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Writing the Research Plan for Your Academic Job Application

By Jason G. Gillmore, Ph.D., Associate Professor, Department of Chemistry, Hope College, Holland, MI

A research plan is more than a to-do list for this week in lab, or a manila folder full of ideas for maybe someday—at least if you are thinking of a tenure-track academic career in chemistry at virtually any bachelor’s or higher degree–granting institution in the country. A perusal of the academic job ads in C&EN every August–October will quickly reveal that most schools expect a cover letter (whether they say so or not), a CV, a teaching statement, and a research plan, along with reference letters and transcripts. So what is this document supposed to be, and why worry about it now when those job ads are still months away?

What Is a Research Plan?

A research plan is a thoughtful, compelling, well-written document that outlines your exciting, unique research ideas that you and your students will pursue over the next half decade or so to advance knowledge in your discipline and earn you grants, papers, speaking invitations, tenure, promotion, and a national reputation. It must be a document that people at the department you hope to join will (a) read, and (b) be suitably excited about to invite you for an interview.

That much I knew when I was asked to write this article. More specifics I only really knew for my own institution, Hope College (a research intensive undergraduate liberal arts college with no graduate program), and even there you might get a dozen nuanced opinions among my dozen colleagues. So I polled a broad cross-section of my network, spanning chemical subdisciplines at institutions ranging from small, teaching-centered liberal arts colleges to our nation’s elite research programs, such as Scripps and MIT. The responses certainly varied, but they did center on a few main themes, or illustrate a trend across institution types. In this article I’ll share those commonalities, while also encouraging you to be unafraid to contact a search committee chair with a few specific questions, especially for the institutions you are particularly excited about and feel might be the best fit for you.

How Many Projects Should You Have?

While more senior advisors and members of search committees may have gotten their jobs with a single research project, conventional wisdom these days is that you need two to three distinct but related projects. How closely related to one another they should be is a matter of debate, but almost everyone I asked felt that there should be some unifying technique, problem or theme to them. However, the projects should be sufficiently disparate that a failure of one key idea, strategy, or technique will not hamstring your other projects.

For this reason, many applicants wisely choose to identify:

• One project that is a safe bet—doable, fundable, publishable, good but not earthshaking science.
• A second project that is pie-in-the-sky with high risks and rewards.
• A third project that fits somewhere in the middle.

Having more than three projects is probably unrealistic. But even the safest project must be worth doing, and even the riskiest must appear to have a reasonable chance of working.

How Closely Connected Should Your Research Be with Your Past?

Your proposed research must do more than extend what you have already done. In most subdisciplines, you must be sufficiently removed from your postdoctoral or graduate work that you will not be lambasted for clinging to an advisor’s apron strings. After all, if it is such a good idea in their immediate area of interest, why aren’t they pursuing it?!?

But you also must be able to make the case for why your training makes this a good problem for you to study—how you bring a unique skill set as well as unique ideas to this research. The five years you will have to do, fund, and publish the research before crafting your tenure package will go by too fast for you to break into something entirely outside your realm of expertise.

Biochemistry is a partial exception to this advice—in this subdiscipline it is quite common to bring a project with you from a postdoc (or more rarely your Ph.D.) to start your independent career. However, you should still articulate your original contribution to, and unique angle on the work. It is also wise to be sure your advisor tells that same story in his or her letter and articulates support of your pursuing this research in your career as a genuinely independent scientist (and not merely someone who could be perceived as his or her latest "flunky" of a collaborator.)

Should You Discuss Potential Collaborators?

Regarding collaboration, tread lightly as a young scientist seeking or starting an independent career. Being someone with whom others can collaborate in the future is great. Relying on collaborators for the success of your projects is unwise. Be cautious about proposing to continue collaborations you already have (especially with past advisors) and about starting new ones where you might not be perceived as the lead PI. Also beware of presuming you can help advance the research of someone already in a department. Are they still there? Are they still doing that research? Do they actually want that help—or will they feel like you are criticizing or condescending to them, trying to scoop them, or seeking to ride their coattails? Some places will view collaboration very favorably, but the safest route is to cautiously float such ideas during interviews while presenting research plans that are exciting and achievable on your own.

How Do You Show Your Fit?

Some faculty advise tailoring every application packet document to every institution to which you apply, while others suggest tweaking only the cover letter. Certainly the cover letter is the document most suited to introducing yourself and making the case for how you are the perfect fit for the advertised position at that institution. So save your greatest degree of tailoring for your cover letter. It is nice if you can tweak a few sentences of other documents to highlight your fit to a specific school, so long as it is not contrived.

Now, if you are applying to widely different types of institutions, a few different sets of documents will certainly be necessary. The research plan that you target in the middle to get you a job at both Harvard University and Hope College will not get you an interview at either! There are different realities of resources, scope, scale, and timeline. Not that my colleagues and I at Hope cannot tackle research that is just as exciting as Harvard’s. However, we need to have enough of a niche or a unique angle both to endure the longer timeframe necessitated by smaller groups of undergraduate researchers and to ensure that we still stand out. Furthermore, we generally need to be able to do it with more limited resources. If you do not demonstrate that understanding, you will be dismissed out of hand. But at many large Ph.D. programs, any consideration of "niche" can be inferred as a lack of confidence or ambition.

Also, be aware that department Web pages (especially those several pages deep in the site, or maintained by individual faculty) can be woefully out-of-date. If something you are planning to say is contingent on something you read on their Web site, find a way to confirm it!

While the research plan is not the place to articulate start-up needs, you should consider instrumentation and other resources that will be necessary to get started, and where you will go for funding or resources down the road. This will come up in interviews, and hopefully you will eventually need these details to negotiate a start-up package.

Who Is Your Audience?

Your research plan should show the big picture clearly and excite a broad audience of chemists across your sub-discipline. At many educational institutions, everyone in the department will read the proposal critically, at least if you make the short list to interview. Even at departments that leave it all to a committee of the subdiscipline, subdisciplines can be broad and might even still have an outside member on the committee. And the committee needs to justify their actions to the department at large, as well as to deans, provosts, and others. So having at least the introduction and executive summaries of your projects comprehensible and compelling to those outside your discipline is highly advantageous.

Good science, written well, makes a good research plan. As you craft and refine your research plan, keep the following strategies, as well as your audience in mind:

• Begin the document with an abstract or executive summary that engages a broad audience and shows synergies among your projects. This should be one page or less, and you should probably write it last. This page is something you could manageably consider tailoring to each institution.
• Provide sufficient details and references to convince the experts you know your stuff and actually have a plan for what your group will be doing in the lab. Give details of first and key experiments, and backup plans or fallback positions for their riskiest aspects.
• Hook your readers with your own ideas fairly early in the document, then strike a balance between your own new ideas and the necessary well referenced background, precedents, and justification throughout. Propose a reasonable tentative timeline, if you can do so in no more than a paragraph or two, which shows how you envision spacing out the experiments within and among your projects. This may fit well into your executive summary
• Show how you will involve students (whether undergraduates, graduate students, an eventual postdoc or two, possibly even high schoolers if the school has that sort of outreach, depending on the institutions to which you are applying) and divide the projects among students.
• Highlight how your work will contribute to the education of these students. While this is especially important at schools with greater teaching missions, it can help set you apart even at research intensive institutions. After all, we all have to demonstrate “broader impacts” to our funding agencies!
• Include where you will pursue funding, as well as publication, if you can smoothly work it in. This is especially true if there is doubt about how you plan to target or "market" your research. Otherwise, it is appropriate to hold off until the interview to discuss this strategy.

So, How Long Should Your Research Plan Be?

Learn more on the Blog

Here is where the answers diverged the most and without a unifying trend across institutions. Bottom line, you need space to make your case, but even more, you need people to read what you write.

A single page abstract or executive summary of all your projects together provides you an opportunity to make the case for unifying themes yet distinct projects. It may also provide space to articulate a timeline. Indeed, many readers will only read this single page in each application, at least until winnowing down to a more manageable list of potential candidates. At the most elite institutions, there may be literally hundreds of applicants, scores of them entirely well-suited to the job.

While three to five pages per proposal was a common response (single spaced, in 11-point Arial or 12-point Times with one inch margins), including references (which should be accurate, appropriate, and current!), some of my busiest colleagues have said they will not read more than about three pages total. Only a few actually indicated they would read up to 12-15 pages for three projects. In my opinion, ten pages total for your research plans should be a fairly firm upper limit unless you are specifically told otherwise by a search committee, and then only if you have two to three distinct proposals.

Why Start Now?

Hopefully, this question has answered itself already! Your research plan needs to be a well thought out document that is an integrated part of applications tailored to each institution to which you apply. It must represent mature ideas that you have had time to refine through multiple revisions and a great deal of critical review from everyone you can get to read them. Moreover, you may need a few different sets of these, especially if you will be applying to a broad range of institutions. So add “write research plans” to this week’s to do list (and every week’s for the next few months) and start writing up the ideas in that manila folder into some genuine research plans. See which ones survive the process and rise to the top and you should be well prepared when the job ads begin to appear in C&EN in August!

Jason G. Gillmore , Ph.D., is an Associate Professor of Chemistry at Hope College in Holland, MI. A native of New Jersey, he earned his B.S. (’96) and M.S. (’98) degrees in chemistry from Virginia Tech, and his Ph.D. (’03) in organic chemistry from the University of Rochester. After a short postdoctoral traineeship at Vanderbilt University, he joined the faculty at Hope in 2004. He has received the Dreyfus Start-up Award, Research Corporation Cottrell College Science Award, and NSF CAREER Award, and is currently on sabbatical as a Visiting Research Professor at Arizona State University. Professor Gillmore is the organizer of the Biennial Midwest Postdoc to PUI Professor (P3) Workshop co-sponsored by ACS, and a frequent panelist at the annual ACS Postdoc to Faculty (P2F) Workshops.

Other tips to help engage (or at least not turn off) your readers include:

• Avoid two-column formats.
• Avoid too-small fonts that hinder readability, especially as many will view the documents online rather than in print!
• Use good figures that are readable and broadly understandable!
• Use color as necessary but not gratuitously.

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FLEET LIBRARY | Research Guides

Rhode island school of design, create a research plan: research plan.

• Research Plan
• Literature Review
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A research plan is a framework that shows how you intend to approach your topic. The plan can take many forms: a written outline, a narrative, a visual/concept map or timeline. It's a document that will change and develop as you conduct your research. Components of a research plan

1. Research conceptualization - introduces your research question

2. Research methodology - describes your approach to the research question

3. Literature review, critical evaluation and synthesis - systematic approach to locating,

    reviewing and evaluating the work (text, exhibitions, critiques, etc) relating to your topic

4. Communication - geared toward an intended audience, shows evidence of your inquiry

Research conceptualization refers to the ability to identify specific research questions, problems or opportunities that are worthy of inquiry. Research conceptualization also includes the skills and discipline that go beyond the initial moment of conception, and which enable the researcher to formulate and develop an idea into something researchable ( Newbury 373).

Research methodology refers to the knowledge and skills required to select and apply appropriate methods to carry through the research project ( Newbury 374) .

Method describes a single mode of proceeding; methodology describes the overall process.

Method - a way of doing anything especially according to a defined and regular plan; a mode of procedure in any activity

Methodology - the study of the direction and implications of empirical research, or the sustainability of techniques employed in it; a method or body of methods used in a particular field of study or activity *Browse a list of research methodology books  or this guide on Art & Design Research

Literature Review, critical evaluation & synthesis

A literature review is a systematic approach to locating, reviewing, and evaluating the published work and work in progress of scholars, researchers, and practitioners on a given topic.

Critical evaluation and synthesis is the ability to handle (or process) existing sources. It includes knowledge of the sources of literature and contextual research field within which the person is working ( Newbury 373).

Literature reviews are done for many reasons and situations. Here's a short list:

Sources to consult while conducting a literature review:

Online catalogs of local, regional, national, and special libraries

meta-catalogs such as worldcat , Art Discovery Group , europeana , world digital library or RIBA

subject-specific online article databases (such as the Avery Index, JSTOR, Project Muse)

digital institutional repositories such as Digital Commons @RISD ; see Registry of Open Access Repositories

Open Access Resources recommended by RISD Research LIbrarians

works cited in scholarly books and articles

print bibliographies

the internet-locate major nonprofit, research institutes, museum, university, and government websites

search google scholar to locate grey literature & referenced citations

trade and scholarly publishers

fellow scholars and peers

Communication                              

Communication refers to the ability to

• structure a coherent line of inquiry
• communicate your findings to your intended audience
• make skilled use of visual material to express ideas for presentations, writing, and the creation of exhibitions ( Newbury 374)

Research plan framework: Newbury, Darren. "Research Training in the Creative Arts and Design." The Routledge Companion to Research in the Arts . Ed. Michael Biggs and Henrik Karlsson. New York: Routledge, 2010. 368-87. Print.

About the author

Except where otherwise noted, this guide is subject to a Creative Commons Attribution license

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• Peterborough

The Research Plan

Where to start with scholarly research, expectations for research, scholarly vs. popular sources, grey literature, primary vs. secondary sources, preliminary research.

• Create a Plan

A good essay is grounded in good research, which requires clear direction, patience and persistence.

Research helps you to focus your topic, formulate and refine your thesis, and discover details, opinions, and facts to support your overall argument. You are better equipped to search for and sort sources when you have made decisions about your topic and developed a working thesis.

It is important that your research be accurate, reliable, relevant, and, for many disciplines, recent. The quality of your research determines the efficacy of your argument and your instructor’s assessment of your work.

Maintaining your academic integrity is an important factor that is assessed by your professors. The sources you use must be properly documented, accurately communicated, and clearly explained in relation to your topic and thesis. You are less likely to copy the text word for word or paraphrase too closely if you have spent some time thinking about how the research will inform your thesis and if you think carefully about your research process

Types of Sources

Many assignments will require you to focus primarily on scholarly, peer-reviewed sources. Check with your professor or the assignment instructions for guidance on using popular sources. 

Scholarly sources are supported by the peer review process, which means they are sources that have been evaluated by other experts in the same field.

