interview questions for a research project

18 Researcher Interview Questions (With Example Answers)

It's important to prepare for an interview in order to improve your chances of getting the job. Researching questions beforehand can help you give better answers during the interview. Most interviews will include questions about your personality, qualifications, experience and how well you would fit the job. In this article, we review examples of various researcher interview questions and sample answers to some of the most common questions.

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Common Researcher Interview Questions

What inspired you to pursue a career in research, what do you think sets research apart from other disciplines, what do you think is the most important skill for a researcher, what do you think is the most exciting thing about research, what do you think is the best thing about being a researcher, what do you think is the worst thing about being a researcher, what do you think is the most challenging thing about research, what do you think is the best thing about conducting research, what do you think is the worst thing about conducting research, what do you think is the most important thing to remember when conducting research, what do you think is the best way to approach research, what do you think is the worst way to approach research, what do you think is the most important thing to keep in mind when writing a research paper, what do you think is the best way to format a research paper, what do you think is the worst way to format a research paper, what do you think is the most important thing to consider when choosing a topic for a research paper, what do you think is the best way to go about finding sources for a research paper, what do you think is the worst way to go about finding sources for a research paper.

There are many reasons why someone might be inspired to pursue a career in research. For example, they may be inspired by the opportunity to make new discoveries that could improve the lives of people around the world. Or, they may be motivated by the challenge of solving complex problems and pushing the boundaries of knowledge.

It is important for interviewers to ask this question because it can help them to understand a candidate's motivation for pursuing a career in research. This can be helpful in assessing whether the candidate is likely to be successful in their role and whether they will be a good fit for the organisation.

Example: “ I have always been fascinated by the process of discovery and the role that research plays in advancing our understanding of the world around us. Pursuing a career in research allows me to contribute to this process and to make a difference in the world. ”

There are a few reasons why an interviewer might ask this question. First, they may be trying to gauge your level of experience and expertise in research. Second, they may be trying to understand your research process and methods. Finally, they may be trying to assess your ability to communicate and collaborate with other researchers.

This question is important because it can help the interviewer understand your level of experience and expertise in research. Additionally, it can help them understand your research process and methods. Finally, it can help them assess your ability to communicate and collaborate with other researchers.

Example: “ There are a few key things that set research apart from other disciplines: 1. The scientific method: In order to be considered research, an investigation must follow the scientific method, which is a systematic process for gathering and testing evidence. This ensures that research is as objective and unbiased as possible. 2. Peer review: Another key element of research is peer review, which is the process by which experts in a field check each other's work to ensure its quality. This helps to ensure that only the best and most reliable research is published. 3. Replication: Research is also designed to be replicated, or repeated, in order to verify its findings. This helps to ensure that the results are not simply due to chance or error. ”

There are many important skills for researchers, but some skills are more important than others. The most important skill for researchers is the ability to think critically. Critical thinking is the ability to analyze data and information and make decisions based on that analysis. It is important because it allows researchers to understand complex problems and find solutions to those problems.

Example: “ There are many important skills for a researcher, but some of the most important include: -The ability to ask clear and concise research questions -The ability to design effective research studies -The ability to collect high-quality data -The ability to analyze data effectively -The ability to communicate research findings clearly and effectively ”

There are many possible reasons an interviewer might ask this question to a researcher. They may be trying to gauge the level of enthusiasm the researcher has for their work, or they may be trying to assess how well the researcher understands the implications of their research. Additionally, the interviewer may be trying to determine if the researcher is able to articulate the significance of their work in a way that is understandable and relatable to a lay audience. Ultimately, it is important for the interviewer to gain a better understanding of the researcher's motivations and perspective on their work in order to get a sense of how well they will be able to communicate their findings to the public.

Example: “ There are many exciting things about research, but one of the most exciting things is the opportunity to make new discoveries. Every day, researchers are uncovering new information about the world around us and the universe we live in. This constantly expanding body of knowledge provides us with a greater understanding of our place in the world and how we can improve our lives. ”

There could be several reasons why an interviewer might ask this question. They may be trying to gauge the researcher's level of commitment to their work, or they may be trying to identify what motivates the researcher to do their job. Additionally, the interviewer may be trying to assess the researcher's ability to reflect on their work and identify areas of improvement. Ultimately, it is important for the interviewer to understand what the researcher finds most rewarding about their work in order to determine whether or not the researcher is a good fit for the position.

Example: “ There are many great things about being a researcher. One of the best things is that researchers get to learn new things all the time. They also get to help other people learn new things by sharing their findings with them. Researchers also get to travel to different places to conduct their research, which can be very exciting. ”

The interviewer is trying to gauge the researcher's self-awareness and ability to reflect on their work. This is important because it shows that the researcher is able to identify areas for improvement and is committed to professional development.

Example: “ There are a few potential drawbacks to being a researcher. First, the job can be quite isolating. Researchers often work alone in their labs or offices, and they may not have much interaction with other people on a daily basis. This can be lonely and frustrating for some people. Second, research can be slow and tedious. It can take years to complete a study, and the results may not be immediately apparent. This can be frustrating for people who want to see quick results. Finally, research can be expensive. Funding for research projects is often limited, so researchers may have to make do with less money than they would like. This can make it difficult to conduct high-quality research. ”

There are many potential challenges that come with research, such as finding accurate and reliable sources, developing a hypothesis, conducting experiments or surveys, and analyzing data. The most challenging thing about research can vary depending on the project and the researcher's individual skills and experience. By asking this question, the interviewer is trying to understand what the researcher feels is the most difficult part of the research process and why they feel that way. This information can help the interviewer determine if the researcher is a good fit for the project and if they will be able to overcome any challenges they may face.

Example: “ There are many challenges that come with research, but I think the most challenging thing is trying to find accurate and reliable information. With so much information available online, it can be difficult to know what is true and what is not. This can make it challenging to find the right data and resources to use for your research. ”

There are many reasons why an interviewer might ask a researcher what they think is the best thing about conducting research. It is important to remember that research is a process of inquiry that is used to uncover new knowledge or to confirm existing knowledge. The best thing about conducting research is that it allows us to constantly learn new things and to deepen our understanding of the world around us.

Example: “ There are many great things about conducting research, but one of the best things is that it allows you to explore new ideas and discover new knowledge. It can be very exciting to be on the cutting edge of new discoveries, and research allows you to do just that. Additionally, research is a great way to learn more about a specific topic or subject that you are interested in. Conducting research can help you gain a deeper understanding of the world around you and how it works. ”

The interviewer is trying to gauge the researcher's ability to reflect on their work and identify areas for improvement. This is important because it shows that the researcher is constantly trying to improve their methods and is willing to listen to criticism.

Example: “ There are a few potential worst things about conducting research, depending on the individual researcher's perspective. One worst thing could be the amount of time and effort required to produce high-quality research results. This can be especially true in fields where data is difficult to collect or analyze, or where experiments are expensive or time-consuming to carry out. Another worst thing about conducting research could be the pressure to publish results in prestigious journals, which can lead to cut corners being taken in the research process. Additionally, some researchers may find the constant criticism and peer review process to be frustrating and demoralizing. ”

An interviewer would ask this question in order to gauge the respondent's understanding of the research process and their ability to identify key components of a successful research project. It is important for researchers to be able to identify the most important aspects of their work in order to ensure that they are able to effectively communicate their findings to others. Additionally, this question can help to reveal areas where the respondent may need further training or education in order to improve their research skills.

Example: “ There are a few things that are important to remember when conducting research: 1. Make sure you have a clear research question that you want to answer. This will help guide your research and keep you focused. 2. Do your background research and make sure you understand the topic area you are researching. This will help ensure that your research is accurate and complete. 3. Be sure to use reliable and credible sources for your research. This will help ensure that your findings are trustworthy. 4. Be organized and keep track of your data and findings. This will help you to see patterns and trends in your data, and make it easier to write up your results. 5. Be critical of your data and findings, and try to identify any potential biases or errors. This will help you to produce more accurate results. ”

The interviewer is likely looking for qualities that the researcher has that make them successful at their job. This might include qualities such as being able to effectively plan and execute research projects, being able to troubleshoot problems that arise, and being able to communicate findings to others. It is important for the interviewer to gauge the researcher's self-awareness and ability to reflect on their own work in order to get a sense of how they might approach future projects.

Example: “ There is no one answer to this question as different researchers will have different opinions on the best way to approach research. However, some general tips that may be useful include: developing a clear research question or hypothesis, reviewing the relevant literature, designing an appropriate study methodology, collecting and analyzing data, and drawing conclusions based on the findings. It is also important to communicate the results of one's research in a clear and concise manner. ”

There are a few reasons why an interviewer might ask this question. First, they want to see if the researcher is familiar with different research approaches and can identify which ones are less effective. Second, the interviewer wants to gauge the researcher's critical thinking skills and ability to identify flaws in research methods. Finally, this question allows the interviewer to get a sense of the researcher's opinion on the best way to conduct research.

This question is important because it allows the interviewer to assess the researcher's knowledge of research methods, critical thinking skills, and opinion on the best way to conduct research. By understanding the researcher's thoughts on this topic, the interviewer can get a better sense of their thought process and whether they would be a good fit for the position.

Example: “ There is no one-size-fits-all answer to this question, as the worst way to approach research depends on the specific research question and context. However, some general approaches that could be considered bad ways to approach research include: 1. Not Defining the Research Question Clearly If the research question is not clearly defined from the outset, it can be difficult to know what direction to take the research in and what data to collect. This can lead to a lot of wasted time and effort, as well as potentially biased or irrelevant results. 2. Relying Too Much on Secondary Data While secondary data can be a valuable resource, it should not be relied upon too heavily. This is because secondary data may not be relevant to the specific research question or context, and it may also be out of date. In addition, secondary data cannot be controlled by the researcher, so it may not be possible to obtain the level of detail required for the research. 3. Collecting Data Without a Plan It is important to have a plan for how data will be collected before starting to collect it. This plan should specify what type of data will be collected, how it will be collected, and who will be responsible for collecting ”

The interviewer is likely trying to gauge the researcher's writing ability and whether they are able to produce a well-thought-out, comprehensive research paper. The most important thing to keep in mind when writing a research paper is to make sure that all of the information is accurate and that the sources are reliable. The paper should also be clear and concise so that the reader can easily follow the argument.

Example: “ There are a few things to keep in mind when writing a research paper that will help ensure your paper is well-received by your audience. First, make sure to choose a topic that is interesting and relevant to your audience. Second, take the time to thoroughly research your topic and provide well-supported arguments for your position. Third, be sure to edit and proofread your paper before submitting it for review. By following these simple tips, you can increase the chances that your research paper will be well-received by your intended audience. ”

The best way to format a research paper may vary depending on the discipline, but there are some general guidelines that can help a researcher ensure their paper is well-formatted and easy to read. Some important considerations for formatting a research paper include margins, font size and type, line spacing, and page numbers. Proper formatting can help make a research paper more accessible and easier to read, which can ultimately lead to more impactful research.

Example: “ There is no one correct answer to this question. Different researchers have different preferences for how to format a research paper. Some common elements that are typically included in a research paper are an abstract, introduction, literature review, methodology, results, and discussion. ”

There is no one answer to this question, as it depends on the specific field of research and the preferences of the journal or conference. However, some elements that could make a research paper poorly formatted include using an incorrect citation style, not following the required page layout, or using too many graphics and images. Poorly formatted papers can be difficult to read and may be less likely to be accepted for publication.

Example: “ There is no one "worst" way to format a research paper. However, there are several common formatting errors that can make a paper difficult to read and understand. These include: • Not using proper headings and subheadings to organize the paper. • Not using clear and concise sentences. • Not using proper grammar and punctuation. • Not citing sources properly. ”

There are many things to consider when choosing a topic for a research paper, but the most important thing is to choose a topic that is interesting and relevant to the researcher. The topic should also be something that the researcher is familiar with and has some knowledge about. Additionally, the topic should be something that is not too narrow or too broad, and it should be something that has been researched before.

Example: “ There are many things to consider when choosing a topic for a research paper. The most important thing is to choose a topic that is interesting and relevant to you. It is also important to choose a topic that is narrow enough to be covered in a single research paper. Additionally, it is important to consider the resources available to you when choosing a topic. Finally, it is also important to consider the audience you are writing for when choosing a topic. ”

One of the most important aspects of research is finding reliable sources. Without sources that can be verified and relied upon, the researcher's findings will not be credible. Therefore, it is important for the interviewer to ask how the researcher plans to find sources for their paper in order to ensure that the research is of high quality.

Example: “ There is no one answer to this question as it depends on the topic of the research paper and the type of sources required. However, some tips on finding sources for a research paper include using online search engines such as Google Scholar, looking through bibliographies of relevant books and articles, and searching for open access journals that cover the topic. Additionally, contacting experts in the field and asking for recommendations can be helpful. ”

The interviewer is trying to gauge the researcher's ability to find reliable sources of information. This is important because research papers are only as good as the sources they are based on. If a researcher cannot find reliable sources, then their paper will not be credible.

Example: “ There are a few ways that researchers can go about finding sources for their papers that are considered to be less than ideal. One way is to simply do a Google search on the topic and hope that relevant sources come up. This is often not very effective, as much of the information that comes up in a general search may not be relevant or reliable. Another way is to ask friends or colleagues for recommendations. This can be somewhat helpful, but it is often limited to the resources that those individuals are aware of. A better way to find sources is to use a database or search engine specifically designed for academic research. These tools will allow you to narrow your search to more reputable and relevant sources. ”

Qualitative Research 101: Interviewing

5 Common Mistakes To Avoid When Undertaking Interviews

By: David Phair (PhD) and Kerryn Warren (PhD) | March 2022

Undertaking interviews is potentially the most important step in the qualitative research process. If you don’t collect useful, useable data in your interviews, you’ll struggle through the rest of your dissertation or thesis. Having helped numerous students with their research over the years, we’ve noticed some common interviewing mistakes that first-time researchers make. In this post, we’ll discuss five costly interview-related mistakes and outline useful strategies to avoid making these.

Overview: 5 Interviewing Mistakes

Not having a clear interview strategy /plan
Not having good interview techniques /skills
Not securing a suitable location and equipment
Not having a basic risk management plan
Not keeping your “ golden thread ” front of mind

1. Not having a clear interview strategy

The first common mistake that we’ll look at is that of starting the interviewing process without having first come up with a clear interview strategy or plan of action. While it’s natural to be keen to get started engaging with your interviewees, a lack of planning can result in a mess of data and inconsistency between interviews.

There are several design choices to decide on and plan for before you start interviewing anyone. Some of the most important questions you need to ask yourself before conducting interviews include:

What are the guiding research aims and research questions of my study?
Will I use a structured, semi-structured or unstructured interview approach?
How will I record the interviews (audio or video)?
Who will be interviewed and by whom ?
What ethics and data law considerations do I need to adhere to?
How will I analyze my data?

Let’s take a quick look at some of these.

The core objective of the interviewing process is to generate useful data that will help you address your overall research aims. Therefore, your interviews need to be conducted in a way that directly links to your research aims, objectives and research questions (i.e. your “golden thread”). This means that you need to carefully consider the questions you’ll ask to ensure that they align with and feed into your golden thread. If any question doesn’t align with this, you may want to consider scrapping it.

Another important design choice is whether you’ll use an unstructured, semi-structured or structured interview approach . For semi-structured interviews, you will have a list of questions that you plan to ask and these questions will be open-ended in nature. You’ll also allow the discussion to digress from the core question set if something interesting comes up. This means that the type of information generated might differ a fair amount between interviews.

Contrasted to this, a structured approach to interviews is more rigid, where a specific set of closed questions is developed and asked for each interviewee in exactly the same order. Closed questions have a limited set of answers, that are often single-word answers. Therefore, you need to think about what you’re trying to achieve with your research project (i.e. your research aims) and decided on which approach would be best suited in your case.

It is also important to plan ahead with regards to who will be interviewed and how. You need to think about how you will approach the possible interviewees to get their cooperation, who will conduct the interviews, when to conduct the interviews and how to record the interviews. For each of these decisions, it’s also essential to make sure that all ethical considerations and data protection laws are taken into account.

Finally, you should think through how you plan to analyze the data (i.e., your qualitative analysis method) generated by the interviews. Different types of analysis rely on different types of data, so you need to ensure you’re asking the right types of questions and correctly guiding your respondents.

Simply put, you need to have a plan of action regarding the specifics of your interview approach before you start collecting data. If not, you’ll end up drifting in your approach from interview to interview, which will result in inconsistent, unusable data.

Your interview questions need to directly link to your research aims, objectives and research questions - your "golden thread”.

2. Not having good interview technique

While you’re generally not expected to become you to be an expert interviewer for a dissertation or thesis, it is important to practice good interview technique and develop basic interviewing skills .

Let’s go through some basics that will help the process along.

Firstly, before the interview , make sure you know your interview questions well and have a clear idea of what you want from the interview. Naturally, the specificity of your questions will depend on whether you’re taking a structured, semi-structured or unstructured approach, but you still need a consistent starting point . Ideally, you should develop an interview guide beforehand (more on this later) that details your core question and links these to the research aims, objectives and research questions.

