty of the topic, methodological solution, the originality of setting goals, objectives, hypotheses.
It should be noted the new data obtained as a result of the study, both in the case of their agreement with the data available in the literature, and in the case of their divergence from the traditional ones.
In our example, scientific novelty can be formulated as follows:
The scientific novelty of the work is determined by:
The study of the features of the manifestation of the prerequisites for the occurrence of dyslexia in children with ONR.
Identification of the relationship between violations of speech and non-speech processes in OHP and the risk of dyslexia, determination of the leading violation in the complex of manifestations of violations of the basis of reading, the structure of these violations.
Theoretical and practical significance of the obtained results. The work, which is of practical importance, provides information about practical application obtained results or recommendations for their use.
The possibility of using the results of the work in the interests of improving correctional and developmental work with children should be shown. It is necessary to note what positive results the use of the obtained data will lead to, indicate which main results and where have already been applied with an assessment of the effectiveness of their use (within the framework of a formative experiment).
Consider the theoretical and practical significance of the results obtained in our example.
Theoretical significance:
– the problem of an integrated approach to identifying the predisposition of preschoolers with OHP to dyslexia was posed and investigated, taking into account the modern understanding of the features of the formation of the reading process;
- the features of speech and non-verbal mental functions that ensure the development of reading skills in older preschoolers with OHP were revealed;
– the directions and content of speech therapy influence on the prevention of the occurrence of dyslexia in children of senior preschool age with ONR have been developed.
The practical significance of the work lies in the selection of methods of speech therapy impact on the prevention and elimination of the risk of dyslexia in children of older preschool age with ONR.
Basic provisions for defense. The provisions should be formulated in such a way that it is obvious what the study is about. They indicate not just the results of the analysis of activity, but the patterns of phenomena and processes, their mechanisms, and their role in the applied solution of a particular problem. For example:
The following provisions are put forward for defense:
– To identify risk factors for the occurrence of dyslexia in preschool children with OHP, a comprehensive examination of oral speech, auditory memory, a number of non-verbal mental functions that underlie the formation of reading skills is necessary.
- Violations of oral speech, auditory-speech memory and a number of non-verbal mental functions lead to dyslexia.
- A specially adapted technique aimed at studying verbal and non-verbal mental functions in preschoolers allows to identify a risk group for dyslexia and prevent the occurrence of a violation.
All of the above sections must be present in the thesis, term paper, the purpose of which is only the initial familiarization of the student with pedagogical research, does not provide for this.
For example, in the introduction to term paper characteristics such as hypothesis, novelty, practical and theoretical significance may be absent.
After defining the main characteristics of pedagogical research, it is important to analyze them in order to determine their correspondence with each other. The main characteristics of the conceptual and categorical apparatus are subject to analysis: topic, problem, object of study, its subject, purpose, hypothesis, novelty, practical and theoretical significance of the study, provisions submitted for defense (Table 2).
When analyzing the above characteristics of pedagogical research, it is necessary to correlate them with the conclusions that are made in the conclusion of the thesis. As experience shows, carrying out such an analysis makes it possible to correct all the logical errors of the "research apparatus" and its conclusions, to give integrity and consistency to the thesis work.
Main part. The main part of the research work is divided into chapters, paragraphs, paragraphs. Each element of the main part is a complete fragment of the work in terms of meaning.
The main part of the work (represented by chapters) contains:
– a review of the literature on the topic and the choice of research direction;
– description of information sources;
– presentation of the general concept and basic research methods;
– analysis and generalization of research results.
The main part begins with a review of the literature on the issue under study (Chapter I) and is defined as a theoretical section in which the student reveals the main stages in the development of scientific thought on the issue under consideration.
The purpose of the theoretical section is to demonstrate orientation in the research problem, to substantiate the research hypothesis and the choice of ways to prove it.
The literature review begins with a presentation of the ideas of those authors who have made a significant contribution to the development of the problem. Then it is advisable to analyze and compare different points authors' point of view. Literary review should not turn into a continuous quotation.