Scholarly sources:

• Are written by and for academics
• Ensure that data is thoroughly checked
• Cite all evidence
• Make arguments which are supported by research
• Meet conventions of scholarship in the discipline
• Are written in formal, academic language

Popular sources are written for a wider, general audience and are more informal in tone. Sources like newspaper articles, documentaries and corporate websites are not scholarly, but they can offer useful information that you can include in your analysis alongside evidence presented by scholarly sources.

Grey literature is produced by entities whose main task is NOT publishing. Industry, think tanks, government departments, scholarly societies and associations can all produce grey literature. Grey literature can include reports, working papers, newsletters, government documents, speeches, white papers, and urban plans. Grey literature also includes newsletters, emails, blogs and other social networking sites. In addition to scholarly sources, grey literature can offer valuable evidence to your essay, but be sure to consider whether its use is appropriate for the discipline, the course, or the assignment.

In some disciplines, such as history, philosophy, or English literature, it is important to distinguish between primary and secondary sources.

Primary sources are original, first-hand materials. A primary source may be a government document, census data, a short story, old letters, or a piece of art.

Secondary source s are articles, editorials, textbooks, books, and other published materials that may interpret data, works of literature, ideas or events.

You may need to do preliminary research to find or refine a topic. Some early reading can help you narrow your focus, establish research questions, and avoid the frustration of directionless research.

Places to Start  

• Begin with course materials. The syllabus, required or recommended readings, textbooks and lecture notes will often provide ideas for a topic, while focusing on the major themes of your course.
• During the early stages of research, you can use reference works, such as discipline-specific textbooks, encyclopedias and dictionaries, or Wikipedia, for an introduction to your topic. Use the library subject guide to find useful reference works in your subject. Be sure that only material from your scholarly research, not Wikipedia , is used and cited in your paper.

The materials found during the preliminary research stage can help you to identify main concepts, key terminology, and important literature on the topic.

Planning your Research

A plan establishes research goals and clarifies direction.

A clear direction and plan for research helps you assess the quality and relevance of sources. 

Creating a Research Plan

In advance of beginning a search for evidence, take time to make a plan.

• Develop specific questions about your topic: what do you want to know and how does it relate to your thesis?
• Create a list of key words and synonyms for your search. Include specific and more general terms; establish parameters for your search (place, time, theory, field, species) but be open to related materials.
• Identify types of evidence you are required to use (research requirements of the assignment) and you will find informative for your topic. Think about where you can find these types of sources.

Look to your course content to identify the types of sources commonly used in the discipline; here are some examples:

• Peer-Reviewed scholarship: Argumentative articles, clinical trials, empirical articles (use library databases, google scholar)
• Numerical and financial data: export data, quality of life measures (see library subject guides
• Visual records (maps, old photographs, film)
• NGO documents: Stakeholder reports, Best practice documents
• Government documents: laws, legislation, reports

Research Plan worksheet - Accessible version (Word doc)

How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

There’s general research planning; then there’s an official, well-executed research plan. Whatever data-driven research project you’re gearing up for, the research plan will be your framework for execution. The plan should also be detailed and thorough, with a diligent set of criteria to formulate your research efforts. Not including these key elements in your plan can be just as harmful as having no plan at all.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project.

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement, devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes, demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Research methods might include any of the following:

User interviews: this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies: this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting: participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups: use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies: ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys: get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing: tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing: ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project. Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty. But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

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How to write a research proposal

Advice and guidance on writing a proposal for a student research project.

Purpose of a Research Proposal

A research proposal should describe what you will investigate, why it is important to the discipline and how you will conduct your research.

Simply put, it is your plan for the research you intend to conduct. All research proposals are designed to persuade someone about how and why your intended project is worthwhile. 

In your proposal you will need to explain and defend your choices. Always think about the exact reasons why you are making specific choices and why they are the best options available to you and your project. 

Your research proposal aims should be centred on: 

• Relevance - You want to convince the reader how and why your research is relevant and significant to your field and how it is original. This is typically done in parts of the introduction and the literature review.
• Context - You should demonstrate that you are familiar with the field, you understand the current state of research on the topic and your ideas have a strong academic basis (i.e., not simply based on your instincts or personal views). This will be the focus of your introduction and literature review. 
• Approach - You need to make a case for your methodology, showing that you have carefully thought about the data, tools and procedures you will need to conduct the research. You need to explicitly defend all of your choices. This will be presented in the research design section. 
• Feasibility - You need to demonstrate clearly that your project is both reasonable and feasible within the practical constraints of the course, timescales, institution or funding. You need to make sure you have the time and access to resources to complete the project in a reasonable period. 

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Our Research Writing workshop will look at some of the main writing challenges associated with writing a large-scale research project and look at strategies to manage your writing on a day-to-day basis. It will identify ways to plan, organise and map out the structure of your writing to allow you to develop an effective writing schedule and make continuous progress on your dissertation project.

Proposal format

The format of a research proposal varies between fields and levels of study but most proposals should contain at least these elements: introduction, literature review, research design and reference list.

Generally, research proposals can range from 500-1500 words or one to a few pages long. Typically, proposals for larger projects such as a PhD dissertation or funding requests, are longer and much more detailed.

Remember, the goal of your research proposal is to outline clearly and concisely exactly what your research will entail and accomplish, how it will do so and why it is important. If you are writing to a strictly enforced word count, a research proposal can be a great test of your ability to express yourself concisely!

Introduction

The first part of your proposal is the initial pitch for your project, so make sure it succinctly explains what you want to do and why. In other words, this is where you answer the reader’s “so what?” It should typically include: introducing the topic , outlining your problem statement and research question(s) and giving background and context. Some important questions to shape your introduction include: 

• Who has an interest in the topic (e.g. scientists, practitioners, policymakers, particular members of society)?
• How much is already known about the problem and why is it important?
• What is missing from current knowledge and why?
• What new insights will your research contribute?
• Why is this research worth doing?

If your proposal is very long, you might include separate sections with more detailed information on the background and context, problem statement, aims and objectives, and importance of the research.

Literature Review 

It’s important to show that you’re familiar with the most important research on your topic. A strong literature review convinces the reader that your project has a solid foundation in existing knowledge or theory (i.e. how it relates to established research in the field).

Your literature review will also show that you’re not simply repeating what other people have already done or said. This is also where you explain why your research is necessary. You might want to consider some of the following prompts:

• Comparing and contrasting: what are the main theories, methods, debates and controversies?
• Being critical: what are the strengths and weaknesses of different approaches?
• Showing how your research fits in: how will you build on, challenge or synthesise the work of others? 
• Filling a gap in the existing body of research: why is your idea innovative? 

Research design and methods

Following the literature review, it is a good idea to restate your main objectives, bringing the focus back to your own project. The research design/ methodology section should describe the overall approach and practical steps you will take to answer your research questions. You also need to demonstrate the feasibility of the project keeping in mind time and other constraints. 

You should definitely include:

• Qualitative vs quantitative research? Combination? 
• Will you collect original data or work with primary/secondary sources? 
• Is your research design descriptive, correlational or experimental? Something completely different?
• If you are undertaking your own study, when and where will you collect the data? How will you select subjects or sources? Ethics review? Exactly what or who will you study?
• What tools and procedures will you use (e.g. systematic reviews, surveys, interviews, observation, experiments, bibliographic data) to collect your data? 
• What tools/methods will you use to analyse your data? 
• Why are these the best methods to answer your research question(s)? This is where you should justify your choices. 
• How much time will you need to collect the data? 
• How will you gain access to participants and sources?
• Do you foresee any potential obstacles and if so, how will you address them?

Make sure you are not simply compiling a list of methods. Instead, aim to make an argument for why this is the most appropriate, valid and reliable way to approach answering your question. Remember you should always be defending your choices! 

Implications and Contributions to Knowledge

To ensure you finish your proposal on a strong note, it is a good idea to explore and/or emphasise the potential implications of the research. This means: what do you intend to contribute to existing knowledge on the topic?

Although you cannot know the results of your research until you have actually done the work, you should be going into the project with a clear idea of how your work will contribute to your field. This section might even be considered the most critical to your research proposal’s argument because it expresses exactly why your research is necessary. 

You should consider covering at least some of the following topics:

• Ways in which your work can challenge existing theories and assumptions in your field. 
• How your work will create the foundation for future research and theory. 
• The practical value your findings will provide to practitioners, educators and other academics in your field. 
• The problems or issues your work can potentially help to resolve. 
• Policies that could be impacted by your findings. 
• How your findings can be implemented in academia or other settings and how this will improve or otherwise transform these settings. 

This part is not about stating the specific results that you expect to obtain but rather, this is the section where you explicitly state how your findings will be valuable. 

This section is where you want to wrap it all up in a nice pretty bow. It is just like the concluding paragraph that you would structure and craft for a typical essay. You should briefly summarise your research proposal and reinforce your research purpose. 

Reference List or Bibliography

Your research proposal MUST include proper citations for every source you have used and full references. Please consult your departmental referencing styles to ensure you are citing and referencing in an appropriate way. 

Common mistakes to avoid 

Try and avoid these common pitfalls when you are writing your research proposal: 

• Being too wordy: Remember formal does not mean flowery or pretentious. In fact, you should really aim to keep your writing as concise and accessible as possible. The more economically you can express your goals and ideas, the better. 
• Failing to cite relevant information/sources: You are adding to the existing body of knowledge on the subject you are covering. Therefore, your research proposal should reference the main research pieces in your field (while referencing them correctly!) and connect your proposal to these works in some way. This does not mean just communicating the relevance of your work, it should explicitly demonstrate your familiarity with the field. 
• Focusing too much on minor issues: Your research is most likely important for so many great reasons. However, they do not all need to be listed in your research proposal. Generally, including too many questions and issues in your research proposal can serve as a red flag and detract from your main purpose(s). This will in turn weaken your proposal. Only involve the main/key issues you plan to address. 
• Failing to make a strong argument for your research: This is the simplest way to undermine your proposal. Your proposal is a piece of persuasive and critical writing . This means that, although you are presenting your proposal in an academic and hopefully objective manner, the goal is to get the reader to say ‘yes’ to your work. 
• Not polishing your writing : If your proposal has spelling or grammatical errors, an inconsistent or inappropriate tone or even just awkward phrasing it can undermine your credibility. Check out some of these resources to help guide you in the right direction: Manchester Academic Phrasebank , Proofreading Guide , Essay Checklist and Grammar Guide . Remember to double and triple check your work. 

Links and Resources

You might also need to include a schedule and/or a budget depending on your requirements. Some tools to help include: 

• Manchester University Academic Phrasebank
• Leeds Beckett Assignment Calculator
• Calendarpedia

Related information

Dissertation planning

Writing a literature review

Research methods

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• Acknowledgments

The goal of a research proposal is twofold: to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting research are governed by standards of the predominant discipline in which the problem resides, therefore, the guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and benefits derived from the study's completion.

Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.

How to Approach Writing a Research Proposal

Your professor may assign the task of writing a research proposal for the following reasons:

• Develop your skills in thinking about and designing a comprehensive research study;
• Learn how to conduct a comprehensive review of the literature to determine that the research problem has not been adequately addressed or has been answered ineffectively and, in so doing, become better at locating pertinent scholarship related to your topic;
• Improve your general research and writing skills;
• Practice identifying the logical steps that must be taken to accomplish one's research goals;
• Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in the process of conducting scholarly research.

A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those findings. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your proposal is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish? Be clear and succinct in defining the research problem and what it is you are proposing to investigate.
• Why do you want to do the research? In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of in-depth study. A successful research proposal must answer the "So What?" question.
• How are you going to conduct the research? Be sure that what you propose is doable. If you're having difficulty formulating a research problem to propose investigating, go here for strategies in developing a problem to study.

Common Mistakes to Avoid

• Failure to be concise . A research proposal must be focused and not be "all over the map" or diverge into unrelated tangents without a clear sense of purpose.
• Failure to cite landmark works in your literature review . Proposals should be grounded in foundational research that lays a foundation for understanding the development and scope of the the topic and its relevance.
• Failure to delimit the contextual scope of your research [e.g., time, place, people, etc.]. As with any research paper, your proposed study must inform the reader how and in what ways the study will frame the problem.
• Failure to develop a coherent and persuasive argument for the proposed research . This is critical. In many workplace settings, the research proposal is a formal document intended to argue for why a study should be funded.
• Sloppy or imprecise writing, or poor grammar . Although a research proposal does not represent a completed research study, there is still an expectation that it is well-written and follows the style and rules of good academic writing.
• Too much detail on minor issues, but not enough detail on major issues . Your proposal should focus on only a few key research questions in order to support the argument that the research needs to be conducted. Minor issues, even if valid, can be mentioned but they should not dominate the overall narrative.

Procter, Margaret. The Academic Proposal.  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal. Baylor University; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

Structure and Writing Style

Beginning the Proposal Process

As with writing most college-level academic papers, research proposals are generally organized the same way throughout most social science disciplines. The text of proposals generally vary in length between ten and thirty-five pages, followed by the list of references. However, before you begin, read the assignment carefully and, if anything seems unclear, ask your professor whether there are any specific requirements for organizing and writing the proposal.

A good place to begin is to ask yourself a series of questions:

• What do I want to study?
• Why is the topic important?
• How is it significant within the subject areas covered in my class?
• What problems will it help solve?
• How does it build upon [and hopefully go beyond] research already conducted on the topic?
• What exactly should I plan to do, and can I get it done in the time available?

In general, a compelling research proposal should document your knowledge of the topic and demonstrate your enthusiasm for conducting the study. Approach it with the intention of leaving your readers feeling like, "Wow, that's an exciting idea and I can’t wait to see how it turns out!"

Most proposals should include the following sections:

I.  Introduction

In the real world of higher education, a research proposal is most often written by scholars seeking grant funding for a research project or it's the first step in getting approval to write a doctoral dissertation. Even if this is just a course assignment, treat your introduction as the initial pitch of an idea based on a thorough examination of the significance of a research problem. After reading the introduction, your readers should not only have an understanding of what you want to do, but they should also be able to gain a sense of your passion for the topic and to be excited about the study's possible outcomes. Note that most proposals do not include an abstract [summary] before the introduction.