Before you undertake any interviews, it’s a good idea to do a few mock interviews with friends or family members. This will help you get comfortable with the interviewer role, prepare for potentially unexpected answers and give you a good idea of how long the interview will take to conduct. In the interviewing process, you’re likely to encounter two kinds of challenging interviewees ; the two-word respondent and the respondent who meanders and babbles. Therefore, you should prepare yourself for both and come up with a plan to respond to each in a way that will allow the interview to continue productively.

To begin the formal interview , provide the person you are interviewing with an overview of your research. This will help to calm their nerves (and yours) and contextualize the interaction. Ultimately, you want the interviewee to feel comfortable and be willing to be open and honest with you, so it’s useful to start in a more casual, relaxed fashion and allow them to ask any questions they may have. From there, you can ease them into the rest of the questions.

As the interview progresses , avoid asking leading questions (i.e., questions that assume something about the interviewee or their response). Make sure that you speak clearly and slowly , using plain language and being ready to paraphrase questions if the person you are interviewing misunderstands. Be particularly careful with interviewing English second language speakers to ensure that you’re both on the same page.

Engage with the interviewee by listening to them carefully and acknowledging that you are listening to them by smiling or nodding. Show them that you’re interested in what they’re saying and thank them for their openness as appropriate. This will also encourage your interviewee to respond openly.

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interview questions for a research project

3. Not securing a suitable location and quality equipment

Where you conduct your interviews and the equipment you use to record them both play an important role in how the process unfolds. Therefore, you need to think carefully about each of these variables before you start interviewing.

Poor location: A bad location can result in the quality of your interviews being compromised, interrupted, or cancelled. If you are conducting physical interviews, you’ll need a location that is quiet, safe, and welcoming . It’s very important that your location of choice is not prone to interruptions (the workplace office is generally problematic, for example) and has suitable facilities (such as water, a bathroom, and snacks).

If you are conducting online interviews , you need to consider a few other factors. Importantly, you need to make sure that both you and your respondent have access to a good, stable internet connection and electricity. Always check before the time that both of you know how to use the relevant software and it’s accessible (sometimes meeting platforms are blocked by workplace policies or firewalls). It’s also good to have alternatives in place (such as WhatsApp, Zoom, or Teams) to cater for these types of issues.

Poor equipment: Using poor-quality recording equipment or using equipment incorrectly means that you will have trouble transcribing, coding, and analyzing your interviews. This can be a major issue , as some of your interview data may go completely to waste if not recorded well. So, make sure that you use good-quality recording equipment and that you know how to use it correctly.

To avoid issues, you should always conduct test recordings before every interview to ensure that you can use the relevant equipment properly. It’s also a good idea to spot check each recording afterwards, just to make sure it was recorded as planned. If your equipment uses batteries, be sure to always carry a spare set.

Where you conduct your interviews and the equipment you use to record them play an important role in how the process unfolds.

4. Not having a basic risk management plan

Many possible issues can arise during the interview process. Not planning for these issues can mean that you are left with compromised data that might not be useful to you. Therefore, it’s important to map out some sort of risk management plan ahead of time, considering the potential risks, how you’ll minimize their probability and how you’ll manage them if they materialize.

Common potential issues related to the actual interview include cancellations (people pulling out), delays (such as getting stuck in traffic), language and accent differences (especially in the case of poor internet connections), issues with internet connections and power supply. Other issues can also occur in the interview itself. For example, the interviewee could drift off-topic, or you might encounter an interviewee who does not say much at all.

You can prepare for these potential issues by considering possible worst-case scenarios and preparing a response for each scenario. For instance, it is important to plan a backup date just in case your interviewee cannot make it to the first meeting you scheduled with them. It’s also a good idea to factor in a 30-minute gap between your interviews for the instances where someone might be late, or an interview runs overtime for other reasons. Make sure that you also plan backup questions that could be used to bring a respondent back on topic if they start rambling, or questions to encourage those who are saying too little.

In general, it’s best practice to plan to conduct more interviews than you think you need (this is called oversampling ). Doing so will allow you some room for error if there are interviews that don’t go as planned, or if some interviewees withdraw. If you need 10 interviews, it is a good idea to plan for 15. Likely, a few will cancel , delay, or not produce useful data.

You should consider all the potential risks, how you’ll reduce their probability and how you'll respond if they do indeed materialize.

5. Not keeping your golden thread front of mind

We touched on this a little earlier, but it is a key point that should be central to your entire research process. You don’t want to end up with pages and pages of data after conducting your interviews and realize that it is not useful to your research aims . Your research aims, objectives and research questions – i.e., your golden thread – should influence every design decision and should guide the interview process at all times.

A useful way to avoid this mistake is by developing an interview guide before you begin interviewing your respondents. An interview guide is a document that contains all of your questions with notes on how each of the interview questions is linked to the research question(s) of your study. You can also include your research aims and objectives here for a more comprehensive linkage.

You can easily create an interview guide by drawing up a table with one column containing your core interview questions . Then add another column with your research questions , another with expectations that you may have in light of the relevant literature and another with backup or follow-up questions . As mentioned, you can also bring in your research aims and objectives to help you connect them all together. If you’d like, you can download a copy of our free interview guide here .

Recap: Qualitative Interview Mistakes

In this post, we’ve discussed 5 common costly mistakes that are easy to make in the process of planning and conducting qualitative interviews.

To recap, these include:

If you have any questions about these interviewing mistakes, drop a comment below. Alternatively, if you’re interested in getting 1-on-1 help with your thesis or dissertation , check out our dissertation coaching service or book a free initial consultation with one of our friendly Grad Coaches.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Commonly asked questions in academic interviews

Be prepared to answer the sort of questions in this list (which will be tailored to your research area) in addition to general interview questions. It is a good idea to prepare and even rehearse your answers. If you are confident in answering all of these you will be well-prepared.

About your research General research questions About you and your capabilities About your ability to gain funding About your proposed research About your role as supervisor/teacher About your ‘fit’ with the department

About your research

What is innovative about your research ?
How is your work distinct from your supervisor’s/principal investigator’s? How intellectually independent are you?
What influences have you been exposed to? Do you think you have enough breadth of experience?
Who has influenced you the most?
What has been your role so far in developing research ideas and carrying them forward?
What do you think are your most significant research accomplishments?
What do you consider to be your best paper/work and why? What did it change about the way people approach the field?
What are your most important publications?
What has been the impact of your research?
What papers do you have coming through in the next year?
If we gave you the position what might go wrong? How will you manage the risks

General research questions

What do you see yourself doing in ten years' time? What are your professional goals in the next five, and ten years?
How will this job help you achieve your long term career plans?
What would you do on the first day of the job?
What are the big issues in your research area?
Who are the key researchers in your area? How does your work compare with theirs?
Who are your main competitors? What are they doing? How will you compete with them?
Why would someone come to work for you and not for your competitors?
How does your work align with contemporary trends or funding priorities?
How would you bridge the gap from your research to research users?
The university is keen to serve the wider community and economy. Does your planned research have any potential in these areas?
How do you feel about translating your research into innovation or spin-outs? Can you give an example of when you have been enterprising?
Describe in layman’s terms why your research project is interesting in two minutes.

About you and your capabilities

How have you managed your research project?
How do you balance your time? If several challenges came up at the same time (grant deadline, pastoral care for a student, teaching commitments) how would you prioritise?
If you were starting your project again today, what would you do differently?
Describe a research problem you have faced. What did you learn?
What has been the most productive period in your research career and why?
Why do you think you are ready for this position?
If you get this position how will you run your research project?
Why do you think you are the right person for this position?

About your ability to gain funding

What experience do you have of attracting funding?
Previously, you have only brought in small amounts of funding: how can you convince us you will be able to bring in larger amounts?
Where will you apply for grants? If your funding applications are unsuccessful, what alternatives do you have in mind? (looking for knowledge of the funding infrastructure)
How would you convince a funding body that they should fund your research rather than one of the other hundreds of proposals they receive?
Who are you currently funded by, and why do you think they were interested in funding your project?

About your proposed research

What will be your major focus as an independent researcher?
In one sentence, what is the most important question you want to address?
How does the work you propose follow on from what you are already doing?
What will you focus on and what gives you a competitive edge in this area?
What is the overall importance of this project? How do you see this work impacting the field?
What will you do if your hypothesis is proved wrong? Can you see any of your research proposal failing?
Why is the technique you have chosen more likely to succeed than other approaches?
Have you already done anything to test the feasibility of your project?
If you could only do one aspect of this project, which one do you think is key?
If we gave you unlimited resources, what would you do with them?
If we gave you X amount of money, what would you do with it?
What resources will you need?
How would you deal with the more limited resources or facilities compared to what you anticipate for the project?
How do you plan to manage this project on a day-to-day level?

About your role as supervisor/ teacher

Describe your teaching experience. How do you feel about teaching? What is your teaching philosophy?
Do you have any experience in curriculum development?
Have you supervised doctoral candidates, and how did you find this experience? How did you manage them?
What advice would you give to a new researcher about supervising undergraduate or masters students?
How would you go about interviewing a prospective postgraduate researcher?
How would you induce a new doctoral candidate into their research project?
How would you go about motivating a researcher who is going through a low point?
How would you deal with a weak researcher?
How would you deal with any conflict/disagreement within the research group? Do you have an example of when you have had to deal with a disagreement?
Do you anticipate building a research group? How many people would you like for it to be optimal?

About your ‘fit’ with the department

Why do you want to come here?
What will you bring to the institution?
We are keen to develop collaborations between departments. What opportunities for multi-disciplinary work does your research offer?
How would you fit with the existing activities in the department? Who do would you expect to collaborate with in the institution? Why do you want to collaborate with them?
What committee work have you done and what challenges has it presented?
In what ways, other than research and teaching could you contribute to this department?

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Sample Interview Questions for Research

Candidate’s research.

What is innovative about your research?
How is your work distinct from your supervisor’s/principal investigator’s? How intellectually independent are you?
What influences have you been exposed to? Do you think you have enough breadth of experience?
Who has influenced you the most?
What has been your role so far in developing research ideas and carrying them forward?
What do you think are your most significant research accomplishments?
What do you consider to be your best paper/work and why? What did it change about the way people approach the field?
What are your most important publications?
What has been the impact of your research?
What papers do you have coming through in the next year?
If we gave you the position what might go wrong? How will you manage the risks?

General Research Questions

What do you see yourself doing in ten years' time? What are your professional goals in the next five, and ten years?
How will this job help you achieve your long-term career plans?
What would you do on the first day of the job?
What are the big issues in your research area?
Who are the key researchers in your area? How does your work compare with theirs?
Who are your main competitors? What are they doing? How will you compete with them?
Why would someone come to work for you and not for your competitors?
How does your work align with contemporary trends or funding priorities?
How would you bridge the gap from your research to research users?
The university is keen to serve the wider community and economy. Does your planned research have any potential in these areas?
How do you feel about translating your research into innovation or spin-outs? Can you give an example of when you have been enterprising?
Describe in layperson’s terms and in two minutes why your research project is interesting.

Candidate's Capabilities

How have you managed your research project?
How do you balance your time? If several challenges came up at the same time (grant deadline, pastoral care for a student, teaching commitments) how would you prioritize?
If you were starting your project again today, what would you do differently?
Describe a research problem you have faced. What did you learn?
What has been the most productive period in your research career and why?
Why do you think you are ready for this position?
If you get this position how will you run your research project?
Why do you think you are the right person for this position?
What experience do you have of attracting funding?
Where will you apply for grants? If your funding applications are unsuccessful, what alternatives do you have in mind? (looking for knowledge of the funding infrastructure)
How would you convince a funding body that they should fund your research rather than one of the other hundreds of proposals they receive?
Who are you currently funded by, and why do you think they were interested in funding your project?

Candidate’s Proposed Research

What will be your major focus as an independent researcher?
In one sentence, what is the most important question you want to address?
How does the work you propose follow on from what you are already doing?
What will you focus on and what gives you a competitive edge in this area?
What is the overall importance of this project? How do you see this work impacting the field?
What will you do if your hypothesis is proved wrong? Can you see any of your research proposals failing?
Why is the technique you have chosen more likely to succeed than other approaches?
Have you already done anything to test the feasibility of your project?
If you could only do one aspect of this project, which one do you think is key?
If we gave you unlimited resources, what would you do with them?
If we gave you X amount of money, what would you do with it?
What resources will you need?
How would you deal with the more limited resources or facilities compared to what you anticipate for the project?
How do you plan to manage this project on a day-to-day level?

Candidate’s Role as Supervisor/Teacher

Describe your teaching experience. How do you feel about teaching? What is your teaching philosophy?
Do you have any experience in curriculum development?
Have you supervised doctoral candidates, and how did you find this experience? How did you manage them?
What advice would you give to a new researcher about supervising undergraduate or masters students?
How would you go about interviewing a prospective postgraduate researcher?
How would you induce a new doctoral candidate into their research project?
How would you go about motivating a researcher who is going through a low point?
How would you deal with a weak researcher?
How would you deal with any conflict/disagreement within the research group? Do you have an example of when you have had to deal with a disagreement?
Do you anticipate building a research group? How many people would you like for it to be optimal?

Candidate’s ‘fit’ with the department

Why do you want to come here?
What will you bring to the institution?
We are keen to develop collaborations between departments. What opportunities for multi-disciplinary work does your research offer?
How would you fit with the existing activities in the department? Who do would you expect to collaborate with in the institution? Why do you want to collaborate with them?
What committee work have you done and what challenges has it presented?
In what ways, other than research and teaching, could you contribute to this department?

Research Voyage

Research Tips and Infromation

Research Internship Interview Questions

You’ve taken the first step in your academic or professional journey – applying for a research internship. Congratulations! It’s a significant opportunity to delve into your field of interest, gain hands-on experience, and contribute to groundbreaking research. But before you can embark on this exciting journey, there’s one hurdle to conquer: the interview.

The interview process for a research internship is a critical juncture that can determine your entry into the world of research. The questions you’ll face during this interview can be challenging, but with the right preparation and mindset, you can impress the interviewers and secure your spot.

In this guide, we’ll take you through the most common research internship interview questions, providing valuable insights, tips, and sample answers to help you shine. We’ll also emphasize the importance of not just answering questions but also asking the right ones in return, demonstrating your genuine interest and fit for the position.

Whether you’re a budding scientist, a future engineer, or a curious mind ready to explore, this guide will empower you to navigate the interview with confidence. So, let’s dive in and prepare for your journey to success in the world of research internships.

Introduction

Specific questions to undergraduate students, specific questions to postgraduate students:, specific questions to phd students:, research internships worldwide @ your finger tips.

Embarking on a research internship is an exciting endeavor. It’s a unique opportunity to step beyond the classroom or the theoretical world of textbooks and dive headfirst into the world of hands-on research. Whether you’re passionate about unraveling the mysteries of the cosmos, discovering cutting-edge technologies, or exploring the intricacies of the human mind, a research internship can be your gateway to meaningful contributions in your field of interest.

But, before you can start making a real impact, there’s a crucial hurdle that stands in your way – the interview. Think of it as the portal to the world of research, a gateway that evaluates your readiness and enthusiasm. The interview process for a research internship is not just a formality; it’s a pivotal moment that can make or break your entry into the world of research.

Imagine this scenario: You’re a physics enthusiast vying for a coveted spot in a renowned astrophysics lab. The chance to work alongside brilliant scientists and engage in groundbreaking research beckons. Now, picture yourself sitting across from a panel of researchers who hold the key to your aspirations. They are eager to hear your story, understand your passion, and assess your potential. They want to know if you have what it takes to be a valuable contributor to their ongoing projects.

The questions they ask you during this interview are designed to reveal not just your academic knowledge but your problem-solving skills, your ability to work independently or in a team, and most importantly, your genuine passion for the subject. How well you answer these questions can be the difference between joining the lab of your dreams or missing out on this once-in-a-lifetime opportunity.

In this guide, we’ll delve into the heart of the matter – the common research internship interview questions. We’ll not only provide insights into what these questions mean but also give you practical tips on how to prepare for them. You’ll find sample answers to guide you, as well as advice on asking the right questions in return to demonstrate your enthusiasm and fit for the position.

Your journey to a successful research internship begins with this interview. So, let’s unlock the secrets to nailing it and securing your place in the world of research.

Common Research Internship Interview Questions

As you prepare to take your first steps into the world of research internships, understanding the questions you may encounter during the interview i s crucial. These questions are not just a test of your knowledge but a measure of your ability to think critically, adapt to new challenges, and collaborate effectively. Let’s explore some of the common research internship interview questions, providing context and potential ways to answer them:

1. Can you tell us about your research experience and academic background?

Context : This question sets the stage for the interview by allowing you to introduce yourself. Interviewers want to know your educational and research background.

Potential Answer : Begin with your academic background, highlighting relevant coursework or projects. Then, discuss any prior research experiences, internships, or projects that demonstrate your interest in the field.