In the theoretical section, briefly, but in a sufficiently deep systematized way, the state of the problem should be stated on this moment, to characterize the subject of research: to determine the main categories and concepts, to classify them, to evaluate the achievements of domestic and foreign science on the problem under study. Referring to scientific publications, it is necessary to briefly state the debatable points of view on various issues of special pedagogy and give them their own assessment with a clearly expressed position of the student.
At the end of the review, one should briefly characterize the state of the problem and point out insufficiently studied, debatable issues. This will make it possible to determine the relevance of the study;
It is advisable to end the review with a brief summary of the need for research in this area and define the subject of your research.
Thus, the text of the analytical review must meet the following requirements:
- reliability and completeness of information;
– consistency of the structure;
- clarity, clarity of presentation;
– compositional integrity;
- reasoned conclusions.
In the first part practical section(Chapter II) sets out general concept and the main research methods, the theoretical justification of the proposed methods, algorithms for solving problems is given, their essence is stated, the scientific and theoretical justification for choosing the direction of research is given, the organization and content of the study are described: characteristics of the subjects, specific methods, research procedures, criteria for evaluating the results of the study.
The second part of the practical section (Chapters III, IV) presents the data of the ascertaining (and forming) experiment. The author's own research is presented with the identification of the new that he introduced into the development of the problem (results of study and training). The author needs to give his own assessment of the achievement of the goal and the completeness of the solution of the tasks, an assessment of the reliability of the results obtained, their comparison with similar results of domestic and foreign authors, the rationale for the need for additional research, negative results leading to the need to stop further research on a specific issue.
The order of presentation of the material should be subordinate to the purpose of the study, formulated by the author. The logical construction and purposefulness of the presentation of the main content is achieved only when each chapter has a specific purpose and is the basis for the next one.
When writing a paper, the student MUST indicate the authors and sources from which he borrows materials. Quotations must be enclosed in quotation marks. Free presentation of the borrowed text is allowed only with reference to the source of the borrowing.
At the end of each chapter, brief descriptive conclusions should be given, which makes it possible to clearly formulate the results of each stage of the study, making it possible to “free” the main results from secondary details.
Conclusion. The conclusion contains the main results of the study and the conclusions drawn on their basis.
List of used literature. The list of used literature is a list of sources of information on the basis of which the work was performed (cited, mentioned in the text, used in the research process, but not reflected in the main text of the work). The list is in alphabetical order.
Applications. The appendices include auxiliary material necessary for the completeness of the perception of the work, the assessment of its scientific and practical significance: formulas and calculations; tables of auxiliary digital data; didactic material(verbal, visual) to the research methodology; source texts of computer programs with comments, their brief description in accordance with the ESPD (Unified System for Program Documentation); printouts of test cases, user interface screens; auxiliary illustrations.
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Introduction
Innovation is the formalized result of fundamental, applied research, development or experimental work in any area of activity to improve its efficiency.
Innovations can take the form of: discoveries, inventions, patents, trademarks, rationalization proposals, documentation for a new or improved product, technology, management or production process, etc. Investing in the development of innovation is half the battle. The main thing is to introduce innovation, to turn innovation into a form of innovation, i.e. complete the innovation activity and get a positive result.
Innovation (innovation) - the end result of the introduction of innovation in order to change the object and obtain an economic, social, environmental, scientific, technical or other effect.
The main tasks of R&D are:
Obtaining new knowledge in the field of development of nature and society, new areas of their application;
Theoretical and experimental verification of the possibility of materialization in the production sphere of the standards of competitiveness of the organization's goods developed at the stage of strategic marketing;
Practical implementation of a portfolio of innovations and innovations.
Basic R&D principles:
1. Implementation of the previously considered scientific approaches, principles, functions, methods of management in solving any problems, developing rational management decisions. The number of applied components of scientific management is determined by the complexity, cost of the control object and other factors.