Think about your introduction as a narrative written in two to four paragraphs that succinctly answers the following four questions :

• What is the central research problem?
• What is the topic of study related to that research problem?
• What methods should be used to analyze the research problem?
• Answer the "So What?" question by explaining why this is important research, what is its significance, and why should someone reading the proposal care about the outcomes of the proposed study?

II.  Background and Significance

This is where you explain the scope and context of your proposal and describe in detail why it's important. It can be melded into your introduction or you can create a separate section to help with the organization and narrative flow of your proposal. Approach writing this section with the thought that you can’t assume your readers will know as much about the research problem as you do. Note that this section is not an essay going over everything you have learned about the topic; instead, you must choose what is most relevant in explaining the aims of your research.

To that end, while there are no prescribed rules for establishing the significance of your proposed study, you should attempt to address some or all of the following:

• State the research problem and give a more detailed explanation about the purpose of the study than what you stated in the introduction. This is particularly important if the problem is complex or multifaceted .
• Present the rationale of your proposed study and clearly indicate why it is worth doing; be sure to answer the "So What? question [i.e., why should anyone care?].
• Describe the major issues or problems examined by your research. This can be in the form of questions to be addressed. Be sure to note how your proposed study builds on previous assumptions about the research problem.
• Explain the methods you plan to use for conducting your research. Clearly identify the key sources you intend to use and explain how they will contribute to your analysis of the topic.
• Describe the boundaries of your proposed research in order to provide a clear focus. Where appropriate, state not only what you plan to study, but what aspects of the research problem will be excluded from the study.
• If necessary, provide definitions of key concepts, theories, or terms.

III.  Literature Review

Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to the research problem under investigation . The purpose here is to place your project within the larger whole of what is currently being explored, while at the same time, demonstrating to your readers that your work is original and innovative. Think about what questions other researchers have asked, what methodological approaches they have used, and what is your understanding of their findings and, when stated, their recommendations. Also pay attention to any suggestions for further research.

Since a literature review is information dense, it is crucial that this section is intelligently structured to enable a reader to grasp the key arguments underpinning your proposed study in relation to the arguments put forth by other researchers. A good strategy is to break the literature into "conceptual categories" [themes] rather than systematically or chronologically describing groups of materials one at a time. Note that conceptual categories generally reveal themselves after you have read most of the pertinent literature on your topic so adding new categories is an on-going process of discovery as you review more studies. How do you know you've covered the key conceptual categories underlying the research literature? Generally, you can have confidence that all of the significant conceptual categories have been identified if you start to see repetition in the conclusions or recommendations that are being made.

NOTE: Do not shy away from challenging the conclusions made in prior research as a basis for supporting the need for your proposal. Assess what you believe is missing and state how previous research has failed to adequately examine the issue that your study addresses. Highlighting the problematic conclusions strengthens your proposal. For more information on writing literature reviews, GO HERE .

To help frame your proposal's review of prior research, consider the "five C’s" of writing a literature review:

• Cite , so as to keep the primary focus on the literature pertinent to your research problem.
• Compare the various arguments, theories, methodologies, and findings expressed in the literature: what do the authors agree on? Who applies similar approaches to analyzing the research problem?
• Contrast the various arguments, themes, methodologies, approaches, and controversies expressed in the literature: describe what are the major areas of disagreement, controversy, or debate among scholars?
• Critique the literature: Which arguments are more persuasive, and why? Which approaches, findings, and methodologies seem most reliable, valid, or appropriate, and why? Pay attention to the verbs you use to describe what an author says/does [e.g., asserts, demonstrates, argues, etc.].
• Connect the literature to your own area of research and investigation: how does your own work draw upon, depart from, synthesize, or add a new perspective to what has been said in the literature?

IV.  Research Design and Methods

This section must be well-written and logically organized because you are not actually doing the research, yet, your reader must have confidence that you have a plan worth pursuing . The reader will never have a study outcome from which to evaluate whether your methodological choices were the correct ones. Thus, the objective here is to convince the reader that your overall research design and proposed methods of analysis will correctly address the problem and that the methods will provide the means to effectively interpret the potential results. Your design and methods should be unmistakably tied to the specific aims of your study.

Describe the overall research design by building upon and drawing examples from your review of the literature. Consider not only methods that other researchers have used, but methods of data gathering that have not been used but perhaps could be. Be specific about the methodological approaches you plan to undertake to obtain information, the techniques you would use to analyze the data, and the tests of external validity to which you commit yourself [i.e., the trustworthiness by which you can generalize from your study to other people, places, events, and/or periods of time].

When describing the methods you will use, be sure to cover the following:

• Specify the research process you will undertake and the way you will interpret the results obtained in relation to the research problem. Don't just describe what you intend to achieve from applying the methods you choose, but state how you will spend your time while applying these methods [e.g., coding text from interviews to find statements about the need to change school curriculum; running a regression to determine if there is a relationship between campaign advertising on social media sites and election outcomes in Europe ].
• Keep in mind that the methodology is not just a list of tasks; it is a deliberate argument as to why techniques for gathering information add up to the best way to investigate the research problem. This is an important point because the mere listing of tasks to be performed does not demonstrate that, collectively, they effectively address the research problem. Be sure you clearly explain this.
• Anticipate and acknowledge any potential barriers and pitfalls in carrying out your research design and explain how you plan to address them. No method applied to research in the social and behavioral sciences is perfect, so you need to describe where you believe challenges may exist in obtaining data or accessing information. It's always better to acknowledge this than to have it brought up by your professor!

V.  Preliminary Suppositions and Implications

Just because you don't have to actually conduct the study and analyze the results, doesn't mean you can skip talking about the analytical process and potential implications . The purpose of this section is to argue how and in what ways you believe your research will refine, revise, or extend existing knowledge in the subject area under investigation. Depending on the aims and objectives of your study, describe how the anticipated results will impact future scholarly research, theory, practice, forms of interventions, or policy making. Note that such discussions may have either substantive [a potential new policy], theoretical [a potential new understanding], or methodological [a potential new way of analyzing] significance.   When thinking about the potential implications of your study, ask the following questions:

• What might the results mean in regards to challenging the theoretical framework and underlying assumptions that support the study?
• What suggestions for subsequent research could arise from the potential outcomes of the study?
• What will the results mean to practitioners in the natural settings of their workplace, organization, or community?
• Will the results influence programs, methods, and/or forms of intervention?
• How might the results contribute to the solution of social, economic, or other types of problems?
• Will the results influence policy decisions?
• In what way do individuals or groups benefit should your study be pursued?
• What will be improved or changed as a result of the proposed research?
• How will the results of the study be implemented and what innovations or transformative insights could emerge from the process of implementation?

NOTE:   This section should not delve into idle speculation, opinion, or be formulated on the basis of unclear evidence . The purpose is to reflect upon gaps or understudied areas of the current literature and describe how your proposed research contributes to a new understanding of the research problem should the study be implemented as designed.

ANOTHER NOTE : This section is also where you describe any potential limitations to your proposed study. While it is impossible to highlight all potential limitations because the study has yet to be conducted, you still must tell the reader where and in what form impediments may arise and how you plan to address them.

VI.  Conclusion

The conclusion reiterates the importance or significance of your proposal and provides a brief summary of the entire study . This section should be only one or two paragraphs long, emphasizing why the research problem is worth investigating, why your research study is unique, and how it should advance existing knowledge.

Someone reading this section should come away with an understanding of:

• Why the study should be done;
• The specific purpose of the study and the research questions it attempts to answer;
• The decision for why the research design and methods used where chosen over other options;
• The potential implications emerging from your proposed study of the research problem; and
• A sense of how your study fits within the broader scholarship about the research problem.

VII.  Citations

As with any scholarly research paper, you must cite the sources you used . In a standard research proposal, this section can take two forms, so consult with your professor about which one is preferred.

• References -- a list of only the sources you actually used in creating your proposal.
• Bibliography -- a list of everything you used in creating your proposal, along with additional citations to any key sources relevant to understanding the research problem.

In either case, this section should testify to the fact that you did enough preparatory work to ensure the project will complement and not just duplicate the efforts of other researchers. It demonstrates to the reader that you have a thorough understanding of prior research on the topic.

Most proposal formats have you start a new page and use the heading "References" or "Bibliography" centered at the top of the page. Cited works should always use a standard format that follows the writing style advised by the discipline of your course [e.g., education=APA; history=Chicago] or that is preferred by your professor. This section normally does not count towards the total page length of your research proposal.

Develop a Research Proposal: Writing the Proposal. Office of Library Information Services. Baltimore County Public Schools; Heath, M. Teresa Pereira and Caroline Tynan. “Crafting a Research Proposal.” The Marketing Review 10 (Summer 2010): 147-168; Jones, Mark. “Writing a Research Proposal.” In MasterClass in Geography Education: Transforming Teaching and Learning . Graham Butt, editor. (New York: Bloomsbury Academic, 2015), pp. 113-127; Juni, Muhamad Hanafiah. “Writing a Research Proposal.” International Journal of Public Health and Clinical Sciences 1 (September/October 2014): 229-240; Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005; Procter, Margaret. The Academic Proposal. The Lab Report. University College Writing Centre. University of Toronto; Punch, Keith and Wayne McGowan. "Developing and Writing a Research Proposal." In From Postgraduate to Social Scientist: A Guide to Key Skills . Nigel Gilbert, ed. (Thousand Oaks, CA: Sage, 2006), 59-81; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences , Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

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Research statements for faculty job applications

The purpose of a research statement.

The main goal of a research statement is to walk the search committee through the evolution of your research, to highlight your research accomplishments, and to show where your research will be taking you next. To a certain extent, the next steps that you identify within your statement will also need to touch on how your research could benefit the institution to which you are applying. This might be in terms of grant money, faculty collaborations, involving students in your research, or developing new courses. Your CV will usually show a search committee where you have done your research, who your mentors have been, the titles of your various research projects, a list of your papers, and it may provide a very brief summary of what some of this research involves. However, there can be certain points of interest that a CV may not always address in enough detail.

• What got you interested in this research?
• What was the burning question that you set out to answer?
• What challenges did you encounter along the way, and how did you overcome these challenges?
• How can your research be applied?
• Why is your research important within your field?
• What direction will your research take you in next, and what new questions do you have?

While you may not have a good sense of where your research will ultimately lead you, you should have a sense of some of the possible destinations along the way. You want to be able to show a search committee that your research is moving forward and that you are moving forward along with it in terms of developing new skills and knowledge. Ultimately, your research statement should complement your cover letter, CV, and teaching philosophy to illustrate what makes you an ideal candidate for the job. The more clearly you can articulate the path your research has taken, and where it will take you in the future, the more convincing and interesting it will be to read.

Separate research statements are usually requested from researchers in engineering, social, physical, and life sciences, but can also be requested for researchers in the humanities. In many cases, however, the same information that is covered in the research statement is often integrated into the cover letter for many disciplines within the humanities and no separate research statement is requested within the job advertisement. Seek advice from current faculty and new hires about the conventions of your discipline if you are in doubt.

Timeline: Getting Started with your Research Statement

You can think of a research statement as having three distinct parts. The first part will focus on your past research, and can include the reasons you started your research, an explanation as to why the questions you originally asked are important in your field, and a summary some of the work you did to answer some of these early questions.

The middle part of the research statement focuses on your current research. How is this research different from previous work you have done, and what brought you to where you are today? You should still explain the questions you are trying to ask, and it is very important that you focus on some of the findings that you have (and cite some of the publications associated with these findings). In other words, do not talk about your research in abstract terms, make sure that you explain your actual results and findings (even if these may not be entirely complete when you are applying for faculty positions), and mention why these results are significant.

The final part of your research statement should build on the first two parts. Yes, you have asked good questions, and used good methods to find some answers, but how will you now use this foundation to take you into your future? Since you are hoping that your future will be at one of the institutions to which you are applying, you should provide some convincing reasons why your future research will be possible at each institution, and why it will be beneficial to that institution, or to the students at that institution.

While you are focusing on the past, present, and future or your research, and tailoring it to each institution, you should also think about the length of your statement and how detailed or specific you make the descriptions of your research. Think about who will be reading it. Will they all understand the jargon you are using? Are they experts in the subject, or experts in a range of related subjects? Can you go into very specific detail, or do you need to talk about your research in broader terms that make sense to people outside of your research field focusing on the common ground that might exist? Additionally, you should make sure that your future research plans differ from those of your PI or advisor, as you need to be seen as an independent researcher. Identify 4-5 specific aims that can be divided into short-term and long-term goals. You can give some idea of a 5-year research plan that includes the studies you want to perform, but also mention your long-term plans, so that the search committee knows that this is not a finite project.

Another important consideration when writing about your research is realizing that you do not perform research in a vacuum. When doing your research you may have worked within a team environment at some point, or sought out specific collaborations. You may have faced some serious challenges that required some creative problem-solving to overcome. While these aspects are not necessarily as important as your results and your papers or patents, they can help paint a picture of you as a well-rounded researcher who is likely to be successful in the future even if new problems arise, for example.

Follow these general steps to begin developing an effective research statement:

Step 1: Think about how and why you got started with your research. What motivated you to spend so much time on answering the questions you developed? If you can illustrate some of the enthusiasm you have for your subject, the search committee will likely assume that students and other faculty members will see this in you as well. People like to work with passionate and enthusiastic colleagues. Remember to focus on what you found, what questions you answered, and why your findings are significant. The research you completed in the past will have brought you to where you are today; also be sure to show how your research past and research present are connected. Explore some of the techniques and approaches you have successfully used in your research, and describe some of the challenges you overcame. What makes people interested in what you do, and how have you used your research as a tool for teaching or mentoring students? Integrating students into your research may be an important part of your future research at your target institutions. Conclude describing your current research by focusing on your findings, their importance, and what new questions they generate.

