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

Last updated

30 January 2024

Reviewed by

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

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

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

• What is a research plan?

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

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

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

• Why do you need a research plan?

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

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

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

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

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

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

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

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

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

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

• How to write a research plan for your project

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

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

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

Define your project’s purpose

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

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

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

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

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

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

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

Select research methods

Research methods might include any of the following:

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

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

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

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

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

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

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

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

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

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

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

What do you plan to do with the research findings?

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

Recruit participants and allocate tasks

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

Prepare a thorough project summary

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

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

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

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

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

Create a realistic timeline

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

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

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

Determine how to present your results

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

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

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

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

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

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

• Research plan example

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

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

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

Project title

Project members involved in the research plan

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

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

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

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

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

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

Customizing a research plan template

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

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

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

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

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

What are the seven steps to developing a research plan?

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

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

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FLEET LIBRARY | Research Guides

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

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

1. Research conceptualization - introduces your research question

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

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

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

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

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

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

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

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

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

Literature Review, critical evaluation & synthesis

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

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

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

Sources to consult while conducting a literature review:

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

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

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

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

Open Access Resources recommended by RISD Research LIbrarians

works cited in scholarly books and articles

print bibliographies

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

search google scholar to locate grey literature & referenced citations

trade and scholarly publishers

fellow scholars and peers

Communication                              

Communication refers to the ability to

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

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

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

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What (Exactly) Is A Research Proposal?

A simple explainer with examples + free template.

By: Derek Jansen (MBA) | Reviewed By: Dr Eunice Rautenbach | June 2020 (Updated April 2023)

Whether you’re nearing the end of your degree and your dissertation is on the horizon, or you’re planning to apply for a PhD program, chances are you’ll need to craft a convincing research proposal . If you’re on this page, you’re probably unsure exactly what the research proposal is all about. Well, you’ve come to the right place.

Overview: Research Proposal Basics

• What a research proposal is
• What a research proposal needs to cover
• How to structure your research proposal
• Example /sample proposals
• Proposal writing FAQs
• Key takeaways & additional resources

What is a research proposal?

Simply put, a research proposal is a structured, formal document that explains what you plan to research (your research topic), why it’s worth researching (your justification), and how  you plan to investigate it (your methodology). 

The purpose of the research proposal (its job, so to speak) is to convince  your research supervisor, committee or university that your research is  suitable  (for the requirements of the degree program) and  manageable  (given the time and resource constraints you will face). 

The most important word here is “ convince ” – in other words, your research proposal needs to  sell  your research idea (to whoever is going to approve it). If it doesn’t convince them (of its suitability and manageability), you’ll need to revise and resubmit . This will cost you valuable time, which will either delay the start of your research or eat into its time allowance (which is bad news). 

What goes into a research proposal?

A good dissertation or thesis proposal needs to cover the “ what “, “ why ” and” how ” of the proposed study. Let’s look at each of these attributes in a little more detail:

Your proposal needs to clearly articulate your research topic . This needs to be specific and unambiguous . Your research topic should make it clear exactly what you plan to research and in what context. Here’s an example of a well-articulated research topic:

An investigation into the factors which impact female Generation Y consumer’s likelihood to promote a specific makeup brand to their peers: a British context

As you can see, this topic is extremely clear. From this one line we can see exactly:

• What’s being investigated – factors that make people promote or advocate for a brand of a specific makeup brand
• Who it involves – female Gen-Y consumers
• In what context – the United Kingdom

So, make sure that your research proposal provides a detailed explanation of your research topic . If possible, also briefly outline your research aims and objectives , and perhaps even your research questions (although in some cases you’ll only develop these at a later stage). Needless to say, don’t start writing your proposal until you have a clear topic in mind , or you’ll end up waffling and your research proposal will suffer as a result of this.

Need a helping hand?

As we touched on earlier, it’s not good enough to simply propose a research topic – you need to justify why your topic is original . In other words, what makes it  unique ? What gap in the current literature does it fill? If it’s simply a rehash of the existing research, it’s probably not going to get approval – it needs to be fresh.

But,  originality  alone is not enough. Once you’ve ticked that box, you also need to justify why your proposed topic is  important . In other words, what value will it add to the world if you achieve your research aims?

As an example, let’s look at the sample research topic we mentioned earlier (factors impacting brand advocacy). In this case, if the research could uncover relevant factors, these findings would be very useful to marketers in the cosmetics industry, and would, therefore, have commercial value . That is a clear justification for the research.