2. Orientation of innovation activity towards the development of human capital.
Conducting research and development can be considered as scientific preparation of production (SPE), R & D - as the main part of design preparation of production (KPP) and partially technological (TPP), and the actual preparation of production at a serial plant as the end of the PP, conducting mainly TPP, as well as organizational training production (OPP).
1. Types of R&D and their main stages
Scientific research can be divided into fundamental, exploratory and applied (Table 1)
Table 1 - Types of research work
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Research types |
Research results |
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Fundamental |
Expansion of theoretical knowledge. Obtaining new scientific data on the processes, phenomena, patterns that exist in the study area; scientific foundations, methods and principles of research |
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search engines |
Increasing the volume of knowledge for a deeper understanding of the subject being studied. Development of forecasts for the development of science and technology; discovery of ways to apply new phenomena and patterns |
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Applied |
Solving specific scientific problems to create new products. Obtaining recommendations, instructions, settlement and technical materials, methods. Determination of the possibility of conducting R & D on the subject of R&D |
Fundamental and prospecting works are usually not included in the product life cycle. However, on their basis, ideas are generated that can be transformed into R&D projects.
Applied research is one of the stages of the product life cycle. scientific research experimental design
Their task is to answer the question: "Is it possible to create a new type of product and with what characteristics?"
The procedure for conducting research is regulated by GOST 15.101-80. The specific composition of the stages and the nature of the work performed within their framework are determined by the specifics of R&D.
1) development of terms of reference (TOR) for research;
2) choice of research areas;
3) theoretical and experimental research;
4) generalization and evaluation of research results.
An approximate list of works at the stages of research and development is given in table 2.
Table 2 - Stages of R&D and the scope of work on them
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Stages of research |
Scope of work |
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Development of technical specifications for research |
scientific forecasting Analysis of the results of fundamental and exploratory research Examining Patent Documents Accounting for customer requirements |
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Choice of research direction |
Collection and study of scientific and technical information Compilation of an analytical review Conducting patent research Formulation of possible directions for solving the tasks set in the TOR of R&D, and their comparative assessment Selection and justification of the accepted research direction and methods for solving problems Comparison of the expected performance of new products after the implementation of research results with the existing performance of analogue products Evaluation of the estimated economic efficiency of new products Development of a general methodology for conducting research |
|
|
Theoretical and experimental studies |
Development of working hypotheses, construction of models of the research object, substantiation of assumptions Identification of the need for experiments to confirm certain provisions of theoretical studies or to obtain specific values of the parameters necessary for calculations Development of a methodology for experimental studies, preparation of models (models, experimental samples), as well as test equipment Conducting experiments, processing the obtained data Comparison of experimental results with theoretical studies Correction of the theoretical models of the object Carrying out additional experiments if necessary Conducting feasibility studies Preparation of an interim report |
|
|
Generalization and evaluation of research results |
Generalization of the results of the previous stages of work Evaluation of the completeness of problem solving Development of a draft TOR for R&D Compilation of the final report acceptance of research by the commission |
2. Information support for applied research
At the stage of developing the terms of reference for research, the following types of information are used:
Object of study;
Description of the requirements for the object of study;
List of functions of the object of study of a general technical nature;
A list of physical and other effects, regularities and theories that can be the basis of the principle of operation of the product;
Technical solutions (in predictive studies);
Information about the scientific and technical potential of the research contractor;
Information about production resources (in relation to the object of research);
Information about material resources;
Marketing information;
Data on the expected economic effect.
Additionally, the following information is used:
Methods for solving individual problems and processing information;
General technical requirements (standards, restrictions on harmful effects, requirements for reliability, maintainability, ergonomics, and so on);
Projected terms of product renewal;
Proposals of licenses and "KNOW-HOW" on the object of research.
At the subsequent stages of R&D, the information listed above is mainly used as a base.