Step 2: Think about how you can tailor your research statement for each application. Familiarize yourself with the faculty at each institution, and explore the research that they have been performing. You should think about your future research in terms of the students at the institution. What opportunities can you imagine that would allow students to get involved in what you do to serve as a tool for teaching and training them, and to get them excited about your subject? Do not talk about your desire to work with graduate students if the institution only has undergraduates! You will also need to think about what equipment or resources that you might need to do your future research. Again, mention any resources that specific institutions have that you would be interested in utilizing (e.g., print materials, super electron microscopes, archived artwork). You can also mention what you hope to do with your current and future research in terms of publication (whether in journals or as a book), try to be as specific and honest as possible. Finally, be prepared to talk about how your future research can help bring in grants and other sources of funding, especially if you have a good track record of receiving awards and fellowships. Mention some grants that you know have been awarded to similar research, and state your intention to seek this type of funding.

Step 3: Ask faculty in your department if they are willing to share their own research statements with you. To a certain extent, there will be some subject-specific differences in what is expected from a research statement, and so it is always a good idea to see how others in your field have done it. You should try to draft your own research statement first before you review any statements shared with you. Your goal is to create a unique research statement that clearly highlights your abilities as a researcher.

Step 4: The research statement is typically a few (2-3) pages in length, depending on the number of images, illustrations, or graphs included.  Once you have completed the steps above, schedule an appointment with a career advisor to get feedback on your draft. You should also try to get faculty in your department to review your document if they are willing to do so.

Explore other application documents:

How to Prepare a PhD Research Plan/Schedule?

PhD research plan is a structured schedule for completing different objectives and milestones during a given timeframe. Scholars are usually unaware of it. Let us find out how to prepare it. 

Between March 2021 to 2022, I read almost 15 different research proposals from students (for their projects) and only a single one, I found, with a comprehensive research plan for 3 years. Which is still not, kind of practical, probably copied from other students. 

Such entities are not known to over 90% of students, if some know that because their university asked for but unfortunately, this basic procedure lacks penetration among students. I don’t know the exact reason, but students lack a basic understanding of the research process. 

Meaning, that they don’t know or perhaps don’t complete their course work needly. PhD research requires many documents, SOPs and write-ups, before even starting it. For example, a rough research plan, research proposal, initial interview, competence screening, grant proposal and so on. 

However, the requirement varies among universities and thus knowledge regarding basic procedures often also varies among students. So I’m not blaming students but certainly, it is the fault of the university side, as well.  

When you come up with a research proposal with a research schedule or entire plant, certainly it will create a positive image and good reputation. So it is important. But how to prepare it? 

Hey, there I’m Dr Tushar, a PhD tutor and coach. In this article, we will understand how we can prepare a structured plan for the PhD research and how to execute it. 

So let’s get started.  

How to prepare a PhD research plan/schedule?

A PhD research plan or schedule can be prepared using the GANTT chart which includes a month, semester or year-wise planning of the entire PhD research work. 

First, enlist goals and objectives.

It’s not about your research objective enlisted in your proposal. I’m talking about the objectives of your PhD. Take a look at some of the objectives.

Note that these are all the objectives that should be completed during the PhD, but not limited to a specific subject. Note you have to show how you can complete or achieve each objective during the entire tenure of your work. 

And that is what the plan/schedule is all about. Next, explain the time duration. The time required to complete each goal, roughly. For example, a semester or a year to complete the course work or 4 to 8 months for completion of ethical approval. 

Now two things must be known to you, at this point in time. 

• First, enlist the time required to complete each objective, as aforementioned. 
• Second, what goals would you complete during each semester?

For instance, course work takes a semester to complete, but during the period a scholar can also craft their PhD research title, research proposal, ethical approval and grant proposals. 

Now it is also crucial to know that there is no time bound to complete goals, but it should be completed as you explained. Let’s say you can plant it for 3 years, 4 or even 5 years depending on the weightage of your work. 

In summary, the answer to the question of how to prepare a research plan is, 

• Enlist your goals or objectives. 
• Decide the time required to complete each goal.
• Prepare a GANTT chart.  

Now you have prepared zero-date planning for your research but how to present it? The answer is a GANTT chart.   

GANTT chart for PhD research plan: 

GANTT chart is a task manager and graphical presentation of how and how many tasks are completed or should be completed against a given time duration. Take a look at the image below. 

How can you prepare one?

Open MS Excel (on Windows) or numbers (on Mac).

Enlist goals or objectives in a column. 

Enlist years (duration of PhD) in a row and bifurcate them into individual semesters. You can also prepare a month-wise plan, that’s totally up to you. In my opinion, semester-wise planning is good because research is a lengthy and time-consuming process. So monthly planning would not work. 

To make a chart more attractive and readable use colors, as I used. Now mark a ‘cell’ against a column and row showing the objective which you are going to complete in a semester. Take a look. 

After the end of this, your GANTT chart would look like this. 

You can prepare a month-wise planning, individual semester-wise planning and goal-wise planning etc. I will explain these things in upcoming articles on 5 different types of GANTT charts for PhD.  

Custom writing services: 

If you find difficulties in preparing a research plan, synopsis, proposal or GANTT chart. We can work on behalf of you. Our costume services are, 

• Synopsis writing 
• Project writing 
• Research proposal writing 
• Research planning and GANTT chart preparation. 

You can contact us at [email protected] or [email protected] to get more information. 

Wrapping up: 

Planning and executing a research schedule are two different things. Oftentimes, students just prepare as per the requirements and then do work as per their convenience. Then they are stuck in one place and just work around the time. 

Plan things. Make your own GANTT chart, put it on your work table or stick it on a wall so that you can see it daily. Try to achieve each goal in time. Trust me things will work and you will complete your PhD before anyone else.  

Dr. Tushar Chauhan is a Scientist, Blogger and Scientific-writer. He has completed PhD in Genetics. Dr. Chauhan is a PhD coach and tutor.

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Research Strategic Plan

In 2019, the Department of Medicine invested considerable effort and resources to devising a strategic plan that will provide a roadmap for our research mission today and into the future.

This work was guided by a Research Planning Committee that convened throughout the first half of 2019, reviewing the current state of research in the Department, generating recommendations for strengthening our research efforts, and developing the following plan. Many of our faculty and research administrators participated and contributed ideas as part of this process—through interviews, a survey, and robust discussions at the 2019 Research Retreat.

The result of this combined effort is the clear, direct, ambitious, and ultimately achievable research strategic plan that follows.

We identified five strategies for achieving our vision.

We will foster the success of our current faculty by enhancing our faculty development, mentoring, and funding programs while also strengthening the pipeline of the next generation of outstanding investigators in Medicine.

Lead: Andrew Alspaugh, MD

Initiatives:

• Strengthen faculty career development programs (Xunrong Luo, Matthew Crowley)
• Build a diverse and inclusive Department of Medicine (Laura Svetkey, Julius Wilder)
• Foster a culture of outstanding mentorship in the Department (Alspaugh, Cathleen Colon-Emeric)
• Expand physician-scientist recruitment and programmatic support (Rodger Liddle, Matt Hirschey)
• Launch a Department partnership hires program (Xunrong Luo, Chris Holley)
• Expand cadre of independent PhD investigators (Scott Palmer, Amy Porter-Tacoronte)

We will enhance our partnerships with other departments, centers, institutes, schools, and programs across Duke University.

Lead:  David Simel, MD, vice chair for veterans affairs

• Duke Clinical Research Institute
• Duke Cancer Institute
• Durham VA Medical Center
• Duke Molecular Physiology Institute
• Pratt School of Engineering and MEDx
• Duke Human Vaccine Institute
• Duke Global Health Institute
• Center for Applied Genomics and Precision Medicine

We will solidify a leadership position in data science by leveraging the clinical disease expertise of our faculty; building our data assets; and improving our data collection, storage and analytics resources.

Lead: Chetan Patel, MD, vice chair for clinical affairs

• Cultivate DOM data assets into open science platform
• Augment biostatistics & bioinformatics resources
• Create new leadership role for data science
• Implement learning health units
• Continue implementation of Science Culture and Accountability Plan

We will foster a community and culture of rich scientific investigation by making research easier while achieving the highest levels of research integrity.

Lead: Erica Malkasian

• Provide outstanding grants and administrative support to investigators
• Position Duke as a leader in site-based research
• Develop next-generation biorepository capabilities
• Catalyze innovation and entrepreneurship
• Expand international research efforts

We will invest in emerging research content and method areas that leverage our strengths and address important unmet patient-centered medical needs.

Lead: Heather Whitson, MD

Cross-cutting themes:

• Immunology, inflammation & fibrosis
• Aging, resilience & pain
• Energy, obesity & metabolic disease
• Precision medicine
• Population health & disparities research

To learn more about our research strategies and initiatives, contact

• Scott Palmer, MD, MHS, Vice Chair for Research
• Saini Pillai, MBA, Senior Program Coordinator, Research

• CREd Library , Planning, Managing, and Publishing Research

Developing a Five-Year Research Plan

Cathy binger and lizbeth finestack, doi: 10.1044/cred-pvd-path006.

The following is a transcript of the presentation videos, edited for clarity.

What Is a Research Plan, and Why Do You Need One?

Presented by Cathy Binger

First we’re going to talk about what a research plan is, why it’s important to write one, and why five years—why not one year, why not ten years. So we’ll do some of those basic things, then Liza is going to get down and dirty into the nitty-gritty of “now what” how do I go about writing that research plan.

First of all, what is a research plan? I’m sure some of you have taken a stab at these already. In case you haven’t, this is a real personalized map that relates your projects to goals. It’s exactly what it sounds like, it’s a plan of how you’re going to go about doing your research. It doesn’t necessarily just include research.

It’s something that you need to put a little time and effort into in the beginning. And then, if you don’t revisit it, it’s really a useless document. It’s something that you need to come back to repeatedly, at least annually, and you need to make it visible. So it’s not a document that sits around and once a year you pull it out and look at it.

It can and should be designed, especially initially, with the help of a mentor or colleague. And it does serve multiple purposes, with different lengths and different amounts of detail.

I forgot to say, too, getting started, the slides for this talk were started using as a jumping off point Ray Kent’s talk from last year. So some of the slides we’ve borrowed from him, so many thanks to him for that.

But why do we want to do a research plan? Well, to me the big thing is the vision. Dr. Barlow talked this morning about your line of research and really knowing where you want to go, and this is where that shows up with all the nuts and bolts in place.

What do you want to accomplish? What do you want to contribute? Most of you are at the stage in your career where maybe you have started out with that you want to change the world scenario and realized that whatever you wanted your first research project to be, really, is your entire career. You need to get that down to the point where it is manageable projects that you can do—this is where you map out what those projects are and set reasonable timelines for that.

You want to really demonstrate your independent thinking and your own creativity, whatever that is that you then establish as a PhD student, postdoc, and beyond—this is where you come back to, okay, here’s how I’m going to go about achieving all of that.

This next point, learning to realistically gauge how long it takes to achieve each goal, this for most of us is a phenomenally challenging thing to do. Most of us really overestimate what we can do in a certain amount of time, and we learn the hard way that you can’t, and that’s another reason why you keep coming back to these plans repeatedly and learning over time what’s really manageable, what’s really doable, so we can still reach our goals and be very strategic about how we do that.

When you’re not strategic, you just don’t meet the goals. Your time gets sucked into so many different things. We need to be really practical and strategic.

Everything we do is going to take longer than we think.

I think this last one is something that maybe we don’t talk about enough. Really being honest with ourselves about the role of research in our lives. Not all of you are at very high-level research universities. Some of you have chosen to go elsewhere, where research maybe isn’t going to be playing the same role as it is for other people. The research plan for someone at an R One research intensive university is going to look quite different from someone who is at a primary teaching university. We need to be open and practical about that.

Getting sidetracked. I love this picture, I just found this picture the other day. This feels like my life. You can get pulled in so many different directions once you are a professor. You will get asked to do a thousand different things. There are lots of great opportunities that are out there. Especially initially, it’s tempting to say yes to all of them. But if you’re going to be productive, you have to be very strategic. I’m going to be a little bit sexist against my own sex here for a minute, but my observation has been that women tend to fall into this a little bit more than men do in wanting to say yes and be people pleasers for everything that comes down the pike.

It is a professional skill to learn how to say no. And to do that in such a way that you are not burning bridges as you go down the path. That is a critical skill if you are going to be a successful researcher. I can’t tell you how many countless people I’ve seen who are very bright, very dedicated, have the skills that it takes in terms of doing the work—but then they are not successful because they’ve gotten sidetracked and they try to be too much of a good citizen, give too much service to the department, too much “sure I’ll take on that extra class” or whatever else comes down the line.

I just spoke with a professor recently who had something like five hours a week of office hours scheduled every single week for one class. Margaret is shaking her head like “are you kidding?” That’s crazy stuff. But he wanted to really support his students. His students loved him, but he was not going to get tenure. That’s the story.

So we have to be very thoughtful and strategic, and what can help you with this, and ASHA very firmly recognizes which is why we’re here—is that your mentors in your life should be there to help you learn these skills and learn what to say yes to, and learn what to say no to. I’ve learned to say things like, “Let me check with my mentor before I agree to that.” And it gives you a way out of that. The line that I use a lot is, “Let me check with my department head” or, I just said this to somebody last week, “I just promised my department head two weeks ago that I would only do X number of external workshops this year, so I’m going to have to turn this one down.” Those are really important skills to develop.

And having that research plan in place that you can go back to and say, know what, it’s not on my plan I can’t do it. If I do it—I have to go back to my research plan and figure out what I’m going to kick off in order to review this extra paper, in order to take on this extra task. The plan also helps me to know exactly what to say no to. And to be very direct and have a very strong visual.

I actually have my research plan up on a giant whiteboard in my office, so I can always go back to that and see where I am, and I can say, “Okay, what am I going to kick off of here? Nothing. Okay, I have to say no to whatever comes up.” Just be strategic. This is where I see most beginning professors really end up taking that wrong fork in the road—taking that right instead of that left, and ending up not being the successful researcher that they wanted to be.