So, when you’re crafting your research proposal, remember that it’s not enough for a topic to simply be unique. It needs to be useful and value-creating – and you need to convey that value in your proposal. If you’re struggling to find a research topic that makes the cut, watch  our video covering how to find a research topic .

It’s all good and well to have a great topic that’s original and valuable, but you’re not going to convince anyone to approve it without discussing the practicalities – in other words:

• How will you actually undertake your research (i.e., your methodology)?
• Is your research methodology appropriate given your research aims?
• Is your approach manageable given your constraints (time, money, etc.)?

While it’s generally not expected that you’ll have a fully fleshed-out methodology at the proposal stage, you’ll likely still need to provide a high-level overview of your research methodology . Here are some important questions you’ll need to address in your research proposal:

• Will you take a qualitative , quantitative or mixed -method approach?
• What sampling strategy will you adopt?
• How will you collect your data (e.g., interviews, surveys, etc)?
• How will you analyse your data (e.g., descriptive and inferential statistics , content analysis, discourse analysis, etc, .)?
• What potential limitations will your methodology carry?

So, be sure to give some thought to the practicalities of your research and have at least a basic methodological plan before you start writing up your proposal. If this all sounds rather intimidating, the video below provides a good introduction to research methodology and the key choices you’ll need to make.

How To Structure A Research Proposal

Now that we’ve covered the key points that need to be addressed in a proposal, you may be wondering, “ But how is a research proposal structured? “.

While the exact structure and format required for a research proposal differs from university to university, there are four “essential ingredients” that commonly make up the structure of a research proposal:

• A rich introduction and background to the proposed research
• An initial literature review covering the existing research
• An overview of the proposed research methodology
• A discussion regarding the practicalities (project plans, timelines, etc.)

In the video below, we unpack each of these four sections, step by step.

Research Proposal Examples/Samples

In the video below, we provide a detailed walkthrough of two successful research proposals (Master’s and PhD-level), as well as our popular free proposal template.

Proposal Writing FAQs

How long should a research proposal be.

This varies tremendously, depending on the university, the field of study (e.g., social sciences vs natural sciences), and the level of the degree (e.g. undergraduate, Masters or PhD) – so it’s always best to check with your university what their specific requirements are before you start planning your proposal.

As a rough guide, a formal research proposal at Masters-level often ranges between 2000-3000 words, while a PhD-level proposal can be far more detailed, ranging from 5000-8000 words. In some cases, a rough outline of the topic is all that’s needed, while in other cases, universities expect a very detailed proposal that essentially forms the first three chapters of the dissertation or thesis.

The takeaway – be sure to check with your institution before you start writing.

How do I choose a topic for my research proposal?

Finding a good research topic is a process that involves multiple steps. We cover the topic ideation process in this video post.

How do I write a literature review for my proposal?

While you typically won’t need a comprehensive literature review at the proposal stage, you still need to demonstrate that you’re familiar with the key literature and are able to synthesise it. We explain the literature review process here.

How do I create a timeline and budget for my proposal?

We explain how to craft a project plan/timeline and budget in Research Proposal Bootcamp .

Which referencing format should I use in my research proposal?

The expectations and requirements regarding formatting and referencing vary from institution to institution. Therefore, you’ll need to check this information with your university.

What common proposal writing mistakes do I need to look out for?

We’ve create a video post about some of the most common mistakes students make when writing a proposal – you can access that here . If you’re short on time, here’s a quick summary:

• The research topic is too broad (or just poorly articulated).
• The research aims, objectives and questions don’t align.
• The research topic is not well justified.
• The study has a weak theoretical foundation.
• The research design is not well articulated well enough.
• Poor writing and sloppy presentation.
• Poor project planning and risk management.
• Not following the university’s specific criteria.

Key Takeaways & Additional Resources

As you write up your research proposal, remember the all-important core purpose:  to convince . Your research proposal needs to sell your study in terms of suitability and viability. So, focus on crafting a convincing narrative to ensure a strong proposal.

At the same time, pay close attention to your university’s requirements. While we’ve covered the essentials here, every institution has its own set of expectations and it’s essential that you follow these to maximise your chances of approval.

By the way, we’ve got plenty more resources to help you fast-track your research proposal. Here are some of our most popular resources to get you started:

• Proposal Writing 101 : A Introductory Webinar
• Research Proposal Bootcamp : The Ultimate Online Course
• Template : A basic template to help you craft your proposal

If you’re looking for 1-on-1 support with your research proposal, be sure to check out our private coaching service , where we hold your hand through the proposal development process (and the entire research journey), step by step.