Additionally used:
Information about new principles of action, new hypotheses, theories, results of research;
Data of economic assessment, modeling of the main processes, optimization of multicriteria tasks, prototyping, typical calculations, restrictions;
Requirements for information entered into information systems, etc.
3. Methods for assessing the scientific and technical effectiveness of R&D
The result of research is the achievement of scientific, scientific-technical, economic and social effects. The scientific effect is characterized by the acquisition of new scientific knowledge and reflects the increase in information intended for "intra-scientific" consumption.
The scientific and technical effect characterizes the possibility of using the results of ongoing research in other R&D and provides the information necessary to create new products.
The economic effect characterizes the commercial effect obtained by using the results of applied R&D.
The social effect is manifested in the improvement of working conditions, the improvement of economic characteristics, the development of culture, health care, science, and education.
Scientific activity is multifaceted, its results, as a rule, can be used in many areas of the economy for a long time.
4 . Main tasks and stages of R&D
After the completion of applied R&D, subject to the positive results of an economic analysis that satisfies the firm in terms of its goals, resources and market conditions, they begin to perform development work (R&D).
R&D is the most important link in the materialization of the results of previous R&D.
Its main task is to create a set of design documentation for mass production.
The main stages of R&D (GOST 15.001-73):
1) development of technical specifications for R&D;
2) technical proposal;
3) preliminary design;
4) technical design;
5) development of working documentation for the manufacture and testing of a prototype;
6) preliminary tests of a prototype;
7) state (departmental) testing of a prototype;
8) development of documentation based on test results.
An approximate list of works at the R&D stages is shown in Table 8.1.
Table 3 - Approximate list of works at the stages of R&D
|
OKR stages |
Main tasks and scope of work |
|
|
Development of technical specifications for R&D |
Drawing up a draft TK by the customer Development of the draft TOR by the contractor Establishment of a list of counterparties and coordination of private TK with them Coordination and approval of TK |
|
|
Technical proposal (is the basis for adjusting the TOR and performing a draft design) |
Identification of additional or refined requirements for the product, its technical specifications and quality indicators that cannot be specified in the TOR: elaboration of research results; elaboration of forecasting results; study of scientific and technical information; preliminary calculations and clarification of the requirements of the TOR |
|
|
Preliminary design (serves as the basis for technical design) |
Development of fundamental technical solutions: performance of work on the stage of the technical proposal, if this stage is not carried out; choice of element base of development; selection of basic technical solutions; development of structural and functional diagrams products; selection of basic structural elements; metrological examination of the project; development and testing of layouts. |
|
|
Engineering design |
The final choice of technical solutions for the product as a whole and its components: development of basic electrical, kinematic, hydraulic and other circuits; clarification of the main parameters of the product; carrying out the structural layout of the product and issuing data for its placement at the facility; development of projects of specifications for the supply and manufacture of the product; testing mock-ups of the main devices of the product in natural conditions. |
|
|
Development of working documentation for the manufacture and testing of a prototype |
Formation of a set of design documents: development of a complete set of working documentation; its coordination with the customer and the manufacturer of serial products; verification of design documentation for unification and standardization; production in pilot production of a prototype; tuning and complex adjustment of the prototype. |
|
|
Preliminary tests |
Verification of the compliance of the prototype with the requirements of the TOR and determination of the possibility of its presentation for state (departmental) tests: bench tests; preliminary tests at the facility; reliability tests. |
|
|
State (departmental) tests |
Assessment of compliance with the requirements of the TOR and the possibility of organizing mass production |
|
|
Development of documentation based on test results |
Making the necessary clarifications and changes in the documentation. Assignment of the documentation of the letter "O 1". Transfer of documentation to the manufacturer. |
R&D is a key step in the innovation process.
Here, the results of the previous stages are materialized into a new product.
The main task of R&D is to create a set of design documentation suitable for mass production of the product.
In order to work out the documentation and verify the compliance of the R&D results with the requirements of the technical specifications in the pilot production, a prototype is manufactured and tested in the factory and in full-scale conditions.