What evidence supports research planning? This was something Ray Kent had found. That a recent analysis had found that postdoc scholars who developed a written plan with their postdoc advisers were much more productive than those who didn’t. And your performance during a postdoc—and I know many of you have either finished your postdoc or decided not to—so more simply, just during those first six years, the decisions you make really do establish the foundation for the rest of your professional life. It’s very important to get started and get off on the right foot.

I love this quote, I just found it the other day: “Productivity is never an accident. It is always the result of a commitment to excellence, intelligent planning, and focused effort.”

What we see with productivity is that postdoc scholars who developed written productivity expectations with their advisers were more productive than those who didn’t. You see 23% more papers submitted, 30% more first-author papers, and more grant proposals as well.

So why five years? I’m going to start with number 5. It’s long enough to build a program of research, but short enough to deal with changing circumstances. That’s really the long and the short of the matter. As well as these other things as well that I won’t take the time to go through point by point.

What Should a Five-Year Plan Include?

Presented by Lizbeth Finestack

So, thinking about a five-year research plan, I like to think about it like your major “To Do List.” It’s what you’re going to accomplish in five years. Start thinking: What is going to be on my to do list?

You can also think about it like: Okay, I have research. I’ve got to do research. Maybe think about this as one big bucket, or maybe one humongous silo. I have some farm themes going on. Cathy was just on a farm, so I thought I’d tie that in.

So here’s your big silo. You can call that your research silo.

But more realistically, you need to think about it like separate buckets, separate silos, where research is just one of those. Just like Cathy indicated, there’s going to be lots of other things coming up that you’re going to have to manage. They are going to have to be on your to do list, you need to figure out how to fit everything in.

What all those other buckets or silos are, are really going to depend on your job. And maybe the size of the silos, and the size of the buckets are going to vary depending on where you are, what the expectations are at your institution.

That’s important to keep in mind, and Cathy said this too, it’s not going to be the same for everyone. The five-year plan has to be your plan, your to do list.

Here are some buckets or some silos that I have on my list and the way that I break it up, this is just one example, take it or leave it.

The first three are all very closely related, right? Thinking about grants, thinking about research, thinking about publications. I’m going to define grants as actual writing, getting the grant, getting the money.

Research is what you’re going to do once you get that money. Steps you need to take before you are getting the money. Any sorts of projects, the lab work, that’s why I have the lab picture there. Of course, publications are part of the product—what’s coming out of the research—but it also cycles in because you need publications to support that you are a researcher to apply for funding and show you have this line of research that you’ve established and you’ll be able to continue. So, those first three are really closely related. And that’s where I’ll go next. And then have teaching and service you see here at the bottom.

So thinking about research, in that broad sense. As you’re writing your five-year plan you’re going to want to think of, “What’s my long-term goal?” There’s lots of ways to think of long-term goals. You could think, before I die, this is what I want to accomplish. For me I kind of have that. My long-term goal is that I’m going to find the most effective and efficient interventions for kids with language impairment. Huge broad goal. But within that I can start narrowing it down.

Where am I within that? Within the next five years or maybe the next ten years, what is it I want to accomplish towards that goal. Then start thinking about: In order to accomplish that goal, what are the steps I need to take? Starting to break it down a little bit. Then it’s also going to be really important to think: where are you going to start? Where are you now? What do you need to have happen? And is it reasonable to accomplish this goal within five years? Is it going to take longer? Maybe you could do it in a couple years? Start thinking about the timeline that’s going to work for you.

Then thinking about your goals—and everyone’s program is going to be different, like I said, there’s going to be a lot of individual needs, preferences. So it might be the case that you have this one long-term goal that you’re aiming for. Long-term goal in the sense of, maybe, what you want to study in your R01, perhaps something like that. But in order to get to that point, you’re going to have several short-term goals that need to be accomplished.

Or maybe it’s the case that you have two long-term goals. And with each of those you’re going to have multiple short-term goals that you’re working on. Maybe the scope of each of these long-term goals is a little bit less than in that first scenario.

Start thinking about my research, what I want to do, and how it might fit into these different circumstances.

Also thinking about your goals, this is a slide from Ray Kent from last year, was thinking about the different types of projects you might want to pursue, and thinking about ones that are definitely well on your way. They are safe bets. You have some funding. They are going to lead directly into your longer-term plan.

Those are going to be your front burner—things you can easily focus on. That said, don’t put everything there.

You can also have things on the back burner. Things that really excite you, might have huge benefits, big pay. But you don’t want to spend all of your time there because they could be pretty risky.

Start thinking about where you’re putting your time. Are you putting it all on this high-risk thing that if it doesn’t pan out you’re going to be in big trouble? Or balancing that somewhat with your front burner. Making that steady progress that will lead directly to help fund an R01 or whatever the mechanism that you’re looking for.

Then, thinking about your goals—if you have multiple long-term goals, or thinking about your short-term goals, you could think about your process. Is it something where you need to do study 1 then study 2, then study 3—each of those building on each other, that’s leading to that long-term goal. In many cases, that is the case, where you have to get information from the first study which is going to lead directly to the second study and so forth.

Or is it the case that you can be working on these three short-term goals simultaneously? Spreading your resources at the same time. Maybe it will take longer for any one study, but across a longer period of time you’ll get the information that you need to reach that long-term goal.

Lots and lots of different ways to go about it. The important thing is to think about what your needs are and what makes the most sense for you.

Here’s my own little personal example. Starting over here, I have my dissertation study. My dissertation study was this early efficacy study looking at one treatment approach using novel forms that really can’t generalize to anything too useful, but it was important.

Then I did a follow up study, where I was taking that same paradigm, looking to see where kids with typical development perform on the task. So I have these two studies, and they served as my preliminary studies for an R03. So I just finished an R03 where I was looking at different treatment approaching for kids with primary language impairment. At the same time, while conducting my R03, I’m also looking at some different approaches that might help with language development. Also conducting surveys to see what current practices are.

I have these three projects going on simultaneously, that are going to lead to a bigger pilot study that are going to feed directly into my R01. All of this will serve as preliminary data to go into an R01.

Start thinking about your projects, what you have. Maybe starting with your dissertation project or work that you’re doing as a postdoc as seeing how that can feed into your long-term goal. And really utilizing it, building on it, to your benefit.

That’s all fine and dandy. You can draw these great pictures. But you still have to break it down some more. It’s not like, “Oh, I’m just going to do this project.” There are other steps involved, and lots of the time these steps are going to be just as time consuming.

Starting to think about: well, if you have the funding. Saying, “I want to do this study, but I have no money to do it.” What are the steps in order to get the money to do it? Do you have a pilot study? What do you need?

Start thinking about the resources? Do you need to develop stimuli, protocols, procedures? Start working on that. All of these can be very time consuming, and if you don’t jump on that immediately, it’s going to delay when you can start that project.

Thinking about IRB. Relationships for recruitment, if you’re working with special populations especially? Do you have necessary personnel, grad students, people to help you with the project? Do you need to train them? What’s the timeline of the study?

Start thinking about all these pieces, and how they are going to fit in that timeline.

This is one way that might help you start thinking about the resources that you need. This is online—Ray Kent had it in his talk, and when I was doing my searches I came across it too and I have the website at the end. Just different ways to think about the resources you might need.

Let’s talk about mapping it out. You have your long-term goal. You have your short-term goals. You’re breaking it down thinking about all those little steps that you need to accomplish. We gotta put it on a calendar. When is it going to happen?

This is an example—you might have your five years. Each month plugging in what are you going to accomplish by that time. Maybe it’s when are grant applications due? It’s going to be important to put those on there to go what do I need to do to make that deadline. Maybe it’s putting when you’re going to get publications out. Things like that.

Honestly, looking at this drives me a little bit crazy, it seems a bit overwhelming. But it’s important to get to these details.

This is an example from, I did Lessons for Success a few years ago and they had their format for doing your plan. I wrote out all my projects, started thinking about all the different aspects. So if something like this works for you, by all means you could use that type of procedure.

Here’s a grid that Ray Kent showed last year. We’re breaking it down by semester. Thinking about each of your semesters, what manuscripts you’re going to be working on, what data collection, your grant applications. Starting to get into some of those other buckets: course preparation, conference submissions.

We also need to include teaching and service.

You probably can’t see this very well. This is similar to that last slide Ray Kent had used last year.

I have my five year plan: what studies I want to accomplish, start thinking about breaking it down.

Then at the beginning of each semester, I fill in a grid like this. Where at the top, I have each of my buckets. I have my grant bucket, my writing bucket which is going to include publications. I also include doing article reviews in my writing bucket, because that’s my writing time. My teaching bucket, my research bucket. Then at the end, my service bucket.

At the beginning of the semester, I think about the big things I want to accomplish. I list those at the top. Then at the beginning of each month, I say, okay what are the things I’m going to accomplish this month, write those in. Then at the beginning of each week, I start looking at whether I’m dedicating any time to the things I said I was going to do that month. I start listing those out saying, this is the amount of time I’m going to spend on that. Of course, I have to take data on what I actually do, so I plug in how much time I’m spending on each of the tasks. Then I graph it, because that’s rewarding to see how much time you’re spending on things, and I get a little side-tracked sometimes.

Think about a system that will help you keep on track, to make sure you’re meeting the goals that you want to meet in terms of your research. But also getting the other things done that you need to get done in terms of teaching and service.

Discussion and Questions

Compiled from comments made during the Pathways 2014 and 2015 conferences. (Video unavailable.)

Building Flexibility into Your Five-Year Plan Comments by Ray Kent, University of Wisconsin-Madison

The five-year plan is not a contract. It’s a map or a compass. A general set of directions to help you plan ahead. It’s not even a contract with yourself, because it will inevitably be revised in some ways.

Sometimes cool things land in your lap. Very often it turns out that through serendipity or whatever else, you find opportunities that are very enticing. Some of those can be path to an entirely new line of research. Some of them can be a huge distraction and a waste of time. It’s a really cool part of science that new things come along. If we put on blinders and say, “I’m committed to my research plan,” and we don’t look to the left or the right, we’re really robbing ourselves of much of the richness of the scientific life. Science is full of surprises, and sometimes those surprises are going to appear as research projects. The problem is you don’t want to redirect all your time and resources to those until you’re really sure they are going to pay off. I personally believe, some of those high risk but really appealing projects are things you can nurse along. You can devote some time and build some collaborations – far enough to determine how realistic and viable they are. That’s important because those things can be the core of your next research program.

It’s very easy to get overcommitted. We all know people who always say “yes”—and we know those people, and they are often disappointing because they can’t get things done. It’s important to have new directions, but limit them. Don’t say, “I’m going to have 12 new directions this year.” Maybe one or two. Weigh them carefully. Talk about them with other people to get a judgment about how difficult it might be to implement them. It enriches science: not only our knowledge, but the way we acquire new knowledge. A psychologist, George Miller—this is the guy with the magic number 7 +- 2—when we interviewed him years ago at Boystown, he said, “My conviction is that everybody should be able to learn a new area of study within three months.” That’s what he thought for a scientist was a goal.

The idea is that you can learn new things. And that’s very important because when you think of it in terms of a 30-year career, how likely is it that the project that you’re undertaking at age 28 is the same project you’ll be working on at age 68? Not very likely. You’re going to be reinventing yourself as a scientist. And reinventing yourself is one of the most important things you can do, because otherwise you’re going to be dead wood. Some projects aren’t worth carrying beyond five or ten years. They have an expiration date.

Building Risk into Your Five-Year Plan Comments by Ray Kent, University of Wisconsin-Madison

Your doctoral study should generally be low-risk research. As you move into a postdoctoral fellowship, think about having two studies—one low-risk, one high-risk with a potential for high impact. At this time you can begin to play the risk factor a little bit differently.

When you are tenure-track you can have a mix of significance with low-risk and high-risk studies. And when you are tenured, then you can go for high risk, clinical trials, and collaborations. Because you have established your independence, so you do not need to worry about losing your visibility. You can be recognized as a legitimate member of the team.

As you plan your career, you should take risk into account. Just as you manage your money taking risk into account, we should manage our careers taking risk into account. I have met people who did not really think about that, and they embarked on some very risky procedures and wasted a lot of time and resources with very little to show for it. For example, don’t put everything into an untested technology basket. You want to be using state of the art technology, but you want to be sure it is going to give you what you need.

Other Formats and Uses of Your Research Plan Audience Comments

• If you do your job right with your job talk, there’s a lot of cross-pollination between your job talk and your research plan. Ideally your job talk tells your colleagues that this is the long-term plan that you have. And they shouldn’t be surprised when you submit a more detailed research plan. They should say, “okay this is very consistent with the job talk.” In my view, the job talk should be a crystal summary of the major aspects of that research program. Of course, much of the talk will be about a specific project or two—but it should always be embedded within the larger program. That helps the audience keep sight of the fact that you are looking at the program. You can say that this is one project that I’ve done, and I plan to do more of these, and this is how they are conceptually related. That’s a good example of why the research plan has multiple purposes – it can be a research statement, it can be the core of your job talk, it can be the nature of your elevator message, and it can be a version of your research plan for a K award application or R01 application or anything else of that nature.
• I think what’s useful is to actually draft your NIH biosketch. The new biosketch has a section called “contributions to science.” It’s really helpful to think about all your projects. It’s hard to start with a blank sheet of paper. But to have it in the format of a biosketch can be really helpful.

Avoiding Overcommitment Audience Comments

• One of the things that is amazing about planning is that if you put an estimate on the level of effort for each part of your plan, you’ll quickly find that you are living three or four lives. Some 300% of your time is spent. It’s helpful for those of us who might share my lack of ability to see constraints or limitations to reel it back and say, “I have a lot on my plate.” Which allows you to say no—which is not something we all do very well when it comes to those nice colleagues and those people you want to impress nationally and connect with. But it allows you to look at what’s planned and go, “I don’t know where I’d find the time to do that.” Which will hopefully help you stay on track.
• I keep a to do list, but I also keep a “to not do” list. One of the things I will keep on my plan is the maximum number of papers I will review in a year. If I hit that number in March, that’s it. I say no to every other paper that comes down the pike. That’s something to work out with your mentor as far as what’s realistic and what’s okay for you. Every time I get a request, I think, “That’s my reading and writing time, so what am I willing to give up. If it means I won’t be able to write on my own paper this week, am I willing to do this?”

