The limitations and delimitations sections of your research proposal describe situations and circumstances that may affect or restrict your methods and analysis of research data.
Limitationsare influences that the researcher cannot control. They are the shortcomings, conditions or influences that cannot be controlled by the researcher that place restrictions on your methodology and conclusions. Any limitations that might influence the results should be mentioned.
When considering what limitations there might be in your investigation, be thorough. Consider all of the following:
- your analysis.
- the nature of self-reporting.
- the instruments you utilized.
- the sample.
- time constraints.
Inqualitative research certain limitations might mean that the findings cannot be generalized to the larger population. This is especially true when the definition of the population is broad (ex: elderly women)
Delimitationsare choices made by the researcher which should be mentioned. They describe the boundaries that you have set for the study. This is the place to explain:
- the things that you are not doing (and why you have chosen not to do them).
- the literature you will not review (and why not).
- the population you are not studying (and why not).
- the methodological procedures you will not use (and why you will not use them).
Limit your delimitations to the things that a reader might reasonably expect you to do but that you, for clearly explained reasons, have decided not to do.
Delimitations define the parameters of the investigation. In educational research the delimitations will frequently deal with such items as population/sample, treatment(s), setting, and instrumentation.
As you complete the limitations and delimitations sections on your planning guide, you may want to go back to the Sample Proposals page of this web site, as well as your Reflection: Reviewing Sample Proposals journal for ideas, before you begin writing your own.
Return to Other Elements of the Methodology
Information about the limitations of your study are generally placed either at the beginning of the discussion section of your paper so the reader knows and understands the limitations before reading the rest of your analysis of the findings, or, the limitations are outlined at the conclusion of the discussion section as an acknowledgement of the need for further study. Statements about a study's limitations should not be buried in the body [middle] of the discussion section unless a limitation is specific to something covered in that part of the paper. If this is the case, though, the limitation should be reiterated at the conclusion of the section.
If you determine that your study is seriously flawed due to important limitations, such as, an inability to acquire critical data, consider reframing it as an exploratory study intended to lay the groundwork for a more complete research study in the future. Be sure, though, to specifically explain the ways that these flaws can be successfully overcome in a new study.
But, do not use this as an excuse for not developing a thorough research paper! Review the tab in this guide for developing a research topic. If serious limitations exist, it generally indicates a likelihood that your research problem is too narrowly defined or that the issue or event under study is too recent and, thus, very little research has been written about it. If serious limitations do emerge, consult with your professor about possible ways to overcome them or how to revise your study.
When discussing the limitations of your research, be sure to:
- Describe each limitation in detailed but concise terms;
- Explain why each limitation exists;
- Provide the reasons why each limitation could not be overcome using the method(s) chosen to acquire or gather the data [cite to other studies that had similar problems when possible];
- Assess the impact of each limitation in relation to the overall findings and conclusions of your study; and,
- If appropriate, describe how these limitations could point to the need for further research.
Remember that the method you chose may be the source of a significant limitation that has emerged during your interpretation of the results [for example, you didn't interview a group of people that you later wish you had]. If this is the case, don't panic. Acknowledge it, and explain how applying a different or more robust methodology might address the research problem more effectively in a future study. A underlying goal of scholarly research is not only to show what works, but to demonstrate what doesn't work or what needs further clarification.
Aguinis, Hermam and Jeffrey R. Edwards. “Methodological Wishes for the Next Decade and How to Make Wishes Come True.” Journal of Management Studies 51 (January 2014): 143-174; Brutus, Stéphane et al. "Self-Reported Limitations and Future Directions in Scholarly Reports: Analysis and Recommendations." Journal of Management 39 (January 2013): 48-75; Ioannidis, John P.A. "Limitations are not Properly Acknowledged in the Scientific Literature." Journal of Clinical Epidemiology 60 (2007): 324-329; Pasek, Josh. Writing the Empirical Social Science Research Paper: A Guide for the Perplexed. January 24, 2012. Academia.edu; Structure: How to Structure the Research Limitations Section of Your Dissertation. Dissertations and Theses: An Online Textbook. Laerd.com; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College; Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University.