In the informational sense, OKR represents a field of complex interactions between various fields of knowledge: natural sciences, mathematics, economics, production organization, management of a team of developers, etc.
The key task of technical and economic design as part of R&D is to ensure the effectiveness of a new product and, consequently, its competitiveness in the market. In this regard, the construction of an integral quality indicator and an integral economic indicator of a product is of particular importance.
In managing the effectiveness of development, in addition to ensuring its own technical and economic indicators, the reduction of time for R&D and the choice of the moment for bringing a new product to the market is of decisive importance.
The innovation process is a complex organizational event with information-rich stages of making the most diverse decisions. The conceptual organization of such a process, outlined above, makes it possible to reduce the risk of erroneous decisions and costs in the process of performing R&D and organizing mass production of a new product.
5 . Product Life Cycle Structure
The main components of the life cycle of any product are as follows:
1) marketing research of market needs;
2) idea generation and filtering;
3) technical and economic expertise of the project;
4) research work on the subject of the product;
5) development work;
6) trial marketing;
7) preparation of the production of the product at the factory-manufacturer of serial products);
8) actual production and marketing;
9) operation of products;
10) disposal of products.
Stages 4-7 are pre-production, and they can be considered as a complex of scientific and technical preparation of production.
It is advisable in the course of product life cycle management to rely on a system of cycle control points. At all control points, deviations of the qualitative and quantitative parameters of the product from the design values are analyzed according to technical and economic criteria and appropriate solutions are developed according to the "effect-costs" criterion.
The number of control points (CT) depends on the nature of the product.
KT-1 - decision to start the project;
KT-2 - completion of the technical project (decision on the development of working documentation and the manufacture of a prototype);
CT-3 - the end of the R&D (decision on the production of a prototype);
CT-4 - end of trial marketing (decision to start mass production and commercial sale of the product);
KT-5 - assessment of the quality of mass-produced products (decision to improve quality and reliability);
CT-6 - assessment of the need to update or modernize products;
KT-7 - assessment of the optimality of methods for marketing products;
KT-8 - assessment of the feasibility and methods of overhaul of products during operation;
KT-9 - assessment of the feasibility of removing the product from production;
KT-10 - decommissioning of the product and its transfer for disposal.
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The total labor intensity of the research work is 30 ZET.
Program Developers:
Associate Professor GPGPiTP, Associate Professor, Ph.D. A.N. Fedorova
5. Structure and content of research work
| No. pp | Type of work | Deadlines | Executor |
| Course 5 | |||
| 1. | Drawing up (updating) the topics of research papers | Until November 20 | Scientific director |
| 2. | Choice of research topic | Until December 1 | |
| 3. | Compiling a bibliography on the topic | Until December 10 | Student together with the supervisor |
| 4. | Substantiation of the research topic and drawing up a work plan | Until December 30 | Student |
| 5. | Preparation of an abstract on the research topic | Until 1 January | Student |
| 6. | Once a semester | Scientific director | |
| 7. | Research credit | Credit week | Scientific supervisor, student |
| Course 6 | |||
| 8. | Conducting research | Student | |
| 9. | Reports at conferences, seminars | During a year | Student |
| 10. | Study plan adjustment | Once a semester | Scientific director |
| 11. | Research credit | Credit week | Scientific director |
| Course 6 | |||
| 12. | Conducting research | According to the individual student plan | Student |
| 13. | Preparation of scientific publications | At least 1 per year | Student |
| 14. | Completion of the dissertation | Student, supervisor | |
| 15. | Compilation of a report on the completed R&D and its presentation at the research seminar | Credit week | Student, supervisor |
| Preparation and defense of a master's thesis Course 7. | |||
| 16. | Preliminary defense of the dissertation | 2 months before HEC | Student |
| 17. | Preparation of the abstract of the master's thesis | 2 months before HEC | Student |
| 18. | Preparation of the conclusion of the supervisor on the master's thesis | Scientific director | |
| 19. | Preparation of a review on a master's thesis | At least 2 weeks before HEC | Scientific adviser. |
| 20. | Master's thesis defense | Based on the UE and the protection schedule | Student |
Course number 5.