Staying on Schedule with Reading, Writing, and Reviewing Audience Comments

• You have to do what works for you. Some people do wait for big blocks of time for writing—which are hard to come by. But the most important thing is to block off your time. Put it on your schedule, or it is the first thing that will get pushed aside.
• Another thing I’ve done with some of my colleagues is writing retreats. So maybe once a year, twice a year, we’ll get together. Usually we’ll go to a hotel or somewhere, and we’re just writing. It’s a great way to get a jumpstart on a project. Like, I need to sit down and start this manuscript, and you can keep going once you’ve got that momentum.
• My input would be that you really have to write all the time, every day. It’s a skill. I’ve found that if I take time off, my writing deteriorates. It’s something you need to keep up with.
• I would look at it like a savings account that you put money into on a daily, weekly, monthly basis. The flip side of writing is reading. I would read constantly, widely, and not just in the discipline. That will give you not only a breadth in terms of your understanding of your field and the world around you, but it will also give you an incentive to make your own contributions. I think we don’t talk enough about the comprehensive side to this, and being receptive to the reading. I have a book, or something, by my bedside every night. And I read that until I fall asleep every night. And it’s done me in good stead over the years.
• Reviewing articles can help advance your career, but it is something you need to weigh carefully as a draw on your time. You get a lot from it. You get to see what’s out there. You get to see what’s coming down the pipe before publication. To me that’s a huge benefit. You get to learn from other people’s writing, and that’s part of your reading you get to do. But it is time consuming. And it depends on the kinds of papers you get. Sometimes you’re lucky and sometimes you’re not.
• If someone else is reviewing your grants and your articles, at some point you owe it back. You should at least be in break-even mode. Now, pre-tenure or postdoc your mentor should be doing that or senior faculty in the department. But there are so many articles to review. I review so many articles, but I am also at the tail end of my career. The bottom line is, if you don’t put on your schedule that if you don’t put time on your schedule for reading, reviewing articles forces you to look at and think about the literature, so you can be accomplishing what you owe back to the field—and at the same time, staying one step ahead knowledge wise. It forces you to do what you should be doing all along, which is keeping up with the literature.

Further Reading: Web Resources

Golash-Boza, T. (2014). In Response to Popular Demand, More on the 5-Year Plan. The Professor Is In . Available at http://theprofessorisin.com/2014/05/09/in-response-to-popular-demand-more-on-the-5-year-plan

Kelsky, K. (2010). The Five-Year Plan for Tenure-Track Professors. Get a life, PhD . Available at http://getalifephd.blogspot.com/2010/07/five-year-plan-for-tenure-track.html

National Association of Geoscience Teachers (NAGT). (2012). Planning Worksheets . Planning your Research Program (Available from the Science Education Resource Center at Carelton College Website at http://serc.carleton.edu/).

Pfirman, S., Bell, R., Culligan, P., Balsam, P. & Laird, J. (2008) . Maximizing Productivity and Recognition , Part 3: Developing a Research Plan. Science Careers. Available at http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_10_10/caredit.a0800148

Cathy Binger University of New Mexico

Lizbeth Finestack University of Minnesota

Based on a presentation and slides originally developed by Ray Kent, University of Wisconsin-Madison.

Presented at Pathways (2015). Hosted by the American Speech-Language-Hearing Association Research Mentoring Network.

Pathways is sponsored by the National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health (NIH) through a U24 grant awarded to ASHA.

Copyrighted Material. Reproduced by the American Speech-Language-Hearing Association in the Clinical Research Education Library with permission from the author or presenter.

Clinical Research Education

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Student Guide

Aalto Doctoral Programme in Arts, Design and Architecture

Programme main page, applicant's research plan, tips for applicants on writing a doctoral thesis research plan.

Research plan is a key document for applicants to the Aalto Doctoral programme in Arts, Design and Architecture.

Title and abstract

The title should capture the essential of the research in just a few words.

Doctoral thesis titles often include an explanatory subtitle in addition to the main part. For example Louna Hakkarainen’s doctoral thesis: Caring for technology. Evolving living lab collaboration

Abstract should crystallize your research research question and how you plan to approach it. It’s length can be only a couple of sentences, but it usually is half a page and shouldn’t be more than one page. Imagine that your are writing for someone who doesn’t know anything about your topic. Try to entice your reader. Abstract is a public document, other parts of the research plan are treated as confidential.

Also remember to mention your name and contact information at the start of the research plan.

Research topic and objectives

Introduce the topic of your research, its general objectives, and the main research question. Specify what is your aim and what is your hypothesis. It is helpful to present subquestions related to your research topic.

Theorethical bankground and other research

Explain the research already done in your research topic. Refer to earlier research or artistic productions and literature and present their focus shortly. Also share your own earlier activities in the area (e.g. Master's thesis in the topic).

With a literature review you may show your knowledge of the topic. Through it you can present your theorethical background or your viewpoint to the topic. Also point out what has not been researched yet and why it should be researched.

Methods and data

The methods you plan to use specify how you will answer your question. Explain how you plan to collect your material (interviews, literature, archives, creating your art etc.) and how you plan to analyse it (data analysis). Outline your material carefully – you cannot include everything.

Present a plan for storing the data and who has the rights to use it. Also view the ethical questions related to acquiring and using your data.

If you want to include your own art productions or design projects to your doctoral thesis present a plan for artistic components. Explain when and here you plan to have your exhibition etc., how many will there be and what is their role in your research.

Schedule and funding of the doctoral studies and doctoral thesis

Present a schedule for the doctoral studies which includes the required studies (40 ECTS), time needed for the doctoral thesis and the possibly included artistic components or product development projects.

Full time studies take appr. 4 years and part time studies 4-8 years, plan your schedule accordingly. Be realistic.

Suitable timeframe is to present the plan by academic terms (autumn and spring).

It is not necessary to list all the studies in course level, often credits are enough. E.g. autumn 2022, studies in the research field, 10 ECTS. You may also explain why you need studies e.g. in some specific methodology in order to complete your thesis.

Mention if you plan to include studies from other Universities to your degree or if you plan to undergo a research period away from Finland. If you don’t plan to live in the Helsinki region for the whole duration of your studies, explain what kind of periods you plan to present at Aalto University and how you plan to complete the required courses.

Funding: The way you plan to fund your studies affects their length. Present a detailed plan for funding. Especially in the case of productions and exhibitions (artistic components of the Doctor of Art degree), present your budget.

Describe your expected results and their societal, artistic or other significance. You may also present possible practical applications of research results. Do you have a plan for publication and other dissemination of research or artistic results?

List of the most important research literature. Only sources used in the plan should be listed.

After your studies have started

It's important to keep your research plan up to date after the start of your studies as you might need it for applying for grants etc. Each funding agencies can have its own intructions for the form and lenght of the research plan, check them out before applying for funding.

During your studies you may ask comments for your research plan from your advisor.

Feedback about the page

• Published: 3.2.2023
• Updated: 28.3.2024

Strategic Research Plan

Simon Fraser University is well-positioned to continue to expand our research activities, to deepen our engagement with community and to grow the impact of our scholars on the world.

Officially launched in January 2023, Simon Fraser University's 2023-2028 Strategic Research Plan (SRP) captures some of the breadth of activities at the university. It also defines priority areas of research strength and focus for 2023-2028. The SRP is accompanied by an implementation plan that identifies specific actions that will be taken to enhance the impact of the university in its key research priority areas.

SFU's 2023-2028 Strategic Research Plan

In preparing the SRP, we have interacted with hundreds of community members through townhall-style meetings, survey responses and email. We have discussed their priorities and where they see their research going in the coming years. Clear themes emerged from these discussions, such as the role of SFU in confronting the climate crisis, the growth of human-health focused research at the institution, the need for the institution to value diverse forms of scholarship, the need to respect and incorporate Indigenous perspectives and knowledge(s) into research at the institution, and the need to support graduate students and other early career researchers in our community.

Research approaches supporting SFU's core values

A broad consultation for the university's new strategic plan has been undertaken, led by the SFU President and the Provost and VP Academic, called " SFU: What's Next? ". As part of the consultation, a draft set of core values was identified to help define our university. Those core values include:

Academic freedom and critical thinking 

Excellence and responsibility

Respect and reciprocity

Equity and belonging

Engagement and openness

Resilience and sustainability

Innovation and adaptability

To enact these values in the way we do research at SFU, there are several approaches we employ:

A culture of inquiry

We are here to advance knowledge and understanding on a wide range of topics from a wide range of perspectives.  Our researchers will ask hard questions about challenging topics. SFU’s support of academic freedom should create a safe environment in which these topics can be addressed. 

Indigenous approaches, and knowledge(s)

To understand and then address the complexity and urgency of many of the problems our society faces, we recognize that we need a broad and inclusive understanding of the world that incorporates many knowledge systems and world views. Our commitment to reconciliation with Indigenous peoples includes reconciling different approaches to understanding the world. Frameworks such as two-eyed seeing and walking on two legs guide our approach.   

Interdisciplinarity 

Many of the most interesting academic questions are rooted in very complex problems that cannot be solved by a single researcher. Team-based work—often requiring team members from a variety of disciplines and trained in multiple methodologies—is the path to answering these questions. In addition to offering strong support for specialized disciplinary work, at SFU we support scholars working across disciplines by supporting partnerships both within the university and with other universities.

Linking research to teaching and learning

We mentor students to be the next generation of researchers, innovators, and educators by engaging them in research processes. This enriches their education and the research produced. We embed practices of systematic inquiry, mentorship and apprenticeship in our research programs and extend and model these practices in preparation of educators who go on to work in early learning, K-12, community and post-secondary contexts.

Engagement with partners or communities

In many fields of inquiry, engaging with communities outside academia leads to better scholarship. Those communities may include individuals, municipalities, First Nations, industry, NGOs or others. At SFU we support partnership within and outside academia to drive better scholarship and greater impact. This includes local and regional partnerships, national partnerships and international partnerships. 

Knowledge mobilization

Research is not complete until the created knowledge is shared. That sharing happens via many mechanisms including traditional academic publication, policy creation, newspaper op-eds, white papers, social media, performances, creative artifacts, patents/licensing, new product development, creation of a company and other forms. At SFU we embrace open science, data and publishing. We also foster a culture of innovation both in the way that we perform scholarly work and in the way that we support it. 

Priority areas

SFU is a comprehensive research university, with research and other scholarly activity spanning a wide range of disciplines and approaches. The priority areas identified below capture institutional priority areas for 2023-2028. 

Each of the priority areas below spans multiple disciplines. As an academic institution we are committed to building multi-disciplinary communities of practice in these areas. We also note that these priority areas intersect with each other and that some of the most interesting research happens at those intersections. For example, climate change is precipitating biodiversity loss. The One Health approach, which is actively employed by SFU researchers, recognizes that human health is connected to the health of animals and the environment thus strongly linking priority areas #1 and #2 below.  

The United Nations’ Sustainable Development Goals (SDGs) provide an international framework covering many of the most pressing issues of our time. Our university and our community members are committed to the SDGs and are putting them at the heart of our international engagement framework. Where relevant, links to SDGs are included in the priority areas .

Climate change represents one of the greatest challenges of our age. As a research topic, it crosses disciplines, touching deep societal, health and justice issues as well as climate science, mathematical modelling, biodiversity, and profound technological and economic change. While climate change is a global issue, its effects and the resources available to adapt and to mitigate future warming differ from community to community. Some communities will be pressed to adapt to drought and fire, while others will be combatting floods and landslides. Some will have access to considerable local renewable energy sources, and some will not. Different communities may therefore embrace different paths to resilience. Helping communities become resilient to the effects of the changing climate by integrating low-carbon approaches into their planning and integrating low-carbon technologies into their infrastructures is a daunting multidisciplinary challenge. Working with these same communities to provide education and support for their citizens is another aspect of the challenge. SFU’s approach includes developing solutions at the community and regional level, followed by sharing and scaling those solutions to make impacts globally. With research strengths that span all of the relevant disciplines, SFU is well-positioned to take on these challenges. This priority area— community-centred climate innovation —engages our researchers with all levels of government, industry and community members.

Learn more about community-centred climate innovation .

(SDGs  3, 6, 7, 8, 9, 10, 11, 13)

The connection between the health and wellness of an individual, and the (global) community in which they live has never been more obvious. As we write this plan, British Columbia is in the midst of two public health emergencies—the global COVID-19 pandemic and a sharp rise in drug overdoses and deaths (the “opioid crisis”). These simultaneous emergencies have together exposed the effects of deep social inequities and discrimination, the fragility of our health systems, the psychological consequences of isolation, a lack of trust in authority/science and many other profound issues that can only be addressed through world-class research. SFU researchers are engaged in responding to the threats and burdens of disease via many approaches, including basic research into fundamental molecular and cellular processes, development of new technologies, tests and treatments for individuals, as well as education and public health approaches. They are also leaders in transforming our response to health issues through social determinants and cultural critique. Harnessing big data, genomics, molecular and cellular tools and treatments, wearable technologies, digital technologies, and other technological and social interventions, our researchers are influencing therapeutic development, health policy and individual health throughout the lifespan. SFU researchers also generate wellbeing in the communities they work with by engaging in mutual, respectful and empathetic processes of knowledge production. Harnessing research informed by indigeneity, nature-based experience, contemplation, and anti-racism can make important contributions to wellbeing, both individual and collective. 

(SDGs 1, 2, 3, 6, 10)

SFU researchers ask fundamental questions about the natural world, as well as our societies and cultures. Insights that arise from this work change the way we think about the world and the place of humans in it. SFU researchers measure and predict natural phenomena on multiple scales from the subatomic to the cosmic, from a single gene to a multi-celled organism, and from single entities to complex interacting systems of those entities. A fuller picture emerges when we examine the development and progression of our languages, cultures and knowledge systems. This includes examining the role of human creativity and critical making in the production of new knowledge and understanding. Our researchers use data, quantitative techniques, as well as qualitative approaches across a wide range of disciplines within this priority area. With more thorough insights into our complex world—both natural and cultural—we are better equipped to look forward, pushing the boundaries of discovery into new frontiers. Driven by curiosity, our researchers are deepening our understanding of the world.