Psst… there’s more!

This post is an extract from our bestselling Udemy Course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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51 Comments

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You’re most welcome. We don’t have any research proposals that we can share (the students own the intellectual property), but you might find our research proposal template useful: https://gradcoach.com/research-proposal-template/

Cheruiyot Moses Kipyegon

Thanks alot. It was an eye opener that came timely enough before my imminent proposal defense. Thanks, again

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How to Write a Research Plan

Your answers to these questions form your research strategy. Most likely, you’ve addressed some of these issues in your proposal. But you are further along now, and you can flesh out your answers. With your instructor’s help, you should make some basic decisions about what information to collect and what methods to use in analyzing it. You will probably develop this research strategy gradually and, if you are like the rest of us, you will make some changes, large and small, along the way. Still, it is useful to devise a general plan early, even though you will modify it as you progress. Develop a tentative research plan early in the project. Write it down and share it with your instructor. The more concrete and detailed the plan, the better the feedback you’ll get.

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This research plan does not need to be elaborate or time-consuming. Like your working bibliography, it is provisional, a work in progress. Still, it is helpful to write it down since it will clarify a number of issues for you and your professor.

Writing a Research Plan

To write out your research plan, begin by restating your main thesis question and any secondary ones. They may have changed a bit since your original proposal. If these questions bear on a particular theory or analytic perspective, state that briefly. In the social sciences, for example, two or three prominent theories might offer different predictions about your subject. If so, then you might want to explore these differences in your thesis and explain why some theories work better (or worse) in this particular case. Likewise, in the humanities, you might consider how different theories offer different insights and contrasting perspectives on the particular novel or film you are studying. If you intend to explore these differences, state your goal clearly in the research plan so you can discuss it later with your professor. Next, turn to the heart of this exercise, your proposed research strategy. Try to explain your basic approach, the materials you will use, and your method of analysis. You may not know all of these elements yet, but do the best you can. Briefly say how and why you think they will help answer your main questions.

Be concrete. What data will you collect? Which poems will you read? Which paintings will you compare? Which historical cases will you examine? If you plan to use case studies, say whether you have already selected them or settled on the criteria for choosing them. Have you decided which documents and secondary sources are most important? Do you have easy access to the data, documents, or other materials you need? Are they reliable sources—the best information you can get on the subject? Give the answers if you have them, or say plainly that you don’t know so your instructor can help. You should also discuss whether your research requires any special skills and, of course, whether you have them. You can—and should—tailor your work to fit your skills.

If you expect to challenge other approaches—an important element of some theses—which ones will you take on, and why? This last point can be put another way: Your project will be informed by some theoretical traditions and research perspectives and not others. Your research will be stronger if you clarify your own perspective and show how it usefully informs your work. Later, you may also enter the jousts and explain why your approach is superior to the alternatives, in this particular study and perhaps more generally. Your research plan should state these issues clearly so you can discuss them candidly and think them through.

If you plan to conduct tests, experiments, or surveys, discuss them, too. They are common research tools in many fields, from psychology and education to public health. Now is the time to spell out the details—the ones you have nailed down tight and the ones that are still rattling around, unresolved. It’s important to bring up the right questions here, even if you don’t have all the answers yet. Raising these questions directly is the best way to get the answers. What kinds of tests or experiments do you plan, and how will you measure the results? How will you recruit your test subjects, and how many will be included in your sample? What test instruments or observational techniques will you use? How reliable and valid are they? Your instructor can be a great source of feedback here.

Your research plan should say:

• What materials you will use
• What methods you will use to investigate them
• Whether your work follow a particular approach or theory

There are also ethical issues to consider. They crop up in any research involving humans or animals. You need to think carefully about them, underscore potential problems, and discuss them with your professor. You also need to clear this research in advance with the appropriate authorities at your school, such as the committee that reviews proposals for research on human subjects.

Not all these issues and questions will bear on your particular project. But some do, and you should wrestle with them as you begin research. Even if your answers are tentative, you will still gain from writing them down and sharing them with your instructor. That’s how you will get the most comprehensive advice, the most pointed recommendations. If some of these issues puzzle you, or if you have already encountered some obstacles, share them, too, so you can either resolve the problems or find ways to work around them.