2. What motivated you to apply for this research internship?

Context : Here, the interviewers want to gauge your enthusiasm and alignment with their specific research projects.

Potential Answer : Discuss your passion for the subject and how this internship aligns with your long-term goals. Mention any specific aspects of the organization’s work or projects that particularly excite you.

3. Can you describe a specific research project you’ve worked on in the past, and your role in it?

Context : This question assesses your practical research experience and your contributions to previous projects.

Potential Answer : Share a concise overview of a project, your role (e.g., data collection, analysis, experimentation), and the outcomes or lessons learned.

4. How do you approach problem-solving and critical thinking in a research context?

Context : This question delves into your problem-solving skills, a fundamental requirement for research roles.

Potential Answer : Describe a systematic approach to problem-solving, emphasizing your ability to define problems, gather data, analyze information, and generate creative solutions.

5. What research methodologies and tools are you familiar with?

Context : Interviewers want to know your technical skills and whether you can apply them to their research.

Potential Answer : List relevant methodologies, software, or lab equipment you’ve used. Provide examples of how you’ve applied them in previous projects.

6. Have you worked with any specific software or programming languages relevant to our research projects?

Context : This question gauges your technical proficiency in tools or languages pertinent to the organization’s research.

Potential Answer : Mention any software, programming languages, or tools you’re proficient in, and cite examples of projects where you’ve applied them.

7. How do you manage and prioritize tasks to meet research deadlines?

Context : This question assesses your time management and organizational skills, crucial for research environments with tight deadlines.

Potential Answer : Explain your method for task prioritization, such as breaking down larger projects into manageable steps and setting specific deadlines for each. Mention how you’ve successfully met deadlines in previous research or academic projects.

8. Can you discuss any challenges you’ve faced during previous research projects and how you overcame them?

Context : Interviewers are interested in your ability to handle adversity and problem-solving skills in a research context.

Potential Answer : Share a specific challenge you’ve encountered (e.g., equipment failure, data discrepancies), your initial approach to solving it, and the successful resolution or lessons learned. Highlight your adaptability and persistence.

9. What do you hope to learn or achieve during this internship?

Context : This question aims to understand your goals and expectations, ensuring they align with what the internship can offer.

Potential Answer : Express your eagerness to learn from experienced researchers, gain practical research skills, and contribute to meaningful projects. Discuss how this internship will help you grow and advance your career goals.

10. How do you stay current with developments in your field of interest?

Context : Interviewers want to know if you are actively engaged and committed to staying updated in your area of research.

Potential Answer : Mention your sources of information, such as research journals, academic websites, or conferences you follow. Share instances where you’ve applied new knowledge to your work or studies.

11. Are you comfortable working independently, as well as in a team-oriented research environment?

Context : This question gauges your ability to work both autonomously and collaboratively, which are vital skills in research.

Potential Answer : Express your versatility in working both independently on focused tasks and as part of a team, highlighting examples from group projects and research collaborations.

12. Can you provide an example of a successful collaboration or teamwork experience?

Context : Interviewers want to assess your interpersonal and teamwork skills.

Potential Answer : Describe a project where you worked with a diverse team, outlining your role, the project’s objectives, and the successful outcomes achieved through effective collaboration and communication.

1. Can you tell us about your coursework and any relevant projects you’ve completed as an undergraduate?

Potential Answer : “I’ve completed a range of foundational coursework in [your major], including [specific courses]. One project that’s particularly relevant to this internship is my research paper on [topic], where I conducted literature reviews and collected data to support my findings.”

2. Why are you interested in pursuing a research internship as an undergraduate student?

Potential Answer : “I believe that hands-on research experience will complement my academic learning and provide a deeper understanding of the field. It’s a great opportunity to apply what I’ve learned in the classroom to real-world research projects.”

3. What specific skills or knowledge do you hope to gain from this internship to support your academic development?

Potential Answer : “I’m eager to develop practical research skills, such as data analysis and experimental techniques. I also hope to gain exposure to collaborative research settings, which will be invaluable for my academic growth.”

4. Do you have any prior research experience or academic projects that demonstrate your interest in this field?

Potential Answer : “Yes, I worked on a research project with [professor’s name] where we investigated [topic]. This experience allowed me to gain insights into the research process and reinforced my interest in this field.”

5. How do you plan to balance your coursework with the responsibilities of this research internship?

Potential Answer : “I’m committed to effectively managing my time and setting clear priorities. I’ll schedule my classes and study time to accommodate the internship. Plus, I’m proactive about seeking support and guidance from my professors when needed.”

1.”Tell us about your academic background and the focus of your postgraduate studies ?”

. Potential Answer : “I completed my postgraduate studies in [your field] with a focus on [specific research area]. My thesis, titled [thesis title], delves into [brief overview of your thesis topic].”

2. “What motivated you to pursue a postgraduate research internship, and how does it align with your research interests?”

Potential Answer : “I’m passionate about advancing research in [your field], and this internship provides the ideal platform to continue my research journey. The projects and goals of this research team closely align with my academic interests.”

3. “What specific research methodologies or advanced knowledge do you bring from your postgraduate studies?”

Potential Answer : “During my postgraduate studies, I gained expertise in [specific research methodologies], which I believe will be valuable for the team. Additionally, I’ve developed a deep understanding of [specific advanced knowledge] that’s directly relevant to your projects.”

4. “Can you share examples of research projects or publications from your postgraduate work that highlight your research abilities?”

Potential Answer : “Certainly, I was part of a research team that conducted a study on [topic], which resulted in a published paper in [journal name]. This experience showcases my ability to contribute to significant research efforts.”

5. “How do you envision your postgraduate research experience contributing to the goals of our research team?”

Potential Answer : “I see my postgraduate experience as an asset to the team’s goals. I can bring my expertise in [specific area] to enhance the research projects and work collaboratively with other team members to achieve research objectives.”

For PhD research internships, the interview questions will typically be more focused on your advanced academic background, research experience, and your ability to contribute meaningfully to ongoing projects. Here are some questions you might encounter:

1. “Can you provide an overview of your doctoral research, its objectives, and key findings?”

Potential Answer : “Certainly. My PhD research focused on [brief overview]. The main objectives were [list objectives], and the key findings include [highlight significant findings].”

2. “How does your current research align with the projects undertaken by our research team?”

Potential Answer : “My research aligns closely with your team’s work, particularly in [specific area]. I believe my expertise in [mention specific skills or techniques] could contribute significantly to the ongoing projects here.”

3. “What specific methodologies or techniques have you employed in your doctoral research?”

Potential Answer : “I’ve employed [mention specific methodologies] in my doctoral research to address [research questions]. These methodologies have allowed me to [describe the advantages or outcomes].”

4 .”Can you discuss any challenges you faced during your PhD research and how you addressed them?”

Potential Answer : “One challenge was [describe challenge], and to overcome it, I [explain the solution]. This experience strengthened my problem-solving skills and adaptability in a research context.”

5. “How do you plan to integrate your current research interests with the ongoing projects within our research team?”

Potential Answer : “I’m excited about the prospect of integrating my research interests into your ongoing projects. For example, my work on [specific aspect of your research] aligns well with the objectives of project [mention project name], and I believe it can enhance the team’s outcomes.”

6. “What motivated you to pursue a research internship at this particular institution/lab?”

Potential Answer : “This institution/lab is renowned for its groundbreaking research in [specific field], which closely aligns with my research interests. I’m particularly drawn to [mention a specific project or achievement], and I believe that contributing to your team would be mutually beneficial.”

7. “How do you plan to disseminate the results of your internship research?”

Potential Answer : “I plan to disseminate the results through conference presentations, peer-reviewed publications, and potentially collaborating with team members on projects that have the potential for significant impact in our field.”

8. “Can you share an example of a collaborative research project you’ve been involved in, and your role in the collaboration?”

Potential Answer : “Certainly. I collaborated on a project investigating [topic], where my role involved [describe your specific contributions]. This experience highlighted my ability to work effectively in interdisciplinary teams.”

9. “What are your long-term research goals, and how does this internship fit into those goals?”

Potential Answer : “My long-term goals include [mention specific goals], and this internship is a crucial step in achieving them. I see this opportunity as a chance to broaden my research skills, collaborate with experts in the field, and contribute meaningfully to ongoing projects.”

10. “How do you approach integrating new research methodologies or technologies into your work?”

Potential Answer : “I actively seek to stay informed about emerging methodologies and technologies in the field. When integrating new approaches, I start by thoroughly researching and understanding them, and then I gradually incorporate them into my work, ensuring a seamless integration with existing methodologies.”

Remember to personalize your responses based on your unique experiences, skills, and research interests. These are just sample answers to help you structure your responses during the interview.

Visit our interactive world map! This map is a powerful tool for exploring research internships available worldwide. With it, you can easily find information about research opportunities in different countries. Click on the map or the Button below to visit our Research Internship Worldmap.

Explore an array of insightful articles within the realm of research internships, all neatly categorized under the Research Internship section .

As we conclude our exploration of common research internship interview questions, it’s evident that these queries serve as gateways to a world of possibilities in the realm of academic and professional research. Navigating the interview process successfully is not just about providing the right answers; it’s about showcasing your passion, adaptability, and dedication to advancing knowledge in your chosen field.

Remember, an internship interview is not a mere formality; it’s an opportunity to demonstrate your potential as a valuable contributor to ongoing projects and a future leader in your field. Each question is crafted to unveil different facets of your academic journey, research experience, and aspirations. Whether you’re an undergraduate student embarking on your first research adventure or a seasoned PhD candidate ready to integrate your expertise into new projects, the key lies in thoughtful preparation and authentic self-expression.

As you embark on your journey toward a research internship, consider these questions as stepping stones rather than obstacles. Each response you provide is a chance to articulate not only your qualifications but also your unique perspective, problem-solving skills, and commitment to growth. Tailor your answers to reflect your individual experiences, goals, and the specific nuances of the internship you’re pursuing.

In the dynamic world of research, where questions lead to answers and answers spark new questions, your ability to articulate your story can set you apart. Embrace the excitement of the interview process, view each question as an opportunity to shine, and remember that your journey towards research success is well underway.

May your interview be a reflection of your passion, dedication, and the limitless potential you bring to the world of research. Best of luck on your path to unlocking the doors of opportunity that await you in the fascinating realm of research internships!

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17 Research Project Coordinator Interview Questions and Answers

Learn what skills and qualities interviewers are looking for from a research project coordinator, what questions you can expect, and how you should go about answering them.

The coordinator of a research project is the glue that holds everything together. From planning and organizing the research project to ensuring that all the research is completed on time and within budget, the coordinator is responsible for the success of the project. This position also often requires good communication and interpersonal skills to manage the team of researchers working on the project.

If you’re interviewing for a research project coordinator position, you can expect to be asked a variety of questions about your experience and skills. To help you prepare, we’ve gathered some of the most common interview questions for research project coordinators and provided sample answers to help you get started.

Are you familiar with the process of double-blind studies?

What are some of the most important qualities for a research project coordinator to have, how would you handle a situation where a study participant was not following the protocol, what is your process for organizing and prioritizing your work, provide an example of a time when you had to manage a difficult client or customer., if you had the opportunity to start over as a research project coordinator, what would you do differently, what would you do if you noticed a mistake in one of your study’s reports, how well do you handle stress, do you have any questions for us about the role of a research project coordinator, when was the last time you updated your research skills, we want to improve our research project coordinator training. what types of training would you like to receive, describe your process for ensuring that all of the necessary paperwork is completed and submitted on time., what makes you stand out from other candidates for this role, which computer programs and databases are you most familiar with using, what do you think is the most important aspect of communication for a research project coordinator to focus on, how often do you update your to-do lists, there is a wide range of personalities in the people who participate in our studies. how do you adjust your communication style to suit each individual.

Double-blind studies are a common research method that requires the researcher to be impartial and not influence the results. This question is asking you if you have experience with this process, which can help determine your ability to work as part of a team in an organization. Use examples from past projects where you’ve worked on double-blind studies to show the interviewer how you would apply these skills to their company.

Example: “I am familiar with the process of double-blind studies, although I haven’t had much experience working on them myself. In my last position, we were conducting a study on the effectiveness of different types of advertising for our client. We used double-blind studies because it was important that the researchers didn’t know who the client was so they could remain impartial. The lead researcher assigned each member of the team one type of ad to analyze, but we all knew what the other ads were.”

This question can help the interviewer determine if you have the skills and abilities to be successful in this role. When answering, it can be helpful to mention a few of your strongest qualities that relate to the job description.

Example: “I believe some of the most important qualities for a research project coordinator are organization, attention to detail and communication skills. These skills allow me to keep track of all aspects of my projects, including who is working on what tasks, when they are due and how much progress has been made. I am also very good at communicating with team members about any questions or concerns they may have.”

Interviewers may ask this question to assess your ability to handle challenging situations. In your answer, you can describe how you would respond to a participant who was not following the protocol and how you would ensure they were compliant with the study.

Example: “If a participant wasn’t following the protocol, I would first speak with them about their reasons for noncompliance. If it was an issue that could be resolved, such as if they forgot to take their medication or missed an appointment, I would help them resolve the situation. However, if there was no way to change the situation, I would report my findings to my supervisor so we could discuss what options we had.”

This question can help the interviewer understand how you approach your work and determine whether or not your process aligns with their organization’s. Your answer should include a specific example of how you organized and prioritized a project in the past, along with an explanation of why that method was effective for you.

Example: “In my previous role as a research coordinator, I used a calendar to keep track of all deadlines and due dates for each stage of the research project. This helped me stay on top of when deliverables were due and allowed me to communicate any changes to team members before they became issues. It also helped me prioritize tasks based on their importance and ensure we met our deadlines.”

An interviewer may ask this question to learn more about your customer service skills. They want to know how you would handle a challenging situation with their clients or customers and whether you have the ability to resolve conflict. In your answer, try to highlight your problem-solving and interpersonal skills.

Example: “In my previous role as a research project coordinator, I had a client who was very demanding. He wanted all of his questions answered immediately and he often called me at night to make sure we were still working on his project. This made it difficult for me to balance my work and personal life. However, I remained professional in all of our interactions and tried to explain that I needed time to complete the project. Eventually, he understood and stopped calling so frequently.”

This question is a great way to determine how much you’ve learned from your past experiences. It also shows the interviewer that you’re willing to learn and grow as an employee. When answering this question, it can be helpful to mention something specific about your previous job that you would change or something you wish you had done differently.

Example: “If I could start over again as a research project coordinator, I would definitely spend more time learning about my company’s data collection software. In my last position, I was responsible for collecting data using Excel spreadsheets, but I didn’t know how to use many of its features. As a result, I spent too much time entering data into the spreadsheet instead of analyzing it. Now, I’m very comfortable with most data collection software.”

This question can help interviewers understand how you handle errors and challenges in the workplace. Your answer should show that you are willing to take responsibility for your actions, learn from mistakes and make corrections when needed.

Example: “If I noticed a mistake in one of my study’s reports, I would first try to find out what caused it. If I made an error, I would immediately correct it and notify my supervisor so they could inform the client. If someone else made the mistake, I would ask them to fix it and let our supervisor know as well. In either case, I would ensure that we have procedures in place to prevent similar mistakes from happening again.”

Research projects can be stressful, especially if you’re working with a tight deadline. Employers ask this question to make sure you have the ability to handle stress and still complete your work on time. In your answer, explain how you manage stress in your life. Share one or two strategies that help you stay calm when things get hectic.

Example: “I’m naturally organized, so I find it easy to keep track of all my tasks. This helps me stay calm during stressful situations because I know exactly what I need to do next. When I first started as a research project coordinator, I was thrown into a situation where I had to organize someone else’s notes. It was quite overwhelming at first, but I took deep breaths and focused on one task at a time. After an hour, I had everything sorted out.”

Interviewers may ask this question to see if you have any questions about the role and how it fits into their company. This is also an opportunity for you to show your interest in the position by asking thoughtful, relevant questions. Before your interview, think of a few questions that will help you learn more about the job and its responsibilities.

Example: “I am very interested in this role because I love working with numbers and data. However, I do not have much experience managing projects or teams. In my last role as a research analyst, I worked independently on most tasks. If I were hired for this role, I would like to know what resources are available to me to help me develop these skills.”

Employers ask this question to make sure you are committed to your career and want to continue learning. They also want to know that you will be able to keep up with the latest research methods and technology. When answering, think of a time when you took an online course or attended a seminar related to your field.

Example: “I recently completed a two-week online course on how to use data analysis software. I found it very helpful because I was able to learn new ways to organize my projects and find patterns in the data. It’s important for me to stay current with these types of courses because they help me do my job better.”

Interviewers ask this question to learn more about your expectations for training and how you would like to see the company improve its training programs. When answering, consider what types of training you have received in previous roles that helped you succeed. Consider also what you wish you had learned or experienced during your time as a research project coordinator.

Example: “I think it’s important to receive regular feedback from my manager on my performance. I’ve found that having weekly check-ins with my manager helps me stay accountable for my work and provides an opportunity for me to ask questions when needed. Another thing I wish I had done differently was attend more professional development workshops. I find these trainings help me feel more confident in my role and provide new ideas and strategies for completing projects.”