The polarization of our society, mis/disinformation, threats to democracy, population migration and changing patterns of convergence and conflict challenge the structures of societies and shape the ways we interact with each other. Researchers at SFU are deeply engaged in studies of data and media democracy, and in questions of equity and justice in relation to environmental, educational, health, economic and governmental systems. This includes the causes and consequences of poverty and inequality. Matters of social inclusion, identity, diversity and belonging are key drivers behind how individuals and groups perceive, connect with, and learn about society at large. Considerations related to justice, equity and social responsibility also shape the ways we engage with communities, value their contributions, and inform a commitment to fostering dialogue, relationship building, imagination, critical design, and transformative learning. Environmental Social Governance research provides opportunities to foster the implementation of these values by industry. Fostering community participation in research is both a vehicle for social change and a critical source of scholarship.

(SDGs 5, 8, 10, 16)

Technology impacts every aspect of our lives—at multiple scales—from nanotechnology to satellite communication to technology for work and home life. These technologies are applied to all areas of human endeavor, from building a sustainable world, to improving human health, to transforming the way we teach and learn. SFU researchers are involved in new technology creation at all levels: creating the new materials that enable those technologies; engaging in design research and developing creative technologies that change how we interact with technology and each other; developing new types of hardware to enable future platforms like quantum computers; writing the algorithms required to process data and model the world around us as well as critiquing and educating people about the effects of those algorithms; and integrating and adapting existing technologies to a changing world. The adoption and use of emerging technologies are guided by management and policy research as one means to create economic and societal value and to engage in critical modelling of alternative technological futures. These research domains investigate the economic, environmental, health, political, educational and societal tradeoffs between incumbent industries and technologies and the emerging alternatives. SFU researchers also study the processes that underlie the adoption and use of new technologies—the process of bringing technologies “out of the lab” and into the hands of consumers and communities, as well as inequalities in technological uptake and impacts.

(SDGs 9, 12)

Have a question about the SFU's Strategic Research plan or the implementation plan?

Connect with us:  [email protected]

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Research & Innovation Plan

Coming Spring 2024

• Research Strategy

2022 Research Strategy Action Plans

University of utah health, national distinction.

Description

National distinction of University of Utah Health's research enterprise is critically important for faculty and trainee recruitment and engagement, competitiveness for federal and foundation funding, and philanthropic fundraising. As a leading academic medical center, we have the opportunity and obligation to produce transformative advances that change the way medicine is practiced.

Rachel Hess MD, MS

Christopher Hill, DPhil

Prioritized Goals

• Optimize Faculty Recruitment
• Optimize Faculty Mentoring
• Increase individual faculty national recognition and celebrate scientific achievements.

Research Across the Translational Spectrum

Our robust research enterprise portfolio requires monitoring, balancing, and strategic planning to ensure that we are pursuing the optimal range of activities. It is therefore critical that we continually evaluate and, as appropriate, rebalance our research efforts to optimize the ratios of early/mid/senior investigators, wet/dry research, basic/clinical, T0-T5, federal/other funding, career/independent/programmatic funding, etc.

• Proactively retain highly successful research faculty.
• Ensure succession planning for research programs, centers of excellence, training grant directors, and research leadership positions.
• Promote scientific excellence and innovation as core values.
• Create an integrated infrastructure for translational/clinical research.

Partnerships & Multidisciplinary Research

We are fortunate that our U of U Health Sciences Center has an affiliated University Hospital, and is embedded within a major public research university that includes an NCI-designated Comprehensive Cancer Center. As research becomes ever more interdisciplinary, we must continue to create strong partnerships across our different University programs, departments and colleges, and with other local and national health systems. Such partnerships create unique opportunities for individual investigators to have maximum impact, and also increase our ability to compete for major program-level grants that can support transformative research on major challenges that face our world.

Julie Fritz, PhD, PT

Heather T. Keenan, MD, PHD, MPH

• Integrate research with U of U Health clinical practice by expanding intra-campus partnerships and collaborations.
• Work with other health systems locally and nationally to identify the best possible research collaboration opportunities and proceed where mutual agreement can be reached.
• Strengthen relationships with key stakeholders and collaborators to optimize the conduct and impact of late translational research.

Innovation & Commercialization

IP generation and technology commercialization are important innovation milestones, embody impactful translational research, and lead to the production of new therapeutics, diagnostics, devices, and software that improves human health and spurs economic growth in Utah. It is therefore critical that we continue to support strong research discovery, IP protection, licensing, entrepreneurship, and commercialization efforts so academic discoveries are brought to market, startup companies create new jobs and economic growth for the state and nation, and Utah is established as a leader in life sciences.

Satoshi Minoshima, MD, PhD

• Enhance our culture of innovation, entrepreneurship, and commercialization and the policies that guide these activities.
• Continue our strong efforts for commercialization.
• Promote programs that train future entrepreneurs.
• Engage and partner with stakeholders including campus groups, PIVOT, policy makers, industry leaders and donors to elevate the value of HS innovations and discoveries.

Public Outreach & Communication

Robust research communication provides an opportunity to create common understanding of current research, its relevance within the University, to Utah and its strong biomedical and technology sectors, and society in general. Research communication in combination with education and clinical service missions support the University overall and its unique position in Utah and the Intermountain West. Expanded efforts must be made toward pockets of excellence (e.g., the Genetic Science Learning Center), base research communications, and leveraging the success of public health outreach (e.g., the Wellness Bus) to raise awareness for allied research efforts.

Julie Kiefer, PhD

• Develop existing communication platforms and mediums for areas of opportunity and establish new platforms as appropriate.
• Build connectivity to our primary audiences.
• Develop impactful content that can be presented on platforms and shared with our various stakeholders/audiences.

Research Space and Infrastructure

High quality space increases research output by providing necessary capacity, fostering creativity, and promoting interactions between researchers with complementary expertise. At present, space limitations represent the single greatest impediment for increasing research productivity at U of U Health. Challenges include a simple lack of available research space, proper programmatic co-localization, and balancing the distribution of on and off campus research sites. Simply put, we have an urgent need for at least one new research building if we are to meet our goals for HSC extramural growth.

Richard I. Dorsky, PhD

James E. Cox, PhD

• Build a major new wet-lab research building.
• Revision of wet-lab metrics and establishment and implementation of dry-lab metrics.
• Establish research space gap plan for the critical period between when health sciences research space is exhausted to when a new research building opens.
• Establish health sciences vivaria master plan, eventual CMC replacement.
• Establish new leadership and guidance on space.

Research Education & Training

U of U Health will provide outstanding research training that is multidisciplinary and innovative and that prepares our diverse cadre of predoctoral and postdoctoral trainees to become successful scientists in a rapidly evolving and complex research enterprise. Robust curricula cover the basic, disease-related, clinical and/or translational disciplines and provide the foundation for research experiences. Along with novel programmatic activities, strong mentoring and oversight, our programs facilitate development toward independent research careers by ensuring that trainees acquire the operational and professional skills to advance knowledge and improve health for all the citizens we serve.

Christopher Hill, D.Phil

• Maximize external training support for PhD trainees, MD-PhD trainees, and postdocs.
• Develop systems to support appropriate growth and excellence of graduate programs.
• Train the next generation of clinician scientists.
• Increase diversity of graduate students and success of diverse students.
• Strengthen postdoctoral support and mentoring.
• Create a standard of mentoring

Career Development

Recognized as an institution that values faculty as its greatest asset, U of U Health will provide a learning environment in which its research faculty can be nurtured to continually grow by gaining new technical, operational and professional skills that enhance career advancement, leadership roles and improve retention. Faculty development programs are responsive to the needs of faculty at early, mid, senior and leadership stages of development and ensures that mentoring through transition phases within the spectrum of grant opportunities is effective in helping each faculty reach his/her unique potential.

Rachel Hess, MD, MS

Robert Silver, MD

• Improve quantity, quality and consistency of mentorship for early, mid-career and senior faculty, considering differing needs for career and scientific mentorship, and specific mentoring strategies for faculty from underrepresented groups.
• Train the next generation of clinician scientists

Equity, Diversity, & Inclusion

We are deeply committed to Equity, Diversity and Inclusion as core values. It is established that more diverse groups make better decisions, lack of identifiable role models discourages participation, and failure to provide an inclusive environment diminishes potential well-being.

• Foster a culture in which equity, diversity and inclusion are valued and continually advanced.
• Promote scholarship on issues of equity, diversity and inclusivity.
• Optimize recruitment and enhance retention and success of trainees, staff, and faculty.

Financial Strength & Sustainability

Sustainability and competitive advantage depend upon maximizing the funds available for research, both externally through grants, philanthropy, State, VA, etc., and internally through maintenance of financial models that support investments in research and promote research excellence. Sustainability will also require strong partnership with the hospitals, including appropriate funds flow and recognition that research distinction enhances clinical competitive advantage; issues that are discussed in the report on multidisciplinary research and partnership. Some most important objectives identified in this section relate to faculty, department, and initiative support and expectations – which have been merged with related objectives from other sections and presented as a consolidated section.

• Optimize support for departments, programs and initiatives.
• Understand funding success trends and maximize submission of competitive external grant proposals.
• Maximize research support from philanthropy and the State (and Federal) government.
• Optimize the size and impact of research investment.

Research Strategy Action Plans

Health sciences strategy.

Please contact  Jeremy Franklin  with your feedback and ideas.

Serving the University Community Since 1890

New Vice President of Research Lori McMahon aims to work towards U.Va.’s 2030 plan

Mcmahon said she wants to increase awareness about her office’s work through faculty discussions and community town halls.

McMahon has held the vice president for research position at the Medical University of South Carolina since 2021.

Lori McMahon, the newly appointed vice president for research, emphasized her plans to support interdisciplinary collaboration during her upcoming tenure in an interview with The Cavalier Daily. With a background in neuroscience research at multiple universities, McMahon said she was drawn to the University due to its research initiatives, specifically in the healthcare sector. 

The University announced that they selected McMahon April 8, and her appointment is slated to begin June 15, pending approval by the Board of Visitors at their June meeting. The University began the search for a new permanent leader for the role last September when Melur K. Ramasubramanian, the previous vice president for research, left the position to assume the role of senior adviser to the president for research. Since then, Biomedical Engineering Prof. Fred Epstein has served as interim vice president for research.

The Office of the Vice President for Research reports to President Jim Ryan and is responsible for the integration and enhancement of research activities across the University’s twelve schools and multiple research centers, including the new School of Data Science. In addition, the office develops and executes initiatives to accomplish the strategic vision and research goals of the University’s 2030 Plan, which outlines long term strategies to make the University “the best public University by 2030.” 

McMahon said she was drawn to the University after reading the 2030 Plan and that she was inspired by the vision of Ryan and other University leaders.

“I loved the words that I read in the 2030 Plan to serve the public through the fearless search for the truth,” McMahon said. “That resonated with me as a scientist who has spent my career searching for the truth when we do our experiments to understand the brain.”

McMahon cited the five research areas outlined in the 2030 plan, known as the Grand Challenges Research Investments, as top priorities for her tenure. These areas include democracy, environmental resilience and sustainability, precision medicine, the brain and neuroscience and digital technology and society. 

“I want to instill a sense of urgency to problem solve,” McMahon said. “My focus will be on making sure those Grand Challenges are highly successful and that the students and the faculty feel supported by me.”

According to Epstein, the Office of the Vice President for Research has already begun engaging in data-related research during the last eight months, particularly within the area of precision medicine, as well as health and digital technology and society. Projects in these areas included the Clinical Data Repository, a clinical data warehouse containing clinical and administrative information on patients and clinical encounters at the University from before June 2017, and the Research Data Enclave, an initiative designed to expand data-related services at the University. 

McMahon comes to the University with a wealth of relevant experience. She has held the vice president for research position at the Medical University of South Carolina since 2021, and prior to her stint at MUSC, she directed the University of Alabama at Birmingham’s Comprehensive Neuroscience Center for eight years. McMahon also served as dean of the UAB graduate school for six years. 

Having taught neuroscience at MUSC and led a neuroscience lab their for over 20 years, McMahon said she plans to continue her research work on neurodegenerative diseases during her time at the University.

McMahon also noted that her past roles at other universities taught her the importance of collaborating and bringing diverse groups of people and disciplines together, which she plans to do at the University.

“Where I've been a part of the greatest success is working at the interface of disciplines,” McMahon said, “I think that's where the solutions are for the world's biggest problems”.

McMahon said that during her upcoming tenure, conducting research computing and artificial intelligence through the new School of Data Science will be a key initiative of hers. The new data science building in the Emmett-Ivy corridor opened April 26 and is designed to help the University become a leader in data science. 

McMahon also said she hopes to increase awareness about the office at large through hosting town hall events throughout the year to share policy changes, new initiatives and research progress with the community. She said she intends to make her office accesible to the entire University community.  

To help facilitate an open relationship between The Office of the Vice President for Research and the rest of the University community, McMahon said she plans to have an open door policy for colleagues to stop by and share their challenges or successes with her. She said she is excited by the challenge of working with new people. 

“I'm a people person, I love to work with people,” McMahon said. “I can’t wait to work with all of the talented faculty, students and staff to put in place the vision that's in front of us.”

University Deputy Spokesperson Bethanie Glover said that McMahon exceeds all their qualifications for the role.

“[McMahon] brings strong research experience to the University, as well as demonstrated academic leadership and a commitment to curiosity and public service in pursuit of [the University’s] 2030 goal to become an international leader in key research areas,” Glover said.

Virginia Attorney General Speaks On Free Speech And Criminal Justice Reform

Miyares said pursuing repeat criminal offenders is a more crucial step in reducing crime, saying that studies show a small percentage of criminals commit a majority of crimes.

