Differences Between Academic and Applied Research
In scientific discourse, a wide variety of academic papers differ not only in their focus and subject matter but also in their fundamental structure. According to this classification, we can distinguish two types of academic work, namely academic and applied research — they have opposed goals (Robson & McCartan, 2016; Ramsøy, 2019). On the one hand, academic research is needed to expand the existing knowledge base about a particular subject or phenomenon (Rosewell & Ashwin, 2019; Altbach & De Wit, 2019). For example, researchers will want to gain more knowledge about how human memory works and may conduct research focused on testing short-term memory patterns.
Applied research, on the other hand, addresses a specific, practical problem that arises in an organization, community, or at the level of social institutions (Ramsøy, 2019). An example of such research might be developing and testing a new cure for cancer or applying a developed business decision-making model. Thus, the primary difference between the two classes of research is precisely what goal the authors are pursuing (Robson & McCartan, 2016). Moreover, applied research tends to be more narrowly focused, and its results apply to a specific, non-broad problem.
The applicability of these types also differs. Academic research is usually published in academic journals and is the basis for further work. In contrast, applied research serves the purpose of solving the question posed.
Value of Academic Research
Academic research is of particular value to scientific discourse when the authors have identified a lack of practical knowledge about a topic or the incorrectness of other scholars’ conclusions. The primary purpose of work classified as academic is to broaden the knowledge base, deepen existing evidence, or revise current evidence (Altbach & De Wit, 2019). On this basis, it is appropriate to turn to this type of work when the authors question the nature of specific phenomena or when formulated assumptions cannot be verified by already published sources (Braun et al., 2021). There are, however, alternative reasons for writing academic research. First, in most parts of the world, to earn a graduate degree, a student must contribute to scholarly discourse and thus conduct academic research (Graddy-Reed et al., 2021).
Second, publishing academic research may be necessary to develop a product or method classified as applied research. This is feasible because it will provide insight into the knowledge deficit and persuade decision-makers to allocate funding. In addition, as stated by Braun et al. (2019), it is appropriate to use academic research when an individual needs to obtain the most relevant and up-to-date data on the question posed. In this case, however, it is essential to consider that for a fair and thorough citation, several independent sources must be used at once to avoid bias.
Value of Applied Research
The use of applied research proves to be most appropriate when there is a need to create a new product or method, as well as to test the correctness of assumptions about their work. For example, suppose the authors are creating a new method of drug delivery to tissue. In that case, applying applied research can help determine current progress and criticize already developed ways (Vetoshkina et al., 2023).
Such research also makes sense for the business environment; for example, when a new product launch or marketing strategy needs to be developed, applied research proves to be a helpful source of valuable data-driven conclusions (Ritter & Pedersen, 2020). Applied sources are also helpful when individuals need to improve existing methods, devices, or technologies, requiring a prior understanding of how such capabilities work (Fomunyam, 2020). In general, anything related to the real world and solving real problems becomes a reason to turn to applied research.
Personal Choice
First and foremost, I am most interested in academic research because I see greater scientific potential in it. Such research, in my opinion, is beneficial to humanity and the basic sciences, significantly expands the potential of scientific thought, allows one to comprehend previously unexplored facets of the world, and serves the higher purpose of vocation (Keller & Alsdorf, 2012; Krijnen, 2022). Referring to such research is always associated with learning and gaining new knowledge, and writing it allows one to contribute to the scientific world and get a chance to be cited by more authors.
References
Altbach, P. G., & De Wit, H. (2019). Too much academic research is being published. International Higher Education, (96), 2-3. Web.
Braun, C. L., Bitsch, V., & Häring, A. M. (2021). Behind the scenes of a learning agri-food value chain: Lessons from action research. Agriculture and Human Values, 39, 1-16. Web.
Fomunyam, K. (2020). Pure and applied research is the epicenter of research in engineering education. International Journal of Engineering Research and Technology, 13(9), 2402-2408. Web.
Graddy-Reed, A., Lanahan, L., & D’Agostino, J. (2021). Training across the academy: The impact of R&D funding on graduate students. Research Policy, 50(5), 1-19. Web.
Keller, T., & Alsdorf, K. L. (2012). Every good endeavor: Connecting your work to God’s work. Dutton.
Krijnen, C. (2022). Academic freedom is radical freedom. In R. Watermeyer, R. Raaper, & M Olssen (Eds.), Handbook on academic freedom (pp. 52-70). Edward Elgar Publishing.
Ramsøy, T. Z. (2019). Building a foundation for neuromarketing and consumer neuroscience research: How researchers can apply academic rigor to the neuroscientific study of advertising effects. Journal of Advertising Research, 59(3), 281-294. Web.
Ritter, T., & Pedersen, C. L. (2020). Digitization capability and the digitalization of business models in business-to-business firms: Past, present, and future. Industrial Marketing Management, 86, 180-190. Web.
Robson, C., & McCartan, K. (2016). Real-world research, 4th edition. Wiley.
Rosewell, K., & Ashwin, P. (2019). Academics’ perceptions of what it means to be an academic. Studies in Higher Education, 44(12), 2374-2384. Web.
Vetoshkina, L., Lamberg, L., Ryymin, E., Rintala, H., & Paavola, S. (2023). Innovation activities in a university of applied sciences: Redefining applied research. Journal of Applied Research in Higher Education, 15(2), 289-302. Web.