1. Drafting or updating the topics of research papers. The subject of research work is compiled in accordance with scientific profile master's program and should correspond to such sciences as: theory of state and law; history of state and law; history of the doctrines of law and the state. The topics of master's theses are approved at a meeting of the department from among the most actual problems theory of state and law, history of state and law, history of teachings about law and state. Teachers who are assigned undergraduates submit for approval the approximate topics of master's theses
2. Choice of research topic. After the approval of the approximate topics of dissertation research, they are posted on the information stand of the department (institute). A master student, in agreement with the supervisor and head of the department, can propose his own research topic. Approval of the topics of master's theses takes place at a meeting of the department in October.
3. Drawing up a bibliography on the topic. After the research topic is approved, the student proceeds to compiling a bibliographic list on this issue. In addition to the scientific library of TSU, the student needs to refer to the electronic catalogs of the Spark Law Library, the Federal educational portal"Legal Russia", Russian State Library, Samara regional library. It is highly recommended to look through such periodicals as "State and Law", "Jurisprudence", "Lawyer", "Journal of Russian Law", "Russian Justice", "Legality", "Constitutional and Municipal Law, etc" for the last 5 years. Information and legal systems "Garant", "Consultant+" can also provide great assistance in the selection of literature. The main emphasis in the selection of literature should be on scientific literature, the use of textbooks is allowed only in exceptional cases. The list of selected literature should consist of the following main sections: regulations; monographs; science articles; abstracts of dissertations; dissertations; literature in foreign languages.
4. Substantiation of the research topic and drawing up a work plan. In the month of December, the master student provides the supervisor with a rationale for the topic of the master's thesis, which contains: a) relevance; b) object and subject of research; c) goals and objectives; d) methodology; e) planned results. Together with the supervisor, a dissertation plan is drawn up, which is approved at a meeting of the department.
5. Preparation of an abstract on the research topic. The topic of the research abstract should correspond to the topic of the dissertation research. The abstract in this case is a "mini" master's thesis, which summarizes the main research problems and possible ways to resolve them. The abstract on the topic of the dissertation is evaluated by the supervisor. The volume of the abstract is 25-30 pages of typewritten text.
6. Adjustment of the research plan. The research plan is adjusted on the basis of the abstract, in which the undergraduate identified the most controversial and problematic aspects. It is also possible that no modification of the plan is required. The adjusted dissertation plan is subject to approval at a meeting of the department.
7. Credit for research. The credit is accepted on the basis of a report on research at a research seminar
8. Research work student is conducted according to individual plan and includes: analysis of legal acts; identification of gaps in the normative regulation of public relations; analysis of available scientific literature; review of scientific positions on the most controversial issues; development of recommendations aimed at eliminating gaps in legal regulation; development of generalizations inherent in the sciences of the theory of state and law; history of state and law. Formulation of these problems directly in the text of the dissertation.
Course number 6
9. Participation in conferences. Integral part scientific work student is to participate in ongoing conferences. The conferences "Student Days of Science at TSU", the annual city scientific and practical conference"Youth, Science, Society". In conferences, a master student can participate both in full-time and in in absentia. In other conferences, the undergraduate participates in agreement with the supervisor. The topics of reports at conferences, seminars are agreed with the supervisor.
10. Adjustment of the plan research. Adjustment of the study plan is an optional element and is carried out as necessary with the supervisor, taking into account the problems identified by the magistrate during the study.
11. Credit for research. To receive credit for research work in the semester (R&D), a research seminar for master's students is organized in the credit week. Representatives of employers and leading researchers in the profile of the master's program can be involved in the seminar. All employees of the department take part in the work of the seminar. At the research seminar, the undergraduate reports on the main results of the study, followed by their discussion, additional questions and grading.
Course number 6.