The interviewer may ask this question to learn more about your attention to detail and organizational skills. Use examples from past projects where you organized paperwork, submitted it on time and ensured that all of the necessary information was included.

Example: “I use a calendar app to keep track of important dates and deadlines for submitting research reports and other documents. I also create a checklist of everything that needs to be completed before each deadline so that I can make sure I’ve included everything in my submission. This helps me ensure that I haven’t missed any important details or overlooked anything.”

Employers ask this question to learn more about your qualifications and how you can contribute to their company. Before your interview, make a list of three things that make you unique from other candidates. These could be skills or experiences that relate to the job description. Share these with your interviewer so they know what makes you an ideal candidate for the role.

Example: “I have experience working in a fast-paced environment, which is something I see as important for this role. In my previous position, I was responsible for managing multiple projects at once while meeting deadlines. This helped me develop excellent time management skills and organizational abilities. Another thing that makes me stand out is my attention to detail. I am always sure to double-check all of my work before submitting it.”

This question can help the interviewer determine your level of experience with computer programs and databases. You can list several programs or databases you’re familiar with, but it’s also important to mention which ones you enjoy using most.

Example: “I’m most comfortable working with Microsoft Office programs like Word, Excel and PowerPoint. I’ve also worked extensively with Google Drive and Dropbox for file storage and sharing purposes. In my last role as a research project coordinator, I was responsible for managing all aspects of our company’s database program, including creating new reports and tables.”

Communication is a vital skill for research project coordinators to have. Employers ask this question to make sure you understand the importance of communication in this role. In your answer, explain that effective communication is important because it allows everyone involved with the project to stay informed and on track. You can also mention how good communication skills help you resolve conflicts quickly.

Example: “I think the most important aspect of communication for a research project coordinator is making sure all team members are up-to-date on any changes or developments. This helps ensure that everyone stays focused on their tasks and makes sure they’re prepared for what’s coming next. I’m always proactive about communicating with my team, so I would make sure everyone knows what’s going on at least once a day. If there are any changes, I’ll communicate those right away.”

This question can help interviewers understand how you prioritize your tasks and manage your time. Your answer should show that you are organized, detail-oriented and able to meet deadlines.

Example: “I use a daily to-do list to keep track of my most important tasks for the day. I also have a weekly to-do list where I write down all my assignments for the week. Finally, I make sure to review my monthly to-do list at least once a month so I don’t forget any important dates or events. This system has helped me stay on top of my work while still being flexible enough to accommodate changes.”

This question can help the interviewer understand how you adapt to different personalities and work styles. It can also show them that you are aware of the importance of communication in a research project team.

Example: “I find it important to be respectful of everyone’s unique personality, especially when working with people who may have varying opinions on a topic. I try to make sure that my communication style is clear and concise so that each person understands what they need to do for their part of the study. This helps me avoid misunderstandings and ensures that we all stay on track.”

17 School Cafeteria Worker Interview Questions and Answers

17 pre op nurse interview questions and answers, you may also be interested in..., 25 mis manager interview questions and answers, 20 national renewable energy lab interview questions and answers, 17 project control manager interview questions and answers, 20 bayer interview questions and answers.

Personal Project: Research

A: Planning
B: Applying Skills
C: Reflecting
In-text citations
Image sources and labelling (including graphs, charts, and other visuals)
NoodleTools
Reporting guidelines
Supervisors & Students
2024-2025 PP Timeline

Scholarly vs popular sources

Research databases.

Click here for AISGZ USERNAMES and PASSWORDS You must be logged into your @aisgz.org account to access the above password document.

Search engines

Wolfram Alpha Compute expert-level answers using Wolfram's breakthrough algorithms, knowledgebase and AI technology
Tin Eye--reverse image search Copy your image into the search bar and Tin Eye will find the online source.
Google Art & Culture Explore collections and stories from around the world with Google Arts & Culture.

Methods 101: Question wording

Writing Survey Questions The video above is taken from this longer article from the survey experts at PEW Research. It is an excellent resource for writing survey questions.

MISO--gathering a variety of sources

Google Search Tips

Quick tips for web searches

Interview--how to

The following is from the " Conducting an Interview " page on The Open University site.

"If you are planning to carry out interviews as part of a research project, the first things to consider are who you will interview, what kind of information you want to obtain, and the type of interview that will help you to do that.

Unstructured interview. The interviewer uses at most an 'aide memoir' - notes to jog the memory - rather than a list of questions. The interview may be like a conversation, with the interviewer responding to the interviewee and letting them speak freely.
Semi-structured interview. The interviewer has a list of questions or key points to be covered and works through them in a methodical manner. Similar questions are asked of each interviewee, although supplementary questions can be asked as appropriate. The interviewee can respond how they like and does not have to 'tick a box' with their answer.
Structured interview. The interviewer asks the interviewee a series of specific questions, to which a fixed range of answers are possible ('ticking a box'). This is the typical form of interview used in social survey research, and can provide quantitative data, as in a questionnaire."

Kinds of question

Kvale (1996)* has identified nine types of question asked in qualitative interviews. Keep these in mind when you are composing your interview guide.

Introducing questions : 'Why did you...?' or 'Can you tell me about...?' Through these questions you introduce the topic.
Follow up questions : Through these you can elaborate on their initial answer. Questions may include: 'What did you mean...?' or 'Can you give more detail...?'
Probing questions : You can employ direct questioning to follow up what has been said and to get more detail. 'Do you have any examples?' or 'Could you say more about...?'
Specifying questions : Such as 'What happened when you said that?' or 'What did he say next?'
Direct questions : Questions with a yes or no answer are direct questions. You might want to leave these questions until the end so you don't lead the interviewee to answer a certain way.
Indirect questions : You can ask these to get the interviewee's true opinion.
Structuring questions : These move the interview on to the next subject. For example, 'Moving on to...'
Silence : Through pauses you can suggest to the interviewee that you want them to answer the question!
Interpreting questions : 'Do you mean that...?' or 'Is it correct that...?'

* Kvale S. (1996) InterViews: An Introduction to Qualitative Research Interviews, Sage Publications, California

<< Previous: C: Reflecting
Next: MLA formatting >>
Last Updated: Jun 5, 2024 8:48 AM
URL: https://aisgz.libguides.com/personalproject

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Market Research

30 market research questions for startups to ask

Business owners say that a lack of market research is one of the top reasons that businesses fail. It’s proof that while good ideas are powerful, they’re not enough to ensure the success of your startup.

If you want your new business to thrive, then robust market research is a necessity. And an essential part of the process is asking the right market research questions for startups.

In this article, we’ll discuss types of market research, review why market research is important for startups, and outline methods for conducting a market research survey. Then we’ll help you get started by sharing 30 example market research questions for startups to ask and highlighting how Jotform can help startups create the perfect market research survey.

The benefits of market research for a startup

Market research is the process of collecting data about the audience for a product or service (such as information on their attitudes, opinions, buying behavior, level of customer satisfaction, and awareness of your brand). This data is then combined with research on market size, competitors, and industry trends.

You can use the insights you’ve gathered from this research to create or enhance a positive user experience, improve your brand’s products and services, differentiate your company in the marketplace, and make other decisions that will ensure your startup succeeds.

While it certainly would be disappointing to discover that there’s no market for your potential solution, understanding this before you sink months or years of your blood, sweat, and tears into a project will save you a lot of headache and heartache going forward.

Market research can be helpful in many other ways. It allows you to

Test your ideas
Clarify and understand your ideal client profile (ICP)
Attract investors by gathering data that proves the viability of your idea
Differentiate your startup by analyzing the competition
Identify market gaps where you have a competitive advantage
Mitigate risk and boost the odds of success
Determine the right pricing strategy
Gather insights for developing your marketing and branding strategy
Improve your current product or service based on customer feedback
Understand shifts in the marketplace so you can adapt your business accordingly

Market research can provide a solid road map for making the kind of informed, data-driven decisions that will help you navigate the twists and turns along the way to startup success.

Types of market research

The two main types of market research are primary research and secondary research.

Primary market research is the process of gathering market data directly from your target audience through methods such as in-person interviews, questionnaires, online surveys, phone interviews, focus groups, and existing customer reviews.

Secondary market research is the process of reviewing information third parties have collected and shared via industry publications and studies, academic journals, news sites, white papers, and public databases.

Primary and secondary research can be both qualitative and quantitative. With qualitative research , you discover how your target audience thinks and feels, often by asking open-ended questions on a survey or reviewing interview transcripts. With quantitative research , the data you gather is numbers-based and measurable, such as test scores, website traffic numbers, subscriber counts, or numbers and percentages you’ve gathered from survey question responses.

Methods for conducting a market research survey for startups

A market research survey for startups should aim to collect reliable data on the target audience, competitors, and industry trends. This data can help you create an effective marketing strategy that appeals to your ICP, a value proposition that differentiates your startup from competitors, and an understanding of trends in your market.

There are several reliable methods for collecting market research data. Four common approaches include in-person interviews, telephone interviews, focus groups, and online surveys .

In-person interviews

Interviews are one-on-one conversations with people in your target market. You can conduct them through video if a face-to-face meeting isn’t possible. In-person interviews allow you to read non-verbal cues, which can be helpful for getting context you wouldn’t otherwise have access to.

Telephone interviews

Telephone interviews involve asking your participants questions over the phone. Because respondents aren’t meeting face to face or on camera with an interviewer, they may feel more comfortable answering questions and sharing more information. That said, not many organizations use phone surveys these days because many people won’t answer a call from a number they don’t recognize.

Focus groups

Like interviews, focus groups are also conducted in person, but they involve a small group of people who are representative of the target market. In this setting, a trained moderator asks questions about participant opinions, interests, and tastes related to a product or service, user experience, company branding or marketing, or competing products and services.

Online surveys

This method of conducting market research involves distributing surveys via email, a website, or social media. Online surveys often have a higher response rate than other methods because they are convenient for respondents — anyone with an internet connection can complete them online on any device.

Advantages of online surveys for conducting market research

Online surveys are a popular and powerful way to conduct market research because of their many advantages:

They offer an easy, low-cost way to collect lots of data, which means you can get a statistically reliable sample to base your decision-making on.
The data you gather with online surveys is usually straightforward to analyze.
You can use them to reach a specific target market.
You can use them to collect both qualitative and quantitative data on customer preferences, market trends, and more.
You can distribute them to anyone with an internet connection in any location around the world.
Participants can access them easily and complete them more quickly.
Because online surveys can be anonymous, respondents may be more likely to share their honest thoughts and opinions.
They’re more accurate than other methods because respondents record their answers directly into the survey, rather than having someone else record responses.
You can analyze results quickly and share them easily with others.

30 example market research questions for startups

There are several question types you can include in your market research survey, such as yes/no or single choice questions, multiple choice questions, open-ended questions, star rating questions, ranking questions, and more.

Let’s take a look at 30 example market research questions for startups.

Yes/no or single choice questions

Do you ever purchase products/services in this category?
Have you purchased our product/service before?
How many other products like this do you own?

Multiple choice questions

How many similar products/services like ours have you tried?

[0; 1–2; 3–4; 5 or more]

What’s your main source of information for products/services like ours? [Include a list of options.]
Which of these companies have you purchased this product from in the past six months? [Include a list of competitors.]
What would you be willing to spend on an effective product/service in this category? [Include a list of price categories.]
How do you prefer to purchase products like ours? [Include a list of choices: online, in the store, or through a mobile app.]

Star rating questions

You can introduce these questions with instructions like: Please select an answer between 1–5 stars, with 1 being the lowest rating and 5 being the highest.

How would you rate our customer service?
How would you rate our product selection online?
How would you rate the ease of using our communication channels to contact us?

Ranking questions

On a scale of 1–5, how would you rate the effectiveness of our product/service?
Which product features do you use the most? Rank them in order, from most to least.
In order of importance, please rank the top three things that persuaded you to consider our product rather than a competitor’s.
On a scale of 1–10, how likely are you to recommend our product/service to your friends, family, and colleagues?

Checkbox questions

Which of the following features do you use in our app? [Include a list of 4–5 app features.]
Which of the following features are most important to you when considering a product or service in this category? [Include a list of 4–5 features of your product/service.]

Open-ended questions

What has the greatest influence on your purchasing decisions: price, quality, ease-of-use, or something else?
What was your biggest concern about purchasing our product/service?
What were your first impressions of our product/service?
What do you like most about our new product/service?
What do you like least about our new product/service?
What do you wish our product/service did that it doesn’t do?
What feature do you think we should add to help improve the product experience for you?
How would you feel if this product/service was no longer available?
What challenges do you currently face in your industry (related to this product/service)?
What problem were you trying to solve by buying a product/service in this category?
What similar products/services have you used to solve this problem in the past?
Describe what was happening the day you decided to solve this problem.
Is there anything else you’d like to add that wasn’t addressed in any of the previous questions in this survey?

Create a market research survey for your startup with Jotform

You can easily create a survey using one of Jotform’s 70-plus marketing survey templates . Simply choose a template and customize it to match your goals and your company’s branding. Then share it with a link, through email, or by embedding it on your website to start collecting responses.

The free market research survey template is fast and easy to set up. It allows you to collect demographic information such as age, gender, household income, and education level, and its multiple-choice format makes it simple for respondents to complete. Customize it with your company logo, change the text and colors, and you’ll be ready to go. Or for another option, choose this market research template .

It’s easy to embed surveys in a website , and thanks to Jotform Tables , you can collect, organize, and manage data as well as track survey responses in an all-in-one workspace. Finally, Jotform Report Builder allows you to visualize your survey results and turn them into beautiful, professional reports and presentations that automatically update with each new submission. You can present your reports or share them in seconds — for free.

Photo by Annie Spratt on Unsplash

Thank you for helping improve the Jotform Blog. 🎉

Tata Consultancy Services Interview Experience For Research Intern

I had the opportunity to interview for the position of Research Intern at TCS Research. Here’s a detailed account of my experience:

The Process Begins

TCS Research reached out to the Training and Placement (T&P) cell of our college, requesting resumes from interested candidates. They shortlisted candidates based on their current research focus areas.

The Interview Call

I received an interview call through the college placement cell. The interview was conducted over MS Teams and lasted for almost an hour.

Interview Breakdown

Introduction and resume discussion:.

The interview started with me introducing myself.

They then delved into my resume, focusing on the projects I had mentioned related to Data Structures and Algorithms (DSA), Database Management Systems (DBMS), and Web Development.

Project Discussion:

I was asked to explain the logic behind each of my projects.
Specifically, they asked me to convert my DBMS project (a Blood Bank Management System) into an Object-Oriented Programming System (OOPS) design.
Similarly, they asked me to convert my DSA project (Pune Metro Travel using Dijkstra’s algorithm) into OOPS.
They were keen on understanding my thinking process and logic.

DSA Questions:

They asked about the differences between BFS (Breadth-First Search) and DFS (Depth-First Search), including which is better in certain situations and which is more memory efficient.

OOPS Questions:

Questions about the four pillars of OOPS (Encapsulation, Abstraction, Inheritance, and Polymorphism) were asked.

Programming and DBMS Questions:

They asked some basic questions about programming languages.
They also asked about DBMS concepts such as schema, ACID properties, and the differences between SQL and NoSQL databases.

Until this point, the interview was going very well. They were impressed by my project logic and even suggested better approaches, which I appreciated and showed my commitment to continuous improvement.

Linux Questions

Since I had given a session on Linux in college, they asked questions about my experience with Linux. They were surprised to learn that I had been using Linux since the start of my second year. Questions included:

Windows vs. Linux
Common Linux commands
Shell scripts (although I wasn’t very strong in shell scripting, I explained the power and efficiency of shell scripts and how Linux can be customized).

Puzzle Question

At the end, they asked me a puzzle – the classic water jug problem. I initially got confused but eventually solved it, though I was a bit upset with myself for not solving it quickly.

Final Questions

Finally, they asked if I had any location constraints, as they were hiring for PAN India. I confirmed that I had no location constraints and was willing to relocate anywhere. They also asked if I had any questions for them.

Overall, the interview was a valuable learning experience, and I felt positive about the feedback and the opportunity to grow. A total of 6 students were interviewed & 3 were provided with an offer.

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Improve your Coding Skills with Practice

What kind of Experience do you want to share?

Open access
Published: 05 June 2024

Current status and ongoing needs for the teaching and assessment of clinical reasoning – an international mixed-methods study from the students` and teachers` perspective

F. L Wagner 1 ,
M. Sudacka 2 ,
A. A Kononowicz 3 ,
M. Elvén 4 , 5 ,
S. J Durning 6 ,
I. Hege 7 &
S. Huwendiek 1

BMC Medical Education volume 24 , Article number: 622 ( 2024 ) Cite this article

Metrics details

Clinical reasoning (CR) is a crucial ability that can prevent errors in patient care. Despite its important role, CR is often not taught explicitly and, even when it is taught, typically not all aspects of this ability are addressed in health professions education. Recent research has shown the need for explicit teaching of CR for both students and teachers. To further develop the teaching and learning of CR we need to improve the understanding of students' and teachers' needs regarding content as well as teaching and assessment methods for a student and trainer CR curriculum.