Student Council passes summer budget, bill supporting allergy policy reform

The biggest expenditure categories outlined in the summer 2024 budget were CIO Consultant funds and Support and Access Services, respectively receiving $67,000 and $65,950. 

The triumphant return of Littlejohn’s

The revived Littlejohn’s presents a tasty and conveniently located, albeit pricey, food option for those looking for a taste of old and new.

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From her love of Taylor Swift to a late-night Yik Yak post, Olivia Beam describes how Swifties at U.Va. was born. In this week's episode, Olivia details the thin line Swifties at U.Va. successfully walk to share their love of Taylor Swift while also fostering an inclusive and welcoming community.

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Feature Stories 2024: Olivia Munyambu '24: Researching the mental health of UMassD students of the African diaspora

Honors nursing major's research exposes healthcare disparities in the U.S.

Olivia Munyambu '24 said she took a leap of faith when she decided to attend UMass Dartmouth. 

Her intuition has served her well. In addition to graduating as a Commonwealth Scholar next month, Honors nursing major Munyambu has been named to the Chancellor's List multiple times and received the STEMMing While Black Academic Achievement Award and an Office of Undergraduate Research grant. She entered college with 30 Advanced Placement/dual enrollment credits. 

In choosing a nursing career, Munyambu was mainly influenced by her aunt, a visiting nurse who treated patients in their homes. When her grandmother died due to complications related to heart failure, Munyambu observed that access to healthcare depended on what you can afford, and she wanted to learn more about disparities in healthcare in the United States. 

For her Honors College APEX Project, "Addressing Mental Health Amongst Undergraduate Students of the African Diaspora on the University of Massachusetts Dartmouth Campus," Munyambu, whose family is from Kenya, examined the ways students of African descent manage their mental health. This topic, she found, is not widely discussed within Black communities. 

Research on UMassD students of the African diaspora

Why did you choose this research project   .

"A common theme I've noticed through an examination of the literature, in addition to my own experiences firsthand, is that mental health is not a widely discussed topic within Black communities. I wanted to examine ways in which students of the African diaspora are managing their mental health and how they are coping with stressors in day-to-day life (academic, social/campus, and institutionalized).  

" I also sought to examine how life experiences, including encounters with racism, ha ve impacted one's life outlook, interactions with others, and one's response to their environment. I utilized aspects of Indigenous Wholistic theory , which views participants as a whole and extends beyond their immediate needs, and Afrofuturism, where Black people take charge of our futures by identifying changes the y want to see and initiating them.  

"Black student participants expressed that they do not interact with white students in the same manner that they would with each other. Additional findings include a sense of 'being too small' as a single individual to create meaningful change to the systematic and institutionalized racism that persists in society. Black men appeared to have a more difficult time managing societal pressure of being both Black and a man than Black women."

Has your research project affected your educational experience or career goals?  

"Conducting this research as a Black student required me to further examine just how much racism has penetrated everyday life and how it has also impacted the health of Black people.   

"Regardless of which healthcare topic I chose to explore for an assignment, whether it be obesity rates, maternal mortality rates, access to quality healthcare, a disparity exists that is unfavorable to Black patients. According to the Centers for Disease Control, Black individuals in the U.S are more likely to suffer from complications related to obesity, hypertension, asthma, diabetes, and heart disease when compared to their white counterparts.  

"The research and assignments that I completed have made me passionate to continue exposing longstanding healthcare disparities in this country. I plan to advocate for Black peoples by continuing to bring to light the deep roots of racism through research and advancing my education."  

UMass Dartmouth experience  

Why did you choose to attend umassd  .

"I knew I wanted to pursue nursing, so I decided to apply to UMassD. My Christian faith has become a major part of my life throughout my time in college and was a compelling factor in choosing this school. I am glad I came here. I met a lot of people and made lifelong friends."

Small class sizes and the financial support she received are also reasons why Munyambu chose to join the Corsairs.  

What do you think makes UMassD special?  

"Supportive faculty who are always available to answer questions. Professors Melissa Desroches (Nursing) and Viviane Saleh-Hanna (Black Studies), assisted me greatly with designing the research study, how it would be conducted, and provided direction throughout the project. Associate Professor Jennifer Viveiros (Nursing) encouraged me to keep going at times when I felt overwhelmed."

What did you enjoy about the Honors College?   

"I like the camaraderie of the small classes and being able to interact with professors easily. Being able to enroll in classes early is a nice benefit. Hearing perspectives from different academic backgrounds was refreshing."

College of Nursing & Health Sciences (CNHS) experience  

What has been your experience working with and learning from faculty in cnhs  .

"Faculty always make themselves available to answer any questions I have and to meet during office hours. The faculty are very knowledgeable, approachable, and provide good feedback. Clinical instructors have also been great in supporting students within the clinical field."

Future plans  

After taking her nursing boards in July, Munyambu plans to return to Worcester to work in a hospital there. She would like to specialize in maternal/infant health, earn a master's degree in nursing, and become a midwife.  

"I'd like to advise on health promotion for pregnant women. The presence of the complications I mentioned above prior to pregnancy greatly increases the likelihood of developing pregnancy-related complications. These challenges can be mitigated and decreased amongst Black mothers through health promotion initiatives, including advocacy on the public policy level against systemic racism in addition to community outreach and educational programs."

"The research and assignments that I completed have made me passionate to continue exposing longstanding healthcare disparities in this country. I plan to advocate for Black peoples by continuing to bring to light the deep roots of racism through research and advancing my education." Olivia Munyambu '24

• Hometown: Worcester, MA
• Honors: Honors College, Chancellor's List multiple semesters
• Research: APEX Project on the mental health of UMassD students of the African diaspora
• Leadership and Service: DEI representative, Honors Student Council
• Student Organizations: Campus Crusade for Christ, House of Deliberations
• Awards/Fellowships: STEMming While Black Academic Achievement Award, OUR grant, 2023

Related features

Apr 24, 2024 Olivia Munyambu '24: Researching the mental health of UMassD students of the African diaspora

Apr 11, 2024 Apeksha Prasai '25: Embracing change

Apr 9, 2024 Olivia Collins: Developing a laser light technique to detect early cancer

Apr 4, 2024 Seth Shea '24: Lobsterman turned environmental engineer

Mar 25, 2024 Ashlee Shuemaker '24: From intern to inspiration

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Israel-Hamas War and Speech, Teaching and Research at UT Austin

Dear UT Community,

Universities play a key role in modern society, but the extent of that role is called into question when the world faces catastrophic events. The attack by the terrorist group Hamas on Israel on Oct. 7 is likely one of the most salient, important and horrifying events in recent decades. It has sparked debate about how universities should respond through collective or individual speech, supporting and protecting our communities, plus through our core activities of teaching and research.

This event has shaken our community and the world by its true atrocities, including the intentional targeting, kidnapping and murder of innocent civilians, children and babies; widespread calls for violence against Jews; and increases in antisemitic statements and violence. These have led to heightened concerns about the safety and well-being of Israeli, Jewish and Palestinian people on campuses in America, the Middle East and around the globe.

As a result, many have questioned the role of universities in responding by speaking out against Hamas, its actions and the growing antisemitism on campuses. Our University, like many top research universities, refrains from issuing institutional statements in response to major global or societal events unless there is a unique connection to our community, or it is a matter of public safety impacting our ability to operate. Universities such as ours produce and disseminate knowledge, and putting forth institutional positions on global events or policy issues can run counter to an environment characterized by free inquiry, debate, productive discourse and free speech. Such an environment is critical to our core missions of teaching and research.

There are costs to this approach, as well. One such cost occurs when friends and critics of a university like ours associate a lack of a public statement with a lack of caring, a lack of empathy, or even more damaging, with implied endorsement of actions that are hard or impossible to defend. Let me be perfectly clear: The acts of Hamas, including intentional violence toward innocent civilians and calls for the elimination of a people, deserve to be condemned and have absolutely no moral defense.

These events are connected to our University, beyond just the stark contrast between Hamas’s actions and our University’s values. They have raised concern about the safety and well-being of members of our community, and as I wrote last week, we will do all we can to protect and support all of our faculty, staff and students, and especially those most vulnerable, including our Jewish and Palestinian community members. I have zero tolerance for the antisemitic actions targeting our Jewish community or the hate-filled actions targeting our Palestinian and Muslim communities. Speech is protected on our campus, violence is not. We will be active in identifying any perpetrator and will strictly enforce our rules for safe behavior toward others. We are one UT community, and we will fiercely protect it.

We are committed to a university environment that encourages discourse, discovery and dissemination of knowledge, with support and care for all of our campus community. We must redouble our efforts to do what we do so well: teaching and research. Teaching is clearly important, as harkened to by the George Santayana quote, “Those who cannot remember the past are condemned to repeat it.” I encourage our students to consider our related course offerings for Spring 2024 and beyond, and all of us to read, learn and discuss more.

Research is important, as well, as it helps us better understand the key issues, contexts and consequences surrounding critical moments and movements. Our leadership team is committed to making further investments in both research and teaching to help our students and the broader community learn and discover more about these issues and the histories and cultures of the Israeli, Jewish and Palestinian peoples. We will work with faculty leaders during the coming months to deploy those resources and to increase our reach and impact.

My heart goes out to the millions of people affected by this war, and I especially mourn any loss of innocent life. Our campus community will continue to respond and come together, learn from each other, look out for each other, and do our very best to change the world for the better.

110 Inner Campus Drive Stop G3400 Austin, TX 78712-3400 512-471-1232 (Phone) 512-471-8102 (Fax) [email protected]

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White House plans to limit Biden's graduation speeches as campuses erupt in protests

WASHINGTON — Amid growing protests on college campuses by pro-Palestinian demonstrators, the White House is planning for President Joe Biden and Vice President Kamala Harris to have a minimal presence for a traditional rite of spring: delivering commencement addresses.

Biden is scheduled to speak at Morehouse College and the U.S. Military Academy at West Point in May, while Harris is only slated to give a graduation speech at the Air Force Academy. First lady Jill Biden, who teaches at a community college, is expected to deliver a commencement address, though no school has been named.

Two White House officials noted that the number of speeches for Biden and Harris is similar to the two previous years. By comparison, when then-President Barack Obama was seeking re-election in 2012, he delivered addresses at the Air Force Academy, Barnard College and Joplin High School. That same year, then-Vice President Biden spoke at West Point and high schools in the battleground states of Virginia and Florida.

Another White House official declined to preview how Biden might address the campus unrest. White House press secretary Karine Jean-Pierre told reporters this week that Biden always views these addresses “as a special time to deliver a message — an encouraging message, a message that’s hopefully uplifting to the graduates and their families.”

“He is going to do his best to meet that moment as it relates to what’s going on, the pain that communities are feeling,” she said.

Biden campaign officials say that despite the media focus on campus protests, public polling and their own research show that young voters are more concerned with other issues. A new Harvard University poll found that inflation and health care topped the list of issues most important to voters ages 18-29. Gun violence, protecting democracy, climate change and women’s reproductive rights also were higher than the war in Gaza.

But John Della Volpe, director of polling at the Harvard Kennedy School Institute of Politics, said polls and other research he’s conducted underscore the challenges Biden faces in this environment, as well as potential opportunity for him to shore up support by addressing concerns about Gaza head-on in a setting like a commencement ceremony, where students but also their parents, faculty and administrators are gathered together.

“That’s an important opportunity to try to bridge these divides, perhaps like only Biden can do. Because there are divides on this issue,” he said.

While the situation in Gaza may not be high on the list of topics identified by young voters as priorities, Della Volpe compared it to an issue like climate change where if a candidate doesn’t share their view, voters won’t engage with them on other issues.

“One of the first things that a young person tells me is that they don’t feel understood,” Della Volpe said. “There needs to be a recognition that we’re working seriously toward a permanent cease-fire. There needs to be recognition that we’re moving toward a two-state solution. There needs to be recognition that we do everything humanly possible to free the hostages and give people dignity.”

For months, the Biden campaign has been “obsessed” with finding new and innovative ways to motivate younger voters, according to a senior official. The campaign notes that it launched a young voter program earlier than past presidential campaigns and has already begun deploying staff to start organizing a presence at colleges in targeted states.

Eve Levenson, the Biden campaign’s national youth engagement coordinator, said the physical outreach on campuses is just one part of the strategy for reaching young voters. The campaign is putting a heavy emphasis on targeting college students online through its digital program and paid advertising on major social media apps. She also said there is a major emphasis on reaching young voters who aren’t enrolled in college, both through an organizing program and by having a presence at major public gatherings like music festivals and sporting events.

The campaign next week will launch a major effort targeting young voters on abortion rights timed to the end of the school year, Levenson said.

“We know from the conversations we have that young voters are planning to vote, and voters are planning to vote for us,” she said. “I think that there are always going to be things that not all people agree with us on. And it’s our job to make it clear what the contrast is, what the stakes of this election are. And to remind people of that.”

Last fall, Harris conducted what the White House called a “Fight for Our Freedoms” tour of colleges, where she visited nine different campuses and spoke to a combined 15,000 students. Biden has held some recent events at smaller colleges, with small and carefully vetted audiences. Large-scale campaign-style rallies on or near campuses have been a staple of general election campaigns, especially for Democratic candidates, but the Biden campaign has been focusing on more intimate gatherings that can be filmed and distributed by its digital team.

Rep. Ro Khanna, D-Calif., visited multiple Wisconsin college campuses this week as a member of the Biden campaign’s national advisory board. He said he found, as the Harvard poll showed, that inflation and health care were top concerns among students, but that the situation in Gaza was often a subject of respectful debate.

“Gaza is a challenging issue. And we can’t just wish it away,” he said in an interview. “It would be wrong to think that’s not impacting organizers and activists who are engaged in helping get support for the president.”

He also said Biden should not be reluctant to address the issue directly with young voters.

“It’s not the only issue by any means. It’s not even the No. 1 issue. But it’s in the conversation,” he said. “That kind of engagement shows students that they matter, that their voices are being heard.”

Mike Memoli is an NBC News correspondent.