12. Conducting research the student is carried out according to an individual plan and includes: analysis of legal acts; identification of gaps in the normative regulation of public relations; analysis of available scientific literature; review of scientific positions on the most controversial issues; development of recommendations aimed at eliminating gaps in legal regulation; development of generalizations inherent in the science of the theory of state and law; history of state and law. Formulation of these problems directly in the text of the dissertation.
13. Preparation of scientific publications. On the most problematic aspects of the master's thesis, the student is required to prepare one publication, the volume of 0.5 printed sheets. The publication should contain an indication of the relevance of the problem, its description and possible solutions, its own conclusions and recommendations.
14. Completion of writing a dissertation. By the end of the first semester of the second year of study, the undergraduate should have a draft dissertation ready, which is submitted to the supervisor for verification. A draft of a dissertation research must necessarily include an introduction, main body, conclusion and bibliography. The main part should consist of chapters, and chapters of paragraphs. In exceptional cases, it is allowed to have one chapter without division into paragraphs.
15. Compilation of a report on the research done and its presentation at the research seminar. This item is closely related to item 14. According to the draft version of the thesis, the undergraduate draws up a report on the research done. The report should contain the main results of the dissertation research. The report is presented at the research seminar. To receive credit for research work in the semester (R&D), a research seminar for master's students is organized in the credit week. Representatives of employers and leading researchers in the profile of the master's program can be involved in the seminar. All employees of the department take part in the work of the seminar. At the research seminar, the undergraduate reports on the main results of the study, followed by their discussion, additional questions and grading.
Course 7.
Preparation and defense of a master's thesis
16. Preliminary defense of the dissertation. A commission is formed for the preliminary defense of the dissertation. The preliminary defense of the dissertation is held in March. At the preliminary defense, the dissertator sets out the main provisions of the dissertation, after which the members of the commission ask questions, view the text of the dissertation, and also hear the supervisor, who gives a preliminary review of the dissertation research. Based on the results of the preliminary defense, one of the following conclusions can be drawn: “Admit to the defense without remarks”; "admit to the defense with comments"; "not allowed to defend." Correction of comments is controlled by the supervisor in working order.
17. Preparation of the abstract of the master's thesis. On the basis of the dissertation, its abstract is compiled, which includes: relevance, research methodology, degree of development of the problem, object and subject of research, novelty, scientific and practical significance, approbation of the research, as well as the main content of the work. The volume of the abstract is up to 1 pp.
18-20. The preparation of the review of the supervisor, the defense of the master's thesis are carried out in accordance with the requirements of the Ministry of Education and Science of the Russian Federation, as well as local regulations of TSU
Modern production cannot develop successfully without appropriate scientific research. Scientific research can be divided into fundamental, exploratory and applied (Table 3.2).
Table 3.2 – Types of research work
| Research types | Characteristic | Research results |
| Fundamental | Expansion of theoretical knowledge. They open up fundamentally new ways of transforming nature, society, productive forces, creating technology and using new energy sources. Conducted in academic institutions, universities | Obtaining new scientific data on the processes, phenomena, patterns that exist in the study area; formation of a complex of scientific and technical problems of an applied nature in relation to specific areas of science, technology and production |
| search engines | Increasing the volume of knowledge for a deeper understanding of the subject being studied. Designed to study the possibility of creating new technology, forms and methods of organizing production. Conducted in industry research institutes, rarely in universities | Development of forecasts for the development of science and technology; discovery of ways to apply new phenomena and patterns |
| Applied | Solving specific scientific problems to create new products. Conducted by large enterprises, industry research institutes and universities | Obtaining recommendations, instructions, settlement and technical materials, methods. Determination of the possibility of conducting R & D on the subject of R&D |
Fundamental and prospecting works are usually not included in the product life cycle. However, on their basis, ideas are generated that can be transformed into R&D projects.