Parallel mixed-methods design that used web-surveys and semi-structured interviews to gather data from both students (n survey = 100; n interviews = 13) and teachers (n survey = 112; n interviews = 28). The interviews and surveys contained similar questions to allow for triangulation of the results. This study was conducted as part of the EU-funded project DID-ACT ( https://did-act.eu ).

Both the surveys and interview data emphasized the need for content in a clinical reasoning (CR) curriculum such as “gathering, interpreting and synthesizing patient information”, “generating differential diagnoses”, “developing a diagnostic and a treatment plan” and “collaborative and interprofessional aspects of CR”. There was high agreement that case-based learning and simulations are most useful for teaching CR. Clinical and oral examinations were favored for the assessment of CR. The preferred format for a train-the-trainer (TTT)-course was blended learning. There was also some agreement between the survey and interview participants regarding contents of a TTT-course (e.g. teaching and assessment methods for CR). The interviewees placed special importance on interprofessional aspects also for the TTT-course.

Conclusions

We found some consensus on needed content, teaching and assessment methods for a student and TTT-course in CR. Future research could investigate the effects of CR curricula on desired outcomes, such as patient care.

Peer Review reports

Introduction

Clinical reasoning (CR) is a universal ability that mobilizes integration of necessary fundamental knowledge while delivering high-quality patient care in a variety of contexts in a timely and effective way [ 1 , 2 ]. Daniel et al. [ 3 ] define it as a “skill, process or outcome wherein clinicians observe, collect, and interpret data to diagnose and treat patients”. CR encompasses health professionals thinking and acting in patient assessment, diagnostic, and management processes in clinical situations, taking into account the patient ‘s specific circumstances and preferences [ 4 ]. How CR is defined can vary between health professions, but there are also similarities [ 5 ]. Poor CR is associated with low-quality patient care and increases the risk of medical errors [ 6 ]. Berner and Graber [ 7 ] suggested that the rate of diagnostic error is around 15%, underlining the threat that insufficient CR ability poses to patient safety as well as increasing healthcare costs [ 8 ]. Despite the importance of CR, it appears to be rarely taught or assessed explicitly, often only parts of the CR process are covered in existing curricula, and there seems to be a lack of progression throughout curricula (e.g. [ 9 , 10 , 11 , 12 , 13 , 14 ].). Moreover, teachers are often not trained to explicitly teach CR, including explaining their own reasoning to others [ 10 , 11 , 12 ] although this appears to be an important factor in the implementation of a CR curriculum [ 15 ]. Some teachers even question whether CR can be explicitly taught [ 16 ]. Considering these findings, efforts should be made to incorporate explicit teaching of CR into health care professions curricula and training for teachers should be established based on best evidence. However, to date, little is known about what a longitudinal CR curriculum should incorporate to meet the needs of teachers and students.

Insights regarding teaching CR were provided from a global survey by Kononowicz et al. [ 10 ], who reported a need for a longitudinal CR curriculum. However, the participants in their study were mainly health professions educators, leaving the needs of students for a CR curriculum largely unknown. As students are future participants of a CR curriculum, their needs should also be investigated. Kononowicz et al. [ 10 ] also identified a lack of qualified faculty to teach CR. A train-the-trainer course for CR could help reduce this barrier to teaching CR. To the best of our knowledge, in addition to the work by Kononowicz et al. [ 10 ], no research exists yet that addresses the needs of teachers for such a course, and Kononowicz et al. [ 10 ] did not investigate their needs beyond course content. Recently, Gupta et al. [ 12 ] and Gold et al. [ 13 ] conducted needs analyses regarding clinical reasoning instruction from the perspective of course directors at United States medical schools, yet a European perspective is missing. Thus, our research questions were the following:

What aspects of clinical reasoning are currently taught and how important are they in a clinical reasoning curriculum according to teachers and students?

What methods are currently used to teach and assess clinical reasoning and which methods would be ideal according to teachers and students?

In what study year does the teaching of clinical reasoning currently begin and when should it ideally begin according to teachers and students?

How should a train-the-trainer course for teachers of clinical reasoning be constructed regarding content and format?

In this study, we used a convergent parallel mixed-methods design [ 17 ] within a pragmatic constructivist case study approach [ 18 ]. We simultaneously collected data from students and educators using online questionnaires and semi-structured interviews to gain deeper insight into their needs on one particular situation [ 19 ]– the development of a clinical reasoning curriculum—to address our research questions. To help ensure that the results of the survey and the interviews could be compared and integrated, we constructed the questions for the survey and the interviews similarly with the exception that in the interviews, the questions were first asked openly. The design was parallel both in that we collected data simultaneously and also constructed the survey and interviews to cover similar topics. We chose this approach to obtain comprehensive answers to the research questions and to facilitate later triangulation [ 17 ] of the results.

Context of this study

We conducted this study within the EU-funded (Erasmus + program) project DID-ACT (“Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators”; https://did-act.eu ). Institutions from six European countries (Augsburg University, Germany; Jagiellonian University in Kraków, Poland; Maribor University, Slovenia; Örebro University, Sweden; University of Bern, Switzerland; EDU, a higher medical education institution based in Malta, Instruct GmbH, Munich, Germany) with the support of associate partners (e.g., Prof. Steven Durning, Uniformed Services University of the Health Sciences, USA; Mälardalen University, Sweden.) were part of this project. For further information, see https://did-act.eu/team-overview/team/ . In this project, we developed an interprofessional longitudinal clinical reasoning curriculum for students in healthcare education and a train-the-trainer course for health profession educators. The current curriculum (for a description of the curriculum, see Hege et al. [ 20 ]) was also informed by this study. This study was part of the Erasmus + Knowledge Alliance DID-ACT (612,454-EPP-1–2019-1-DE-EPPKA2-KA).

Target groups

We identified two relevant target groups for this study, teachers and students, which are potential future users and participants of a train—the—trainer (TTT-) course and a clinical reasoning curriculum, respectively. The teacher group also included individuals who were considered knowledgeable regarding the current status of clinical reasoning teaching and assessment at their institutions (e.g. curriculum managers). These specific participants were individually selected by the DID-ACT project team to help ensure that they had the desired level of expertise. The target groups included different health professions from a large number of countries (see Table 1 ), as we wanted to gather insights that are not restricted to one profession.

Development of data collection instruments

Development of questions.

The questions in this study addressed the current status and needs regarding content, teaching, and assessment of clinical reasoning (CR). They were based on the questions used by Kononowicz et al. [ 10 ] and were expanded to obtain more detailed information. Specifically, regarding CR content, we added additional aspects (see Table 8 in the Appendix for details). The contents covered in this part of the study also align with the five domains of CR education (clinical reasoning concepts, history and physical examination, choosing and interpreting diagnostic tests, problem identification and management and shared decision-making) that were reported by Cooper et al. [ 14 ]. It has been shown that there are similarities between professions regarding the definition of CR (e.g. history taking or an emphasis on clinical skills), while nurses placed greater importance on a patient-centered approach [ 5 ]. We aimed to cover as many aspects of CR in the contents as possible to represent these findings. We expanded the questions on CR teaching formats to cover a broader range of formats. Furthermore, two additional assessment methods were added to the respective questions. Finally, one aspect was added to the content questions for a train-the-trainer course (see Table 8 in the Appendix ). As a lack of qualified faculty to teach CR was identified in the study by Kononowicz et al. [ 10 ], we added additional questions on the specific needs for the design of a CR train-the-trainer course beyond content. Table 8 in the Appendix shows the adaptations that we made in detail.

We discussed the questions within the interprofessional DID-ACT project team and adapted them in several iterative cycles until the final versions of the survey questionnaire and the interview guide were obtained and agreed upon. We tested the pre-final versions with think-alouds [ 21 ] to ensure that the questions were understandable and interpreted as intended, which led to a few changes. The survey questionnaires and interview-guides can be found at https://did-act.eu/results/ and accessed via links in table sections D1.1a (survey questions) and D1.1b (interview guides), respectively. Of these questions, we included only those relevant to the research questions addressed in this study. The questions included in this study can be found in the Appendix in Table8.

Teachers were asked questions about all content areas, but only the expert subgroup was asked to answer questions on the current situation regarding the teaching and assessment of clinical reasoning at their institutions, as they were considered the best informed group on the matter. Furthermore, students were not asked questions on the train-the-trainer course. Using the abovementioned procedures, we also hoped to improve the response rate as longer surveys were found to be associated with lower response rates [ 22 ].

We created two different versions of the interview guide, one for teachers and one for students. The student interview guide did not contain questions on the current status of clinical reasoning teaching and assessment or questions about the train-the-trainer course. The interview guides were prepared with detailed instructions to ensure that the interviews were conducted in a comparable manner at all locations. By using interviews, we intended to obtain a broad picture of existing needs. Individual interviews further allowed participants to speak their own languages and thus to express themselves naturally and as precisely as possible.

Reflexivity statement

Seven researchers representing different perspectives and professions form the study team. MS has been a PhD candidate representing the junior researcher perspective, while also experienced researchers with a broad background in clinical reasoning and qualitative as well as quantitative research are part of the team (SD, SH, AK, IH, ME, FW). ME represents the physiotherapist perspective, SD, SH, and MS represent the medical perspective. We discussed all steps of the study in the team and made joint decisions.

Data collection and analysis

The survey was created using LimeSurvey software (LimeSurvey GmbH). The survey links were distributed via e-mail (individual invitations, posts to institutional mailing lists, newsletters) by the DID-ACT project team and associate partners (the target groups received specific links to the online-survey). The e-mail contained information on the project and its goals. By individually contacting persons in the local language, we hoped to increase the likelihood of participation. The survey was anonymous. The data were collected from March to July 2020.

Potential interview participants were contacted personally by the DID-ACT project team members in their respective countries. We used a convenience sampling approach by personally contacting potential interview partners in the local language to motivate as many participants as possible. With this approach we also hoped to increase the likelihood of participation. The interviews were conducted in the local languages also to avoid language barriers and were audio-recorded to help with the analysis and for documentation purposes. Most interviews were conducted using online meeting services (e.g. Skype or Zoom) because of restrictions due to the ongoing coronavirus pandemic that occurred with the start of data collection at the beginning of the DID-ACT project. The data were collected from March to July 2020. All interview partners provided informed consent.

Ethics approval and consent to participate

We asked the Bern Ethics Committee to approve this multi-institutional study. This type of study was regarded as exempt from formal ethical approval according to the regulations of the Bern Ethics Committee (‘Kantonale Ethikkommission Bern’, decision Req-2020–00074). All participants voluntarily participated and provided informed consent before taking part in this study.

Data analysis

Descriptive analyses were performed using SPSS statistics software (version 28, 2021). Independent samples t-tests were computed for comparisons between teachers and students. When the variances of the two groups were unequal, Welch’s test was used. Bonferroni correction of significance levels was used to counteract alpha error accumulation in repeated tests. The answers to the free text questions were screened for recurring themes. There were very few free-text comments, typically repeating aspects from the closed questions, hence, no meaningful analysis was possible. For this reason, the survey comments are mentioned only where they made a unique contribution to the results.

The interviews were translated into English by the partners. An overarching summarizing qualitative content analysis [ 23 ] of the data was conducted. A summarizing content analysis is particularly useful when the content level of the material is of interest. Its goal is to reduce the material to manageable short texts in a way that retains the essential meaning [ 23 ]. The analysis was conducted first by two of the authors of the study (FW, SH) and then discussed by the entire author team. The analysis was carried out as an iterative process until a complete consensus was reached within the author team.

The results from the surveys and interviews were compared and are presented together in the results section. The qualitative data are reported in accordance with the standards for reporting qualitative research (SRQR, O’Brien et al. [ 24 ]).

Table 1 shows the professional background and country of the interviewees and survey samples. The survey was opened by 857 persons, 212 (25%) of whom answered the questions included in this study. The expert sub-group of teachers who answered the questions on the current status of clinical reasoning teaching and assessment encompassed 45 individuals.

Content of a clinical reasoning curriculum for students

The survey results show that “Gathering, interpreting, and synthesizing patient information”, is currently most extensively taught, while “Theories of clinical reasoning” are rarely taught (see Table 2 ). In accordance with these findings, “Gathering, interpreting, and synthesizing patient information” received the highest mean importance rating for a clinical reasoning curriculum while “Theories of clinical reasoning” received the lowest importance rating. Full results can be found in Table 9 in the Appendix .

Teachers and students differed significantly in their importance ratings of two content areas, “Gathering, interpreting, and synthesizing patient information” ( t (148.32) = 4.294, p < 0.001, d = 0.609) and “Developing a problem formulation/hypothesis” ( t (202) = 4.006, p < 0.001, d = 0.561), with teachers assigning greater importance to both of these content areas.

The results from the interviews are in line with those from the survey. Details can be found in Table 12 in the Appendix .

Clinical reasoning teaching methods

The survey participants reported that, most often, case-based learning is currently applied in the teaching of clinical reasoning (CR). This format was also rated as most important for teaching CR (see Table 3 ). Full results can be found in Table 10 in the Appendix .

Teachers and students differed significantly in their importance ratings of Team-based learning ( t (202) = 3.079, p = 0.002, d = 0.431), with teachers assigning greater importance to this teaching format.

Overall, the interviewees provided very similar judgements to the survey participants. Next to the teaching formats shown in Table 3 , some of them would employ blended learning, and clinical teaching formats such as bedside teaching and internships were also mentioned. Details can be found in the Appendix in Table 13. In addition to the importance of each individual teaching format, it was also argued that all of the formats can be useful because they all are meant to reach different objectives and that there is not one single best format for teaching CR.

Start of clinical reasoning teaching in curricula

Most teachers (52.5%) reported that currently, the teaching of clinical reasoning (CR) starts in the first year of study. Most often (46.4%) the participants also chose the first study year as the optimal year for starting the teaching CR. In accordance with the survey results, the interviewees also advocated for an early start of the teaching of CR. Some interview participants who advocated for a later start of CR teaching suggested that the students first need a solid knowledge base and that once the clinical/practical education starts, explicit teaching of CR should begin.

Assessment of clinical reasoning

The survey results suggest that currently written tests or clinical examinations are most often used, while Virtual Patients are used least often (see Table 4 ). Despite written tests being the most common current assessment format, they received the lowest importance rating for a future longitudinal CR curriculum. Full results can be found in Table 11 in the Appendix .

Teachers and students differed significantly in their importance ratings of clinical examinations ( t (161.81) = 2.854, p = 0.005, d = 0.413) and workplace-based assessments ( t (185) = 2.640, p = 0.009, d = 0.386) with teachers assigning greater importance to both of these assessment formats.

The interviewees also placed importance on all assessment methods but found it difficult to assess CR with written assessment methods. The students seemed to associate clinical examinations more with practical skills than with CR. Details can be found in the Appendix in Table 14. Two of the interview participants mentioned that CR is currently not assessed at their institutions, and one person mentioned that students are asked to self-reflect on their interactions with patients and on potential improvements.

Train-the-trainer course

The following sections highlight the results from the needs analysis regarding a train-the-trainer (TTT-) course. The questions presented here were posed only to the teachers.

Most survey participants reported that there is currently no TTT- course on clinical reasoning at their institution but that they think such a course is necessary (see Table 5 ). The same was also true for the interviewees (no TTT- course on clinical reasoning existing but need for one).

In the interviews, 22 participants (78.6%) answered that a TTT-course is necessary for healthcare educators, two participants answered that no such course was necessary, and two other participants were undecided about its necessity. At none of the institutions represented by the interviewees, a TTT-course for teaching clinical reasoning exists.

When asked what the best format for a clinical reasoning TTT- course would be (single answer question), the majority of the survey participants favored a blended learning / flipped classroom approach, a combination of e-learning and face-to-face meetings. (see Table 6 ).

In the survey comments it was noted that blended-learning encompasses the benefits of both self-directed learning and discussion/learning from others. It would further allow teachers to gather knowledge about CR first in an online learning phase where they can take the time they need before coming to a face-to-face meeting.

The interviewees also found a blended-learning approach particularly suitable for a TTT-course. An e-learning course only was seen as more critical because teachers may lack motivation to participate in an online-only setting, while a one-time face-to-face meeting would not provide enough time. In some interviews, it was emphasized that teachers should experience themselves what they are supposed to teach to the students and also that the trainers for the teachers need to have solid education and knowledge on clinical reasoning.

Table 7 shows the importance ratings of potential content of a TTT-course generated from the survey. To elaborate on this content, comments by the interviewees were added. On average, all content was seen as (somewhat) important with teaching methods on the ward and/or clinic receiving the highest ratings. Some interviewees also mentioned the importance of interprofessional aspects and interdisciplinary understanding of CR. In the survey comments, some participants further expressed their interest in such a course.