Remember, your research plan is simply a working product, designed to guide your ongoing inquiry. It’s not a final paper for a grade; it’s a step toward your final paper. Your goal in sketching it out now is to understand these issues better and get feedback from faculty early in the project. It may be a pain to write it out, but it’s a minor sting compared to major surgery later.

Checklist for Conducting Research

• Familiarize yourself with major questions and debates about your topic.
• Is appropriate to your topic;
• Addresses the main questions you propose in your thesis;
• Relies on materials to which you have access;
• Can be accomplished within the time available;
• Uses skills you have or can acquire.
• Divide your topic into smaller projects and do research on each in turn.
• Write informally as you do research; do not postpone this prewriting until all your research is complete.

Back to How To Write A Research Paper .

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Writing the Research Plan for Your Academic Job Application

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

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

What Is a Research Plan?

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

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

How Many Projects Should You Have?

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

For this reason, many applicants wisely choose to identify:

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

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

How Closely Connected Should Your Research Be with Your Past?

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

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

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

Should You Discuss Potential Collaborators?

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

How Do You Show Your Fit?

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

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

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

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

Who Is Your Audience?

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

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

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

So, How Long Should Your Research Plan Be?

Learn more on the Blog

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

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

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

Why Start Now?

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

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

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

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

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Illustration by James Round

How to plan a research project

Whether for a paper or a thesis, define your question, review the work of others – and leave yourself open to discovery.

by Brooke Harrington   + BIO

is professor of sociology at Dartmouth College in New Hampshire. Her research has won international awards both for scholarly quality and impact on public life. She has published dozens of articles and three books, most recently the bestseller Capital without Borders (2016), now translated into five languages.

Edited by Sam Haselby

Need to know

‘When curiosity turns to serious matters, it’s called research.’ – From Aphorisms (1880-1905) by Marie von Ebner-Eschenbach

Planning research projects is a time-honoured intellectual exercise: one that requires both creativity and sharp analytical skills. The purpose of this Guide is to make the process systematic and easy to understand. While there is a great deal of freedom and discovery involved – from the topics you choose, to the data and methods you apply – there are also some norms and constraints that obtain, no matter what your academic level or field of study. For those in high school through to doctoral students, and from art history to archaeology, research planning involves broadly similar steps, including: formulating a question, developing an argument or predictions based on previous research, then selecting the information needed to answer your question.

Some of this might sound self-evident but, as you’ll find, research requires a different way of approaching and using information than most of us are accustomed to in everyday life. That is why I include orienting yourself to knowledge-creation as an initial step in the process. This is a crucial and underappreciated phase in education, akin to making the transition from salaried employment to entrepreneurship: suddenly, you’re on your own, and that requires a new way of thinking about your work.

What follows is a distillation of what I’ve learned about this process over 27 years as a professional social scientist. It reflects the skills that my own professors imparted in the sociology doctoral programme at Harvard, as well as what I learned later on as a research supervisor for Ivy League PhD and MA students, and then as the author of award-winning scholarly books and articles. It can be adapted to the demands of both short projects (such as course term papers) and long ones, such as a thesis.

At its simplest, research planning involves the four distinct steps outlined below: orienting yourself to knowledge-creation; defining your research question; reviewing previous research on your question; and then choosing relevant data to formulate your own answers. Because the focus of this Guide is on planning a research project, as opposed to conducting a research project, this section won’t delve into the details of data-collection or analysis; those steps happen after you plan the project. In addition, the topic is vast: year-long doctoral courses are devoted to data and analysis. Instead, the fourth part of this section will outline some basic strategies you could use in planning a data-selection and analysis process appropriate to your research question.

Step 1: Orient yourself

Planning and conducting research requires you to make a transition, from thinking like a consumer of information to thinking like a producer of information. That sounds simple, but it’s actually a complex task. As a practical matter, this means putting aside the mindset of a student, which treats knowledge as something created by other people. As students, we are often passive receivers of knowledge: asked to do a specified set of readings, then graded on how well we reproduce what we’ve read.

Researchers, however, must take on an active role as knowledge producers . Doing research requires more of you than reading and absorbing what other people have written: you have to engage in a dialogue with it. That includes arguing with previous knowledge and perhaps trying to show that ideas we have accepted as given are actually wrong or incomplete. For example, rather than simply taking in the claims of an author you read, you’ll need to draw out the implications of those claims: if what the author is saying is true, what else does that suggest must be true? What predictions could you make based on the author’s claims?

