Why to ask? What to ask? How to ask? What is the connection between the question and the selection of the research approach?  

The starting point of a research process is that a researcher examines the studied phenomenon and  looks for and finds a relevant question to which it is important to find an answer.  
  
The questions are formed in the way that they can be answered with the research material. Overlapping, too extensive, and complicated questions should be avoided.  

The question formation begins with analysing every word separately, and examining how they are defined. If there is a special term, the true meaning of the word should be determined. At this point, at the latest, the possible inner conflicts of the question formation can be found.  

If the question consists of several smaller questions, all of these should be separated from each other and posed independently. Usually it is good to form one main question and several sub-questions for it.  
 

 How can the questions be developed? In the following list, there are few propositions. The term ‘phenomenon’ used in the questions refers to the studied feature, which naturally differs depending on the situation.  

Questions concerning the nature of the phenomenon:  
· What is the phenomenon?  
· How is the phenomenon manifested?  
· What kind of phenomenon is it?  
· What features does the phenomenon possess?  
· What is the meaning of the phenomenon?  
· What does the phenomenon include?  
· What is the entity of the phenomenon?  
· What are the relevant features of the phenomenon?  
· What is the client’s/subscriber’s point of view of the phenomenon?  
· What is the customer’s/consumer’s point of view of the phenomenon?  

The time-related connection of the phenomenon:  
· What has the phenomenon been like in the past?  
· What will the phenomenon be like in the future?  
· What is the phenomenon like today?  

Questions related to the amount of the phenomenon:  
· How much of the phenomenon is there somewhere?  
· What kind of development can be seen in the phenomenon?  

Impressions concerning the phenomenon:  
· What do people think about the phenomenon?  
· How do people react on the phenomenon?  

Questions related to the comparison of the phenomenon and the factors affecting it:  
· How is the phenomenon compared to others?  
· How has the phenomenon changed?  
· What kind of connection does the phenomenon have to the other phenomena?  
· What factors affect the phenomenon?  
· What kind of variations are there inside the phenomenon and between the phenomena?  

How does the phenomenon operate in the system?  
· How is the phenomenon designed?  
· How can the phenomenon be carried out?  

When it is important to find out the quantitative features of the studied phenomenon, the questions asked are how much, how often.  

 When it is important to find out the qualitative features of the studied phenomenon, then the questions asked are for example what is the phenomenon, how does it manifest itself, what is the meaning of the phenomenon, etc.  

 The third option is to examine the critical features in the phenomenon, i.e. the features that require argumentation, and which examine the development patterns in the phenomenon. As a result of this, so called critical analysis of the question is created, which concentrates on the objectives and intentions in the phenomenon, as well as the operations that develop and change them.  
  
Questions leading to quantitative research?  

Questions leading to qualitative research?  

The relation between the questions and the data gathering 

Research space in form of the prism 

Examples of making questions: 

• Vesa Kervinen: Product development project of garden chair 
• Petri Timonen: One way to wash the patient 
• Markku Kärkkäinen: Having soup with trembling hands - Development process from an idea to a product, an eating implement
• Anna-Lea Klemettilä: Curves straightened up - Study of the acceptance of the brace used in the treatment of scoliosis on the basis of user-interviews

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