Finally, the interviewees were asked about the ideal length of a clinical reasoning TTT-course. The answers varied greatly from 2–3 hours to a two-year educational program, with a tendency toward 1–2 days. Several interviewees commented that the time teachers are able to spend on a TTT-course is limited. This should be considered in the planning of such a course to make participation feasible for teachers.

In this study, we investigated the current status of and suggestions for teaching and assessment of clinical reasoning (CR) in a longitudinal curriculum as well as suggestions for a train-the-trainer (TTT-) course for CR. Teachers and students were invited to participate in online-surveys as well as semi-structured interviews to derive answers to our research questions. Regarding the contents of a CR curriculum for students, the results of the surveys and interviews were comparable and favoured content such as gathering, interpreting, and synthesizing patient information, generating differential diagnoses, and developing a diagnostic and a treatment plan. In the interviews, high importance was additionally placed on collaborative and interprofessional aspects of CR. Case-based learning and simulations were seen as the most useful methods for teaching CR, and clinical and oral examinations were favoured for the assessment of CR. The preferred format for a TTT-course was blended learning. In terms of course content, teaching and assessment methods for CR were emphasized. In addition to research from the North American region [ 11 ], this study provides results from predominantly European countries that support the existing findings.

Content of a clinical reasoning curriculum

Our results revealed that there are still aspects of clinical reasoning (CR), such as “Errors in the clinical reasoning process and strategies to avoid them” or “Interprofessional aspects of CR” that are rarely taught despite their high importance, corroborating the findings of Kononowicz et al. [ 10 ]. According to the interviewees, students should have basic knowledge of CR before they are taught about errors in the CR process and strategies to avoid them. The lack of teaching of errors in CR may also stem from a lack of institutional culture regarding how to manage failures in a constructive way (e.g. [ 16 , 25 ]), making it difficult to explicitly address errors and strategies to avoid them. Although highly relevant in the everyday practice of healthcare professions and underpinned by CR theoretical frameworks (e.g., distributed cognition [ 26 ]), interprofessional and collaborative aspects of CR are currently rarely considered in the teaching of CR. The interviews suggested that hierarchical distance and cultural barriers may contribute to this finding. Sudacka et al. [ 16 ] also reported cultural barriers as one reason for a lack of CR teaching. Generally, the interviewees seemed to place greater importance on interprofessional and collaborative aspects than did the survey-participants This may have been due to differences in the professions represented in the two modalities (e.g., a greater percentage of nurses among the interview participants, who tend to define CR more broadly than physicians [ 5 ]).

“Self-reflection on clinical reasoning performance and strategies for future improvement”, “Developing a problem formulation/hypothesis” and “Aspects of patient-participation in CR” were rated as important but are currently rarely taught, a finding not previously reported. The aspect “Self-reflection on clinical reasoning performance and strategies for future improvement”, received high importance ratings, but only 25% of the survey-participants answered that it is currently taught to a great extent. The interviewees agreed that self-reflection is important and added that ideally, it should be guided by specific questions. Ogdie et al. [ 27 ] found that reflective writing exercises helped students identify errors in their reasoning and biases that contributed to these errors.

“Gathering, interpreting, and synthesizing patient information” and “Developing a problem formulation/hypothesis” were rated significantly more important by teachers than by students. It appears that students may be less aware yet of the importance of gathering, interpreting, and synthesizing patient information in the clinical reasoning process. There was some indication in the interviews that the students may not have had enough experience yet with “Developing a problem formulation/hypothesis” or associate this aspect with research, possibly contributing to the observed difference.

Overall, our results on the contents of a CR curriculum suggest that all content is important and should be included in a CR curriculum, starting with basic theoretical knowledge and data gathering to more advanced aspects such as errors in CR and collaboration. Two other recent surveys conducted in the United States among pre-clerkship clinical skills course directors [ 12 ] and members of clerkship organizations [ 13 ] came to similar conclusions regarding the inclusion of clinical reasoning content at various stages of medical curricula. How to fit the content into already dense study programs, however, can still be a challenge [ 16 ].

In addition to case-based learning and clinical teaching, human simulated patients and Team-based learning also received high importance ratings for teaching clinical reasoning (CR), a finding not previously reported. Lectures, on the other hand, are seen as the least important to teach CR (see also Kononowicz et al. [ 10 ]), as they mainly deliver factual knowledge according to the interviewees. High-fidelity simulations (mannequins) and Virtual Patients (VPs) are rarely used to teach CR at the moment and are rated less important compared to other teaching formats. Some interviewees see high-fidelity simulations as more useful for teaching practical skills. The lower importance rating of VPs was surprising given that this format is case-based, provides a safe environment for learning, and is described in the literature as a well-suited tool for teaching CR [ 28 , 29 ]. Considering that VPs seemed to be used less often at the institutions involved in this study, the lack of experience with this format may have led to this result.

Teachers rated Team-based learning as significantly more important for teaching clinical reasoning than students. In the interviews, many students seemed not to be familiar with Team-based learning, possibly explaining the lower ratings the students gave this format in the survey.

Taken together, our results suggest that there is not one best format for teaching all aspects of clinical reasoning but rather that the use of all teaching formats is justified depending on the specific content to be taught and goals to be achieved. However, there was agreement that a safe learning environment where no patients can be harmed is preferred for teaching clinical reasoning, and that discussions should be possible.

There was wide agreement that clinical reasoning (CR) teaching should start in the first year of study in the curriculum. However, a few participants of this study argued that students first need to develop some general knowledge before CR is taught. Rencic et al. [ 11 ] reported that according to internal medicine clerkship directors, CR should be taught throughout all years of medical school, with a particular focus during the clinical teaching years. A similar remark was made by participants in a survey among pre-clerkship clinical skills course directors by Gupta et al. [ 12 ] where the current structure of some curricula (e.g. late introduction of the pathophysiology) was regarded as a barrier to introducing CR from the first year of study on [ 12 ].

Our results show that the most important format for assessing clinical reasoning (CR) that is also currently used to the greatest extent are clinical examinations (e.g. OSCE), consistent with Kononowicz et al. [ 10 ]. The interviewees emphasized that CR should ideally be assessed in a conversation or discussion where the learners can explain their reasoning. Given this argument, all assessment formats enabling a conversation are suitable for assessing CR. This is reflected in our survey results, where assessment formats that allow for a discussion with the learner received the most favourable importance ratings, including oral examinations. In agreement with Kononowicz et al. [ 10 ], we also found that written tests are currently used most often to assess CR but are rated as least important and suitable only for the assessment of some aspects of CR. Daniel et al. [ 3 ] argued that written exams such as MCQs, where correct answers have to be selected from a list of choices, are not the best representation of real practical CR ability. Thus, there still seems to be potential for improvement in the way CR is assessed.

Teachers rated clinical examinations and workplace-based assessments significantly higher than students. Based on the interviews, the students seemed to associate clinical examinations such as OSCEs more with a focus on practical skills than CR, potentially explaining their lower ratings of this format.

What a clinical reasoning train-the-trainer course should look like

Our results show a clear need for a clinical reasoning (CR) train-the-trainer course (see also Singh et al. [ 15 ]), which currently does not exist at most institutions represented in this study, corroborating findings by Kononowicz et al. [ 10 ]. A lack of adequately trained teachers is a common barrier to the introduction of CR content into curricula [ 12 , 16 ]. According to our results such a course should follow a blended learning/flipped classroom approach or consist of a series of face-to-face meetings. A blended-learning course would combine the benefits of both self-directed learning and the possibility for trainers to discuss with and learn from their peers, which could also increase their motivation to participate in such a course. An e-learning only course or a one-time face-to-face meeting were considered insufficient. The contents “Clinical reasoning strategies” and “Common errors in the clinical reasoning process” were given greater importance for the trainer-curriculum than for the students-curriculum, possibly reflecting higher expectations of trainers as “CR experts” compared with students. There was some agreement in the interviews that ideally, the course should not be too time-consuming, with participants tending towards an overall duration of 1–2 days, considering that most teachers usually have many duties and may not be able or willing to attend the course if it were too long. Lack of time was also identified as a barrier to attending teacher training [ 12 , 13 , 16 ].

Strengths and limitations

The strengths of this study include its international and interprofessional participants. Furthermore, we explicitly included teachers and students as target groups in the same study, which enables a comparison of different perspectives. Members of the target groups not only participated in a survey but were also interviewed to gain in-depth knowledge. A distinct strength of this study is its mixed-methods design. The two data collection methods employed in parallel provided convergent results, with responses from the web survey indicating global needs and semi-structured interviews contributing to a deeper understanding of the stakeholder groups’ nuanced expectations and perspectives on CR education.

This study is limited in that most answers came from physicians, making the results potentially less generalizable to other professions. Furthermore, there were participants from a great variety of countries, with some countries overrepresented. Because of the way the survey-invitations were distributed, the exact number of recipients is unknown, making it impossible to compute an exact response rate. Also, the response rate of the survey was rather low for individuals who opened the survey. Because the survey was anonymous, it cannot completely be ruled out that some individuals participated in both interviews and survey. Finally, there could have been some language issues in the interview analysis, as the data were translated to English at the local partner institutions before they were submitted for further analysis.

Our study provides evidence of an existing need for explicit clinical reasoning (CR) longitudinal teaching and dedicated CR teacher training. More specifically, there are aspects of CR that are rarely taught that our participants believe should be given priority, such as self-reflection on clinical reasoning performance and strategies for future improvement and aspects of patient participation in CR that have not been previously reported. Case-based learning and clinical teaching methods were again identified as the most important formats for teaching CR, while lectures were considered relevant only for certain aspects of CR. To assess CR, students should have to explain their reasoning, and assessment formats should be chosen accordingly. There was also still a clear need for a CR train-the-trainer course. In addition to existing research, our results show that such a course should ideally have a blended-learning format and should not be too time-consuming. The most important contents of the train-the-trainer course were confirmed to be teaching methods, CR strategies, and strategies to avoid errors in the CR process. Examples exist for what a longitudinal CR curriculum for students and a corresponding train-the-trainer course could look like and how these components could be integrated into existing curricula (e.g. DID-ACT curriculum [ 20 ], https://did-act.eu/integration-guide/ or the described curriculum of Singh et al. [ 15 ]). Further research should focus on whether and to what extent the intended outcomes of such a curriculum are actually reached, including the potential impact on patient care.

Availability of data and materials

All materials described in this manuscript generated during the current study are available from the corresponding author on reasonable request without breaching participant confidentiality.

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Acknowledgements

We want to thank all participants of the interviews and survey who took their time to contribute to this study despite the ongoing pandemic in 2020. Furthermore, we thank the members of the DID-ACT project team who supported collection and analysis of survey and interview data.

The views expressed herein are those of the authors and not necessarily those of the Department of Defense, the Uniformed Services University or other Federal Agencies.

This study was partially supported by the Erasmus + Knowledge Alliance DID-ACT (612454-EPP-1–2019-1-DE-EPPKA2-KA).

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FW and SH wrote the first draft of the manuscript. All authors critically revised the manu-script in several rounds and approved the final manuscript.

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Wagner, F., Sudacka, M., Kononowicz, A. et al. Current status and ongoing needs for the teaching and assessment of clinical reasoning – an international mixed-methods study from the students` and teachers` perspective. BMC Med Educ 24 , 622 (2024). https://doi.org/10.1186/s12909-024-05518-8

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Interview with Rachel Nadon, CIRM's BMO 2024 postdoctoral fellow

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It was a busy spring for Rachel Nadon! On April 2nd, she began her stay as the BMO Posdoctoral Fellow at CIRM for the year 2024 , and on July 1st, she will take up her new position as a tenure-track Assistant Professor of Québec Literature in the Département de littérature, théâtre et cinéma at Université Laval! Despite her short stay with us, we are eager to find out more about her fascinating research project, which she hopes to pursue as a professor.

But first and foremost, a brief biography is in order. With a PhD in French-language literatures from Université de Montréal, Rachel Nadon works on the relationship between emotions and the sensational press. Member of the Groupe de recherches et d’études sur le livre au Québec (GRÉLQ) , she works at the crossroads of cultural studies and literary history. She co-edited the collective Relire les revues québécoises : histoire, formes et pratiques (PUM, 2021). She is also director of Mens : revue d’histoire intellectuelle et culturelle .

Her research project as a BMO Postdoctoral Fellow, which she plans to pursue, is “Emotions and archives of feelings: reading Montreal through Allô Police, 1970-2004”.

The question on everyone's mind: why Allô Police?

I've already been working on yellow newspapers for a few years ("yellow newspapers", just to get everyone on the same wavelength, is an expression that includes all sorts of different newspapers, crime papers, gossip papers, saucy cartoon papers, etc.). These are newspapers that are often ephemeral, that don't last long and whose circulation is difficult to evaluate. Allô Police had a very long life, from 1953 to 2004. It also had a huge circulation, between 100,000 and 200,000 copies a week in the 1950s. So, on the one hand, there's the duration and popularity of this newspaper.

And on the other, I have noticed that everyone has one or more anecdotes about Allô Police. When I was a kid, my parents used to cover my eyes a little when we passed the Allô Police in the convenience store! But just about everyone has something to say about Allô Police: reading it only on vacations (like a little party), cutting it up for scrapbooking, reading it on the sly, despite parental prohibitions, etc. It is this conjecture of two elements that intrigues me: its popularity, the widespread yet almost intimate nature of its reading. Although few people mention Allô Police as a legitimate reading habit...

What motivates you to study the relationship between emotions and the sensational press?

When I started reading Allô Police, I realized that emotion was quite important in my reading. I was confronted with articles about mutilated and decapitated people; there were lots of photos of corpses. Itis something that really grabbed me, and which seems to me to go beyond the notion of sensationalism. Starting from my emotions of fascination and disgust, and perplexity too, I came to pay attention to the texts, to the way emotions like fear, disgust, even love, were named. I realized that all this, the mobilization of emotion in different ways, was part of the reading pact of these newspapers. I should point out that my reading emotions are probably not the same as those of another readership, that of the 1950s for example; I cannot assume that, at least!

What are your goals and expectations for your residency as a postdoctoral fellow at CRIEM?

The project is structured in two parts. First, I will be reading copies of Allô Police from the 1976 Olympics to the end of the newspaper's activities in 2004. I'm particularly interested in the 1980s and 1990s, because I want to see how the paper stages the city. For example, what neighborhoods are named, what events are covered? Does it resemble the years I've already studied (the 1950s-1960s)? I will be able to pursue these questions, analyzing the ways in which the city of Montréal is constructed over the course of the articles. I am also going to see how a newspaper like Allô Police situates itself in relation to the pro-sex and anti-sex feminist movements, and everything to do with pornography and sex work. As it's a newspaper that makes a living out of sexuality and its particular circles, I'm interested.

There's a second aspect to the project, that of archives. I want to explore people's memories of this diary, with the idea of reconstructing an archive of readings, or rather an "archive of feelings", to use Ann Czetkovich 's words. The aim is to seek out stories, objects of all kinds, business cards, photocopied editions, photos, scrapbook pages made from Allô Police clippings, etc. This will be a good way to reflect on the different uses of the newspaper and the ways in which people interacted with Allô Police, but also on the memories they retain of it and what it tells us about a way of living in or representing Montréal. It goes beyond a simple "broadcast-reception" type of reading, I want to touch on the uses of the newspaper and its ways of circulating, and of "orienting" us in the city.

Can you explain the concept of the archive of feelings?

Ann Czetkovich is interested in the experience of trauma among lesbian and queer people. According to her, this experience isn't "officially" documented, but is associated with objects or narratives. These objects - it could be a diary or pulp collections - are not necessarily linked to the experience of trauma, but evoke it in different ways for someone or for a community. These objects, figures or photos (for example), are invested with sentimental value and meaning, but they are not considered archives in the institutional sense of the term. Ann Czetkovich, in her book An Archive of Feelings: Trauma, Sexuality, and Lesbian Public Cultures , analyzes these archives and "produces" them, too. There is a double movement of analysis and creation (she "constitutes" cultural productions as archives, so to speak), and that is what I want to do too. Does the experience of emotionally reading a newspaper like Allô Police produce an archive of feelings? I would like to collect objects and stories that would enable us to reflect on the relationship between emotions, memory and the city.

This implies creative work.

For the project, I'd like to set up a website, collect alternative archives of Allô Police, meet people who still remember it, and explore different modes of distribution, such as fanzines. I have co-written a "detective serial" in the cultural magazine Liberté, in which I've used the device of fiction to integrate interviews I have already done with Allô Police actors. I'm also thinking of organizing a round-table discussion on the 20th anniversary of Allô Police's demise.

For me, in this project, there is a dimension of research and creation in the strict sense, i.e. reading and research on the one hand, and "reconstituting" the archives on the other. More broadly, it allows me to reflect on the question of archives, which is a complicated one when it comes to large-scale cultural productions. The documents that bear witness to the production of these periodicals are often not intended for conservation or archiving. In fact, the product itself - the newspaper - was never intended for preservation!

Why is it important to study a crime news journal like Allô Police?