In other words, rather than treating a reading as a source of truth – even if it comes from a revered source, such as Plato or Marie Curie – this orientation step asks you to treat the claims you read as provisional and subject to interrogation. That is one of the great pieces of wisdom that science and philosophy can teach us: that the biggest advances in human understanding have been made not by being correct about trivial things, but by being wrong in an interesting way . For example, Albert Einstein was wrong about quantum mechanics, but his arguments about it with his fellow physicist Niels Bohr have led to some of the biggest breakthroughs in science, even a century later.

Step 2: Define your research question

Students often give this step cursory attention, but experienced researchers know that formulating a good question is sometimes the most difficult part of the research planning process. That is because the precise language of the question frames the rest of the project. It’s therefore important to pose the question carefully, in a way that’s both possible to answer and likely to yield interesting results. Of course, you must choose a question that interests you, but that’s only the beginning of what’s likely to be an iterative process: most researchers come back to this step repeatedly, modifying their questions in light of previous research, resource limitations and other considerations.

Researchers face limits in terms of time and money. They, like everyone else, have to pose research questions that they can plausibly answer given the constraints they face. For example, it would be inadvisable to frame a project around the question ‘What are the roots of the Arab-Israeli conflict?’ if you have only a week to develop an answer and no background on that topic. That’s not to limit your imagination: you can come up with any question you’d like. But it typically does require some creativity to frame a question that you can answer well – that is, by investigating thoroughly and providing new insights – within the limits you face.

In addition to being interesting to you, and feasible within your resource constraints, the third and most important characteristic of a ‘good’ research topic is whether it allows you to create new knowledge. It might turn out that your question has already been asked and answered to your satisfaction: if so, you’ll find out in the next step of this process. On the other hand, you might come up with a research question that hasn’t been addressed previously. Before you get too excited about breaking uncharted ground, consider this: a lot of potentially researchable questions haven’t been studied for good reason ; they might have answers that are trivial or of very limited interest. This could include questions such as ‘Why does the area of a circle equal π r²?’ or ‘Did winter conditions affect Napoleon’s plans to invade Russia?’ Of course, you might be able to make the argument that a seemingly trivial question is actually vitally important, but you must be prepared to back that up with convincing evidence. The exercise in the ‘Learn More’ section below will help you think through some of these issues.

Finally, scholarly research questions must in some way lead to new and distinctive insights. For example, lots of people have studied gender roles in sports teams; what can you ask that hasn’t been asked before? Reinventing the wheel is the number-one no-no in this endeavour. That’s why the next step is so important: reviewing previous research on your topic. Depending on what you find in that step, you might need to revise your research question; iterating between your question and the existing literature is a normal process. But don’t worry: it doesn’t go on forever. In fact, the iterations taper off – and your research question stabilises – as you develop a firm grasp of the current state of knowledge on your topic.

Step 3: Review previous research

In academic research, from articles to books, it’s common to find a section called a ‘literature review’. The purpose of that section is to describe the state of the art in knowledge on the research question that a project has posed. It demonstrates that researchers have thoroughly and systematically reviewed the relevant findings of previous studies on their topic, and that they have something novel to contribute.

Your own research project should include something like this, even if it’s a high-school term paper. In the research planning process, you’ll want to list at least half a dozen bullet points stating the major findings on your topic by other people. In relation to those findings, you should be able to specify where your project could provide new and necessary insights. There are two basic rhetorical positions one can take in framing the novelty-plus-importance argument required of academic research:

• Position 1 requires you to build on or extend a set of existing ideas; that means saying something like: ‘Person A has argued that X is true about gender; this implies Y, which has not yet been tested. My project will test Y, and if I find evidence to support it, that will change the way we understand gender.’
• Position 2 is to argue that there is a gap in existing knowledge, either because previous research has reached conflicting conclusions or has failed to consider something important. For example, one could say that research on middle schoolers and gender has been limited by being conducted primarily in coeducational environments, and that findings might differ dramatically if research were conducted in more schools where the student body was all-male or all-female.

Your overall goal in this step of the process is to show that your research will be part of a larger conversation: that is, how your project flows from what’s already known, and how it advances, extends or challenges that existing body of knowledge. That will be the contribution of your project, and it constitutes the motivation for your research.