Applied Research are part of the life cycle of a product. Their task is to answer the question: Is it possible to create a new type of product and with what characteristics? The procedure for conducting research is regulated by the standard. The specific composition of the stages and the nature of the work performed within their framework are determined by the specifics of R&D.
1) development of terms of reference (TOR) for research;
2) choice of research areas;
3) theoretical and experimental research;
4) generalization and evaluation of research results;
5) acceptance of R&D.
When performing applied R&D, they often also include the stage of development, production, testing of a model or model of equipment.
An approximate list of works at the stages of research and development is given in Table 3.3.
Table 3.3 -- Stages of R&D and the scope of work on them
| Stages of research | Scope of work |
| Development of technical specifications for research | Scientific forecasting. Analysis of the results of fundamental and exploratory research. Study of patent documentation. Accounting for customer requirements. |
| Choice of research direction | Collection and study of scientific and technical information. Drawing up an analytical review. Conducting patent research. Formulation of possible directions for solving the tasks set in the TOR of research and their comparative assessment. Selection and justification of the accepted research direction and methods of solving problems. Comparison of the expected indicators of new products after the implementation of the results of research and development with the existing indicators of analogue products. Evaluation of the estimated economic efficiency of new products. Development of a general methodology for conducting research. Preparation of an interim report. |
| Theoretical and experimental studies | Development of working hypotheses, construction of models of the research object, substantiation of assumptions. Identification of the need for experiments to confirm certain provisions of theoretical studies or to obtain specific values of the parameters necessary for calculations. Development of experimental research methodology, preparation of models (models, experimental samples), as well as test equipment. Conducting experiments, processing the obtained data. Comparison of experimental results with theoretical studies. Correction of theoretical models of the object. Carrying out additional experiments if necessary. Conducting feasibility studies. Preparation of an interim report. |
The end of the table. 3.3
The Terms of Reference (TOR) is an initial document that specifies the purpose, content and procedure of work, outlines a way to implement the research results. It contains a feasibility study of the work, provides the expected results, notes the advantages over existing analogues, and calculates the estimated economic efficiency of the work. The TOR is developed by the R&D performer and agreed with the customer.
At the stage of developing the terms of reference for research, the following types of information are used:
Object of study;
Description of the requirements for the object of study;
List of functions of the object of study of a general technical nature;
A list of physical and other effects, regularities and theories that can be the basis of the principle of operation of the product;
Technical solutions (in predictive studies);
Information about the scientific and technical potential of the research contractor;
Information about production resources (in relation to the object of research);
Information about material resources;
Marketing information;
Data on the expected economic effect.
Additionally, the following information is used:
Methods for solving individual problems and processing information;
General technical requirements (standards, restrictions on harmful effects, requirements for reliability, maintainability, ergonomics, and so on);
Projected terms of product renewal;
Offers of licenses and "know-how" on the object of research.
At the subsequent stages of R&D, the information listed above is mainly used as a base.
Additionally used:
Information about new principles of action, new hypotheses, theories, results of research;
Data of economic assessment, modeling of the main processes, optimization of multicriteria tasks, prototyping, typical calculations, restrictions;
Requirements for information entered into information systems, etc.
The result of research is the achievement of scientific, scientific and technical, economic and social effects.
scientific effect characterized by the acquisition of new scientific knowledge and reflects the growth of information intended for "intra-scientific" consumption.
Scientific and technical the effect characterizes the possibility of using the results of ongoing research in other R&D and provides information necessary to create new products.
Economic effect characterizes the commercial effect obtained by using the results of applied research.
Social effect is manifested in the improvement of working conditions, the improvement of economic characteristics, the development of culture, health care, science, and education.
The evaluation of the scientific and scientific and technical effectiveness of R&D is carried out using weighted scoring systems.
For fundamental R&D, only scientific performance ratio( tab. 3.4 ), and for search work and coefficient of scientific and technical effectiveness( tab. 3.5 ). Estimates of the coefficients can only be established by an expert.
Table 3.4 - Characteristics of factors and signs of scientific performance