On the one hand, it is a place of memory, in the sense of a space of memory that bears witness to many events affecting Montreal and many other places. This place of memory allows us to read the watermark of changes affecting society, but also relationships between people, the way we conceive of crime and criminals. In short, it allows us to reflect on what affects people, and what constitutes an era. And at the same time, it is a place of memory in the most fundamental sense: people remember it. Many readers meet there. It's important to highlight how a newspaper that has had bad press has brought together a community of readers, a community that could be reconstituted by, among other things, the very diverse uses to which this newspaper has been put.

What are your plans for your first months (or rather first years!) as an assistant professor of Québec literature?

One thing is for sure: I want to pursue this project! It is very close to my heart. I am interested in pursuing all these reflections on how a tabloid newspaper like Allô Police has left an emotional, concrete and material mark on people's lives and on the city of Montréal. More broadly, I have a project on the cultural history of bad taste in Québec; to be continued, as they say!

A perfect day in Montréal? It's summer, I get on my bike, I go swimming in Parc Jarry, I have a coffee in the Mile End and we eat hot dogs at Orange Julep.. 3 essential symbols of Montréal? Olympic Stadium, Caffè Italia and Milano (together), and the Lachine Canal Favorite neighborhood? My neighborhood, Little Italy, because of my neighbors! Bibliography on emotions and cultural & literary studies: Sara Ahmed (2014), Cultural Politics of Emotion , Edinburgh, Edinburgh University Press,2 nd ed., 256 p. Ann Czetkovich (2003), An Archive of Feelings: Trauma, Sexuality, and Lesbian Public Cultures , Duke University Press, 368 p. Michel de Certeau (1990), L’invention du quotidien, tome 1 : Arts de faire , Folio, 416 p. Richard Hoggart (1970), La Culture du pauvre , trad. de l’anglais par Jean Claude Passeron, Paris, Minuit, 420 p. Will Straw (2021), «The Pastness of Allo Police» , dans Martha Langford et Johanne Sloan (ed.), Photogenic Montreal: Activisms and Archives in a Post-Industrial City, Montréal, McGill/Queen’s University Press, p. 199-216.

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Public Engagement Project

Bringing Research to the Public

Jamie Hartmann-Boyce, 2024 PEP Fellow, gave an interview on electronic cigarette usage

"So we know that you have a population where a lot of people may be dying from smoking-related diseases, and that begs the question: If we're allowing cigarettes to essentially remain on the market, even though they're products that kill one in two people who use them regularly as one of the leading causes of preventable death, diseases and health inequalities around the world... so we know that some people who smoke find it helpful to have e-cigarettes at their disposal so they can switch to a less harmful alternative," comments Jamie Hartmann-Boyce Read more here

In appreciation of their generous support, the UMass Public Engagement Project would like to thank the Office of the Provost , University Relations , and the Colleges of Natural Sciences , Social and Behavioral Sciences , Humanities and Fine Arts , Engineering , Public Health and Health Sciences , and Education . The UMass Public Engagement Project also recognizes and appreciates in-kind contributions and collaborations with the Center for Research on Families and the Institute for Social Science Research .

20 Must-Know Research Manager Interview Questions (With Answers)

Common Research Manager interview questions, how to answer them, and sample answers from a certified career coach.

You just received an interview invitation for a research manager position—congratulations! As the candidate, you’ll need to show that you possess all the necessary skills and knowledge to excel in this role.

But before you can start discussing your qualifications, you have to make it through the interview process. To help you prepare, we’ve put together a list of common research manager interview questions and advice on how to answer them. Read on, and get ready to ace that interview!

What experience do you have in managing research projects?
Describe your approach to developing a research plan and timeline for a project.
How do you ensure that the data collected is accurate and reliable?
Explain how you would go about recruiting participants for a study.
Are you familiar with any statistical software programs or other tools used in research?
What strategies do you use to analyze and interpret data?
How do you handle ethical considerations when conducting research?
Have you ever had to manage a research budget? If so, what were some of the challenges you faced?
Describe a time when you had to present complex research findings to an audience.
What methods do you use to stay up-to-date on new developments in the field of research?
How do you ensure that all team members are working together effectively towards the same goal?
What strategies do you use to motivate researchers who may be feeling overwhelmed by their workload?
Do you have any experience writing grant proposals?
How do you handle disagreements between team members over research methodology?
What steps do you take to ensure that research results are communicated clearly and accurately?
How do you evaluate the success of a research project?
What techniques do you use to identify potential sources of bias in research studies?
How do you handle unexpected changes in the scope of a research project?
What strategies do you use to maintain confidentiality when dealing with sensitive information?
Describe a time when you had to troubleshoot a problem with a research project.

1. What experience do you have in managing research projects?

Research managers are responsible for coordinating research projects and tasks, making sure all deadlines are met, and ensuring the quality of the research being conducted. They must also be able to identify potential risks and think strategically about how to effectively manage the research process. This question helps the interviewer gauge your experience in these areas and evaluate your ability to manage research projects.

How to Answer:

Talk about any research projects you have managed in the past, including the size of the project, how long it took to complete, and the results. Discuss your approach to managing research projects and what strategies you used to ensure deadlines were met and quality was maintained. If you haven’t had direct experience managing research projects, talk about other experiences that demonstrate your ability to manage tasks and coordinate people, such as leading a team or organizing an event.

Example: “I have managed a number of research projects in my current role as a Research Manager at XYZ Corporation. I am experienced in developing research plans and managing the research process from start to finish, including identifying potential risks and devising strategies to mitigate them. I also have experience in coordinating teams of researchers and ensuring that all deadlines are met while maintaining the quality of the research being conducted. Additionally, I have organized and led workshops on research management for other staff members, which has helped me develop strong communication and leadership skills.”

2. Describe your approach to developing a research plan and timeline for a project.

Developing a research plan and timeline is a key part of the research manager’s role. The interviewer wants to know that you can create a plan that is well thought out, efficient, and attainable. They will also want to know that you are aware of the various steps involved in the research process, and that you can identify any potential issues that may arise.

Start by discussing the research projects you have managed in the past, and provide specific examples of how you were able to successfully complete them. Talk about any challenges that arose during the process, and how you overcame them. Be sure to emphasize your ability to plan ahead, anticipate potential issues, and manage a team. Finally, discuss any special skills or techniques you have used to ensure successful completion of research projects.

Example: “I take a very methodical approach to developing research plans and timelines. I start by gathering all the necessary information about the project, such as the scope of work, budget, timeline, stakeholders, etc. Once I have that information, I create a detailed plan outlining each step in the research process. This includes determining the data sources, identifying any potential risks or challenges, and setting clear goals and objectives. I also develop a timeline for completing each task, with built-in checkpoints throughout the process to ensure everything is on track. Finally, I review the plan with my team and make any necessary adjustments before proceeding.”

3. How do you ensure that the data collected is accurate and reliable?

As a research manager, you’ll be responsible for overseeing the collection of data and ensuring its accuracy and reliability. Your interviewer is asking this question to get an understanding of the methods and processes you use to ensure the data is valid and trustworthy. They want to see that you have a system in place that can be relied upon to deliver accurate results.

Your answer should focus on the steps you take to ensure data accuracy and reliability. You can talk about how you use quality control measures such as double-checking sources, using multiple methods of data collection, and validating results with experts in the field. You can also mention any specific tools or software you use to verify data accuracy. Finally, emphasize that you pay attention to detail and are committed to delivering reliable and accurate results.

Example: “When collecting data, I always make sure to double-check the source and use multiple methods of data collection. Additionally, I use software such as Excel to verify accuracy and validity of results. I also consult with experts in the field when necessary to ensure that everything is accurate and reliable. Ultimately, my goal is to deliver trustworthy results that can be relied upon for decision making.”

4. Explain how you would go about recruiting participants for a study.

Research managers are responsible for the entire research process from start to finish, from recruiting participants to analyzing the data collected. This question is a way to determine if the candidate has a good understanding of the recruitment process and can think through the different steps required to identify and reach the desired target demographic. It also allows the interviewer to get a sense of the candidate’s creativity and problem-solving skills.

Start by discussing the recruitment process you would use for a study. Explain that it’s important to identify the target demographic and then determine the best way to reach them. Talk about how you could use different methods such as online surveys, focus groups, interviews, or other methods to recruit participants. Discuss the importance of offering incentives for participation and explain how you would go about tracking responses and managing any data collected. Finally, mention any experience you have with recruiting participants in the past.

Example: “When recruiting participants for a study, I believe it’s important to first identify the target demographic and then determine the best methods for reaching them. Depending on the scope of the project, this could involve online surveys, focus groups, interviews, or other methods. It’s also important to offer incentives for participation as this can help encourage people to take part in the study. Additionally, I have experience with tracking responses and managing any data collected. In my previous role as a research manager at XYZ Corporation, I successfully recruited over 500 participants for a customer satisfaction survey.”

5. Are you familiar with any statistical software programs or other tools used in research?

This question will help the interviewer determine your level of familiarity with the various tools that are used in research. This is important because research managers are expected to have a good understanding of the tools and technologies used in the research process. Additionally, they should be able to use these tools to conduct research and analyze data efficiently.

Start by talking about the research tools that you are most familiar with. If you have experience using any statistical software programs, such as SPSS or Stata, mention those. Additionally, if you’ve used any other tools to conduct research, such as survey platforms or data visualization tools, talk about those as well. Finally, make sure to emphasize your ability to learn and use new tools quickly and efficiently. This will show the interviewer that you can easily adapt to new technologies and processes.

Example: “I’m very familiar with the most popular statistical software programs, including SPSS and Stata. I also have experience using survey platforms to conduct research, as well as data visualization tools to analyze and present findings. I’m comfortable learning new technologies quickly, so I’d be able to pick up any additional tools that are required for a particular project.”

6. What strategies do you use to analyze and interpret data?

Research managers are expected to have a good understanding of data analysis techniques, so they can accurately and effectively make sense of the data they’re presented with. This question is designed to assess your knowledge of these techniques, as well as your ability to explain them in a way that’s easy to understand.

Start by explaining the techniques you use to analyze data. These can include using descriptive statistics, regression analysis, and machine learning algorithms. Then provide examples of how you’ve used these techniques in previous roles. Finally, explain the process you go through when interpreting data. This could include looking for patterns or trends, drawing conclusions from the data, and making recommendations based on your findings.

Example: “I use a variety of techniques to analyze and interpret data, including descriptive statistics, regression analysis, and machine learning algorithms. For example, when I was working on a research project for the University of Chicago, I used descriptive statistics to analyze survey responses from students. Then I used regression analysis to identify correlations between different variables and draw conclusions about student behavior. Finally, I made recommendations based on my findings. When interpreting data, I always look for patterns or trends, draw conclusions, and make recommendations.”

7. How do you handle ethical considerations when conducting research?

It’s important for research managers to understand the ethical considerations of any research they conduct. It’s important that research is conducted in a manner that respects the rights of the participants and any data that is collected is handled in a secure and confidential manner. It’s also important for research managers to be aware of any relevant laws or regulations that may apply to the research they are conducting. This question is designed to ensure that the candidate is aware of the ethical considerations that go into conducting research and that they have a plan in place to ensure that those considerations are met.

The best way to answer this question is to provide specific examples of how you have handled ethical considerations in the past. For example, you could discuss any policies or procedures that you have developed for data collection and storage, as well as any steps you took to ensure that participants were informed about their rights and given a chance to opt out of the research. You could also talk about any relevant laws or regulations that you are aware of and how you make sure that your research adheres to them.

Example: “In my role as a research manager, I take ethical considerations very seriously. I have developed policies and procedures for data collection and storage that ensure the security of any collected data. I also make sure that participants are informed about their rights prior to data collection and provide them with an opportunity to opt out if they choose. Additionally, I am aware of all relevant laws and regulations regarding research and make sure that our research adheres to them.”

8. Have you ever had to manage a research budget? If so, what were some of the challenges you faced?

Research managers need to be able to stay on top of their budget and make sure they are making the most of the resources they have. This question allows the interviewer to gauge your experience with budgeting and your ability to stay within it while getting the job done. It also allows them to assess your problem-solving skills and how you handle challenges that come up.

To answer this question, you want to talk about a specific experience where you managed a research budget. Talk through the process of setting up the budget, how you allocated funds and what challenges came up along the way. Be sure to focus on how you overcame any issues that arose and what strategies you used to stay within your budget while still achieving the desired results.

Example: “I was recently in charge of a research budget of $500,000 for a new product launch. My first step was to create a detailed budget plan and identify potential areas of savings. I faced a few challenges, such as rising costs of materials and unexpected delays in delivery times, but I was able to adjust my plan and make strategic changes to stay within our budget. I also worked closely with vendors to negotiate better prices and delivery times. In the end, I was able to complete the project within our budget and on time.”

9. Describe a time when you had to present complex research findings to an audience.

Research managers are expected to be able to take a variety of sources of data and information and transform it into actionable insights for their organization. This requires the ability to present complex research findings in a way that is understandable to a variety of stakeholders, from senior executives to customers. The interviewer wants to know that you have the skills to do this.

Begin your answer by providing a brief overview of the research project and its findings. Then, explain the steps you took to present the findings in an understandable way. This could include using visuals such as charts or graphs, breaking down complex concepts into simpler terms, or creating a storyboard that illustrates the key points. Finally, discuss what kind of feedback you received from the audience and how it impacted the decision-making process.

Example: “I recently completed a research project for a client that required me to present complex findings to a group of senior executives. I began by taking the time to understand the context of the research project and the key points that needed to be communicated. I then created a series of visuals that clearly illustrated the research findings and used simple language to explain the concepts. I was also able to create a storyboard that helped the audience better understand the implications of the research. My presentation was well-received, and the executives were able to make informed decisions based on the research findings.”

10. What methods do you use to stay up-to-date on new developments in the field of research?

Research managers need to have a finger on the pulse of their field in order to be successful. They must be able to know what’s going on in the field and be able to apply new research findings to their work. Interviewers will ask this question to see if you have a strategy for staying informed and if you understand the importance of staying knowledgeable.

Staying up-to-date on new developments in the field of research is critical for a Research Manager. I stay abreast of new trends and technologies by attending industry conferences, reading relevant publications, participating in online forums and webinars, and following thought leaders in the space on social media. Additionally, I often reach out to colleagues and mentors for their insights, which helps me gain a broader perspective.

Example: “In my role as a Research Manager, I have to stay up-to-date on the latest research and trends in my field. To do this, I have established a comprehensive strategy for staying informed. I attend industry conferences, read relevant publications, and participate in online forums and webinars. I also follow thought leaders in the space on social media and reach out to colleagues and mentors for their insights. By doing this, I am able to stay on top of the latest news and developments in the field of research and ensure that I am applying the most up-to-date knowledge to my work.”

11. How do you ensure that all team members are working together effectively towards the same goal?

Research managers need to be able to motivate and lead a team of diverse individuals towards the same goal. This question allows the interviewer to gauge your ability to lead, manage, and motivate a team to achieve a common goal in an efficient and timely manner. It also shows the interviewer your ability to think critically and come up with creative solutions to any problems that may arise.

Start by discussing how you create an environment of collaboration and trust. Explain that you ensure all team members are aware of the project goals, timelines, and expectations so that everyone is on the same page. Talk about your experience in setting up regular meetings to discuss progress and brainstorm ideas for improvement. Highlight any strategies or processes you’ve used to get team members to work together more effectively. Finally, explain how you provide feedback and recognition to encourage team cohesion and productivity.

Example: “To ensure that all team members are working together effectively, I strive to create an environment of collaboration and trust. I make sure that everyone is aware of the project goals, timelines, and expectations so that everyone is on the same page. I set up regular meetings to discuss progress and brainstorm ideas for improvement, and I provide feedback and recognition to encourage team cohesion and productivity. Additionally, I use my experience in project management to ensure that everyone is working towards the same goal and that the project is completed on time and within budget.”

12. What strategies do you use to motivate researchers who may be feeling overwhelmed by their workload?

Research managers need to be able to motivate and manage their team. They need to be able to recognize when someone is feeling overwhelmed and be able to provide support and guidance to help them get back on track. The interviewer wants to know that you are able to recognize when your team is struggling and can handle the situation in an effective, productive way.

When answering this question, you should focus on your ability to recognize when someone is feeling overwhelmed and how you are able to provide support. You can talk about strategies such as providing clear goals and expectations, breaking down tasks into smaller chunks, or setting up regular check-ins to ensure everyone is on track. Additionally, it’s important to emphasize that you understand the importance of recognizing individual needs and providing tailored solutions for each team member.

Example: “I understand the importance of providing clear goals and expectations and breaking down tasks into manageable chunks. I also believe in setting up regular check-ins to ensure everyone is on track and to provide feedback. Additionally, I recognize that each person is unique and may need different support and motivation. I make sure to take the time to understand each team member’s needs and provide tailored solutions to help them succeed.”

13. Do you have any experience writing grant proposals?

Grant proposals are an important part of a research manager’s job. It’s important for a research manager to have a good understanding of the process of writing and submitting a grant proposal, and to be able to identify potential sources of funding. An interviewer may ask this question to assess your experience and knowledge in this area.

If you have experience writing grant proposals, talk about the process you went through and any successes you’ve had. Describe the research that you conducted to identify potential sources of funding, how you crafted your proposal, and what strategies you used to ensure it was successful. If you don’t have experience in this area, highlight any transferable skills you have such as writing or communication skills, and explain why these would make you a good fit for the role.

Example: “Yes, I have experience writing grant proposals. I’ve been successful in obtaining funding for various research projects. I’m very familiar with the process and I have a good understanding of the types of information and documents that are required. I’m also experienced in researching potential sources of funding and crafting proposals that are tailored to the requirements of the funding body. My writing and communication skills are also strong, and I’m confident that I could use these to write compelling and successful grant proposals for your organization.”

14. How do you handle disagreements between team members over research methodology?

Research teams need to be able to work together and compromise where necessary to come up with the best possible solutions. If you’re managing a team of researchers, you need to be able to handle disagreements in a way that is productive and respectful of all team members. This question allows the interviewer to understand your approach to conflict resolution and your ability to lead a team through difficult conversations.

Start by explaining the steps you take to assess and address disagreements. For example, you can talk about how you would start by listening to both sides of the argument and understanding each person’s point of view. You could also mention that you would encourage open dialogue between team members to ensure everyone feels heard and respected. Finally, emphasize your ability to come up with a solution that is beneficial for all parties involved.

Example: “When disagreements arise between team members over research methodology, I take a step back and try to understand the perspectives of both parties. I believe that the best solutions come from open dialogue and respect for everyone’s opinions. I also strive to create an environment where everyone feels comfortable expressing their ideas and opinions without fear of criticism or judgement. From there, I work with the team to come up with a solution that works for everyone involved, taking into consideration the needs of the project and the team as a whole.”

15. What steps do you take to ensure that research results are communicated clearly and accurately?

Research managers are responsible for making sure the research team produces reliable, actionable results that can be used to inform decisions. This question is designed to assess the candidate’s ability to effectively manage a research project and ensure that the results are communicated in a way that is both accurate and easy to understand. It’s also a way to gauge the candidate’s attention to detail and ability to think critically.

The best way to answer this question is to provide an example of a research project you have managed in the past and how you ensured that results were communicated clearly and accurately. Explain the steps you took, such as summarizing key findings into easy-to-understand points, presenting data visually (e.g., graphs or infographics), providing written summaries with clear explanations of the results, and/or offering any additional resources that could help stakeholders understand the results better. Additionally, mention any feedback or questions from stakeholders that you received throughout the process and what actions you took to address them. Finally, explain how you used the research results to inform decisions.

Example: “In my current role as a research manager, I ensure that research results are communicated clearly and accurately in a variety of ways. I summarize key findings into easy-to-understand points, present data visually, and provide written summaries with clear explanations of the results. I also make sure that stakeholders are provided with any additional resources they need to better understand the research results. I also solicit feedback from stakeholders and use it to inform any necessary changes. Finally, I make sure that the research results are used to inform decisions and that stakeholders are kept up to date with any changes or progress.”

16. How do you evaluate the success of a research project?

Research managers are responsible for leading research projects and evaluating the success of those projects. An interviewer will ask this question to get a sense of how you measure success, as well as how you think about research and how it fits into the larger picture of the company. It also gives you a chance to showcase any unique methods or metrics you use to evaluate success.

The best way to answer this question is to provide a few examples of the metrics you use when evaluating success. For example, you could talk about how you measure customer satisfaction or revenue generated from the research project. You can also discuss any unique methods you use to evaluate success such as surveys, interviews, focus groups or data analysis. Additionally, explain what factors you consider most important when evaluating the success of a project and why they are important.

Example: “When evaluating the success of a research project, I look at a variety of metrics, including customer satisfaction, revenue generated, and the accuracy of the data collected. I also use qualitative methods such as surveys and interviews to get a better understanding of customer needs and preferences. I believe that customer feedback is essential to understanding the success of a research project, as it allows us to understand how our research is being used and how it can be improved in the future. Additionally, I always make sure to keep an eye on the bottom line to ensure that the research project is providing a return on investment for the company.”

17. What techniques do you use to identify potential sources of bias in research studies?

Research managers are responsible for ensuring that research studies are conducted accurately and with integrity. They must be able to identify potential sources of bias and take steps to ensure that the results of the study are as reliable as possible. This question allows the interviewer to determine whether the candidate is aware of the importance of eliminating bias in research.

To answer this question, you should explain the techniques that you use to identify potential sources of bias in research studies. These may include looking for any information that might be incomplete or inaccurate, considering the sample size and selection criteria used in the study, double-checking all calculations, and examining any assumptions made during the design and analysis of the study. Additionally, it is important to ensure that the data collection methods are valid and reliable and that the results are interpreted correctly.

Example: “When conducting research studies, I always use a variety of techniques to identify potential sources of bias. I review the data collection methods to ensure that they are valid and reliable, double-check all calculations, and consider the sample size and selection criteria used in the study. I also look for any information that might be incomplete or inaccurate, as well as any assumptions made during the design and analysis of the study. Finally, I make sure that the results are interpreted correctly.”

18. How do you handle unexpected changes in the scope of a research project?

Research projects rarely go exactly as planned. You might encounter unexpected challenges or opportunities, or you may be required to shift focus or adjust the parameters of the project due to changes in the company’s strategy or the competitive landscape. This question gives the interviewer an idea of your ability to think on your feet and remain flexible. It also shows that you understand that research projects need to be constantly monitored, evaluated, and adjusted in order to be successful.

Talk about how you have responded to unexpected changes in the past. Describe a specific situation and explain what you did to keep the project on track while also meeting the new goals or objectives that arose. Be sure to emphasize your ability to stay organized, think quickly, and adjust to changing circumstances. Additionally, show that you understand the importance of communication throughout the process—from keeping stakeholders informed of any changes to making sure everyone is aware of their roles and responsibilities.

Example: “When I was working on a research project for ABC Company, I encountered an unexpected change in the project scope. I quickly regrouped and assessed the new situation, and then communicated the changes to all stakeholders. I also re-evaluated the timeline and resources to make sure we could still meet our goals within the new parameters. I made sure everyone was aware of their roles and responsibilities, and I was able to keep the project on track and successfully complete it on time.”

19. What strategies do you use to maintain confidentiality when dealing with sensitive information?

Research managers are responsible for overseeing research projects and ensuring that they are conducted in a secure and confidential manner. When interviewing for a research manager position, employers want to know how well the candidate understands the importance of confidentiality and how they plan on ensuring that the research and data collected is not compromised.

When answering this question, it’s important to mention the strategies and processes you have in place to ensure that confidential information is kept secure. Some of these strategies may include: using encryption software for data storage; implementing strong password protocols; limiting access to sensitive data to only authorized personnel; conducting regular security audits; and training employees on proper data handling procedures. Additionally, it’s important to demonstrate that you understand the importance of confidentiality and are willing to take all necessary steps to protect the research and data collected.

Example: “Confidentiality is an important part of my job as a research manager and I take it very seriously. I have implemented a number of strategies to ensure the security of sensitive information, including using encryption software for data storage, implementing strong password protocols, limiting access to sensitive data to only authorized personnel, conducting regular security audits, and training employees on proper data handling procedures. I understand the importance of confidentiality and always take the necessary steps to protect the research and data collected.”

20. Describe a time when you had to troubleshoot a problem with a research project.

Research projects are often complex and require a lot of problem-solving and critical thinking. The interviewer is looking to understand how you approach difficult problems and how you go about troubleshooting them. They want to know that you can think logically and strategically to resolve issues. They also want to understand how you communicate the process to stakeholders and team members.

Start by describing the problem in detail and then explain the steps you took to troubleshoot it. Focus on how you used your research skills to identify potential solutions, as well as any resources you consulted or people you collaborated with. Talk about the outcome of your efforts and any lessons you learned from the experience. Demonstrate that you can think critically and strategically when faced with a challenge and that you’re able to communicate effectively with stakeholders and team members.

Example: “I recently had to troubleshoot a problem with a research project I was managing. The project was designed to assess the efficacy of a new product, but the data we had collected wasn’t providing us with the insights we needed. I worked with the team to review the data and identify any potential sources of error. After further investigation, we discovered that the problem was with the survey questions we had used. We worked together to revise the questions and re-run the survey, which provided us with the data we needed to make the necessary conclusions. Through this experience, I learned the importance of making sure that the right questions are asked in order to get the most accurate data.”

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COMMENTS

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9. Describe a time when you had to present your research findings in a clear and concise manner. Researchers often have to communicate their findings to colleagues, stakeholders, and the public. The ability to communicate complex research findings in an understandable way is a key skill for someone in this role.
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This approach has significantly enriched my research outcomes and its relevance for diverse stakeholders.". 18. What is your experience with securing funding for your research projects? Securing funding is a critical part of academic research, and it's a task that often falls to the researcher themselves.
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In your answer, describe the extent of involvement for each individual. Example: "The participant is the individual who is involved in the research from the initial investigative stages to the findings and conclusions. Collaborators are the individuals who contribute to the final report writing and finalization of the research.
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2. Describe a research project that you are particularly proud of and explain why. Research scientists need to be able to think critically and creatively when it comes to problem solving. This question gives the interviewer an opportunity to get a sense of your problem-solving skills and how you approach research.
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Tips for preparing for a graduate research interview Consider these additional interview tips: Prepare and print copies of your past research projects to provide examples of your work to your interviewers. Draft answers to commonly asked interview questions about your skills, background and experience, and rehearse them with a family member or ...
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The first task is to figure out who to interview. Usually the research question specifies the participants. For example, a research question on the doctors' perception of their working conditions naturally suggests that doctors will make up the participant group. Following this example, doctors are the "population" this study is based on.
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Example: "There are many important skills for a researcher, but some of the most important include: -The ability to ask clear and concise research questions. -The ability to design effective research studies. -The ability to collect high-quality data. -The ability to analyze data effectively.
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Examining sample questions and answers can enable you to contemplate your own insightful responses to the employer's probing. Here are examples to help you prepare: 1. What strategies would you use to improve our research? Demonstrate your knowledge of the employer in your response to this inquiry.
How To Do Qualitative Interviews For Research
If you need 10 interviews, it is a good idea to plan for 15. Likely, a few will cancel, delay, or not produce useful data. 5. Not keeping your golden thread front of mind. We touched on this a little earlier, but it is a key point that should be central to your entire research process.
36 research scientist interview questions and sample answers
Example answer: 'I believe the most important skills for every research scientist are observation and attention to detail because the profession involves gathering and analysing data and presenting findings. Minor errors, such as omitting data, can significantly affect results.
Commonly asked questions in academic interviews
It is a good idea to prepare and even rehearse your answers. If you are confident in answering all of these you will be well-prepared. About your research. General research questions. About you and your capabilities. About your ability to gain funding. About your proposed research. About your role as supervisor/teacher.
52 Research Scientist Interview Questions (With Answers)
View 52 research scientist interview questions, including general, experience-based and in-depth questions, and see five sample answers to aid your preparation. Home. Company reviews. ... " When I undertake a research project, I thoroughly research the topic by reading the current relevant literature and attempting to address any knowledge gaps ...
PDF Using Interviews in a Research Project
USING INTERVIEWS IN A RESEARCH PROJECT because little is known about the subject area. However, analysing the interview data from open questions is more problematic than when closed questions are used as work must be done before often diverse responses from subjects can be compared.
Types of Interviews in Research
There are several types of interviews, often differentiated by their level of structure. Structured interviews have predetermined questions asked in a predetermined order. Unstructured interviews are more free-flowing. Semi-structured interviews fall in between. Interviews are commonly used in market research, social science, and ethnographic ...
What Is a Research Interview? (And How To Conduct One)
Indeed Editorial Team. Updated August 11, 2022. A research interview is useful for researchers to gather information on a certain topic. You may interview a group of people, and you'll have a range of choices to ask specific questions. Research interviews allow an interviewee to elaborate on their responses to render a clear context to you.
10 Research Question Examples to Guide your Research Project
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
20 Most Common Research Analyst Interview Questions and Answers
This ensures that the research I conduct is reliable and accurate.". 9. Describe a time when you had to present complex research results to a non-technical audience. Research analysts often need to deliver complex data in an understandable format to people who are not experts in the field.
Qualitative Interview Questions: Guidance for Novice Researchers
The Qualitative Report 2020 Volume 25, Number 9, How To Article 1, 3185-3203. Qualitative Interview Questions: Guidance for Novice Researchers. Rosanne E. Roberts. Capella University, Minneapolis ...
Sample Interview Questions for Research
Describe in layperson's terms and in two minutes why your research project is interesting. Candidate's Capabilities. How have you managed your research project? ... Sample Interview Questions for Research; Sample Interview Questions for Staff; Texas A&M Engineering Experiment Station Headquarters 1111 RELLIS Parkway, Suite 5226 Bryan, TX ...
Master Interview Questions on Research Skills
Here's how you can ace interview questions about research skills. Powered by AI and the LinkedIn community. 1. Understand Basics. Be the first to add your personal experience. 2. Highlight ...
Research Internship Interview Questions in 2024
Context: This question gauges your ability to work both autonomously and collaboratively, which are vital skills in research. Potential Answer: Express your versatility in working both independently on focused tasks and as part of a team, highlighting examples from group projects and research collaborations. 12.
17 Research Project Coordinator Interview Questions and Answers
Published Jul 17, 2022. The coordinator of a research project is the glue that holds everything together. From planning and organizing the research project to ensuring that all the research is completed on time and within budget, the coordinator is responsible for the success of the project. This position also often requires good communication ...
Research
The following is from the "Conducting an Interview" page on The Open University site. "If you are planning to carry out interviews as part of a research project, the first things to consider are who you will interview, what kind of information you want to obtain, and the type of interview that will help you to do that. Unstructured interview.
30 market research questions for startups to ask
There are several question types you can include in your market research survey, such as yes/no or single choice questions, multiple choice questions, open-ended questions, star rating questions, ranking questions, and more. Let's take a look at 30 example market research questions for startups.
Tata Consultancy Services Interview Experience For Research Intern
Questions about the four pillars of OOPS (Encapsulation, Abstraction, Inheritance, and Polymorphism) were asked. Programming and DBMS Questions: They asked some basic questions about programming languages. They also asked about DBMS concepts such as schema, ACID properties, and the differences between SQL and NoSQL databases.
20 Research Project Manager Interview Questions and Answers
Research project management requires a high level of organization and the ability to prioritize tasks, manage timelines, and collaborate with teams. This question gives the interviewer a sense of how you handle the complexities of juggling multiple projects and how you stay on top of deadlines.
Current status and ongoing needs for the teaching and assessment of
The survey questionnaires and interview-guides can be found at https://did-act.eu/results/ and accessed via links in table sections D1.1a (survey questions) and D1.1b (interview guides), respectively. Of these questions, we included only those relevant to the research questions addressed in this study.
Interview with Rachel Nadon, CIRM's BMO 2024 postdoctoral fellow
For me, in this project, there is a dimension of research and creation in the strict sense, i.e. reading and research on the one hand, and "reconstituting" the archives on the other. More broadly, it allows me to reflect on the question of archives, which is a complicated one when it comes to large-scale cultural productions.
Jamie Hartmann-Boyce, 2024 PEP Fellow, gave an interview on electronic
In appreciation of their generous support, the UMass Public Engagement Project would like to thank the Office of the Provost, University Relations, and the Colleges of Natural Sciences, Social and Behavioral Sciences, Humanities and Fine Arts, Engineering, Public Health and Health Sciences, and Education.
20 Must-Know Research Manager Interview Questions (With Answers)
I understand the importance of confidentiality and always take the necessary steps to protect the research and data collected.". 20. Describe a time when you had to troubleshoot a problem with a research project. Research projects are often complex and require a lot of problem-solving and critical thinking.

18 Researcher Interview Questions (With Example Answers)

Common Researcher Interview Questions

Related Interview Questions

Qualitative Research 101: Interviewing

Overview: 5 Interviewing Mistakes

1. Not having a clear interview strategy

2. Not having good interview technique

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3. Not securing a suitable location and quality equipment

4. Not having a basic risk management plan

5. Not keeping your golden thread front of mind

Recap: Qualitative Interview Mistakes

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Commonly asked questions in academic interviews

About your research

General research questions

About you and your capabilities

About your ability to gain funding

About your proposed research

About your role as supervisor/ teacher

About your ‘fit’ with the department

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Sample Interview Questions for Research

General Research Questions

Candidate's Capabilities

Candidate’s Proposed Research

Candidate’s Role as Supervisor/Teacher

Candidate’s ‘fit’ with the department

Research Internship Interview Questions

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Common Research Internship Interview Questions

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30 market research questions for startups to ask

The benefits of market research for a startup

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30 example market research questions for startups

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Tata Consultancy Services Interview Experience For Research Intern

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Current status and ongoing needs for the teaching and assessment of clinical reasoning – an international mixed-methods study from the students` and teachers` perspective

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