Two things are worth mentioning about your search for sources of relevant previous research. First, you needn’t look only at studies on your precise topic. For example, if you want to study gender-identity formation in schools, you shouldn’t restrict yourself to studies of schools; the empirical setting (schools) is secondary to the larger social process that interests you (how people form gender identity). That process occurs in many different settings, so cast a wide net. Second, be sure to use legitimate sources – meaning publications that have been through some sort of vetting process, whether that involves peer review (as with academic journal articles you might find via Google Scholar) or editorial review (as you’d find in well-known mass media publications, such as The Economist or The Washington Post ). What you’ll want to avoid is using unvetted sources such as personal blogs or Wikipedia. Why? Because anybody can write anything in those forums, and there is no way to know – unless you’re already an expert – if the claims you find there are accurate. Often, they’re not.

Step 4: Choose your data and methods

Whatever your research question is, eventually you’ll need to consider which data source and analytical strategy are most likely to provide the answers you’re seeking. One starting point is to consider whether your question would be best addressed by qualitative data (such as interviews, observations or historical records), quantitative data (such as surveys or census records) or some combination of both. Your ideas about data sources will, in turn, suggest options for analytical methods.

You might need to collect your own data, or you might find everything you need readily available in an existing dataset someone else has created. A great place to start is with a research librarian: university libraries always have them and, at public universities, those librarians can work with the public, including people who aren’t affiliated with the university. If you don’t happen to have a public university and its library close at hand, an ordinary public library can still be a good place to start: the librarians are often well versed in accessing data sources that might be relevant to your study, such as the census, or historical archives, or the Survey of Consumer Finances.

Because your task at this point is to plan research, rather than conduct it, the purpose of this step is not to commit you irrevocably to a course of action. Instead, your goal here is to think through a feasible approach to answering your research question. You’ll need to find out, for example, whether the data you want exist; if not, do you have a realistic chance of gathering the data yourself, or would it be better to modify your research question? In terms of analysis, would your strategy require you to apply statistical methods? If so, do you have those skills? If not, do you have time to learn them, or money to hire a research assistant to run the analysis for you?

Please be aware that qualitative methods in particular are not the casual undertaking they might appear to be. Many people make the mistake of thinking that only quantitative data and methods are scientific and systematic, while qualitative methods are just a fancy way of saying: ‘I talked to some people, read some old newspapers, and drew my own conclusions.’ Nothing could be further from the truth. In the final section of this guide, you’ll find some links to resources that will provide more insight on standards and procedures governing qualitative research, but suffice it to say: there are rules about what constitutes legitimate evidence and valid analytical procedure for qualitative data, just as there are for quantitative data.

Circle back and consider revising your initial plans

As you work through these four steps in planning your project, it’s perfectly normal to circle back and revise. Research planning is rarely a linear process. It’s also common for new and unexpected avenues to suggest themselves. As the sociologist Thorstein Veblen wrote in 1908 : ‘The outcome of any serious research can only be to make two questions grow where only one grew before.’ That’s as true of research planning as it is of a completed project. Try to enjoy the horizons that open up for you in this process, rather than becoming overwhelmed; the four steps, along with the two exercises that follow, will help you focus your plan and make it manageable.

Key points – How to plan a research project

• Planning a research project is essential no matter your academic level or field of study. There is no one ‘best’ way to design research, but there are certain guidelines that can be helpfully applied across disciplines.
• Orient yourself to knowledge-creation. Make the shift from being a consumer of information to being a producer of information.
• Define your research question. Your question frames the rest of your project, sets the scope, and determines the kinds of answers you can find.
• Review previous research on your question. Survey the existing body of relevant knowledge to ensure that your research will be part of a larger conversation.
• Choose your data and methods. For instance, will you be collecting qualitative data, via interviews, or numerical data, via surveys?
• Circle back and consider revising your initial plans. Expect your research question in particular to undergo multiple rounds of refinement as you learn more about your topic.

Good research questions tend to beget more questions. This can be frustrating for those who want to get down to business right away. Try to make room for the unexpected: this is usually how knowledge advances. Many of the most significant discoveries in human history have been made by people who were looking for something else entirely. There are ways to structure your research planning process without over-constraining yourself; the two exercises below are a start, and you can find further methods in the Links and Books section.

The following exercise provides a structured process for advancing your research project planning. After completing it, you’ll be able to do the following:

• describe clearly and concisely the question you’ve chosen to study
• summarise the state of the art in knowledge about the question, and where your project could contribute new insight
• identify the best strategy for gathering and analysing relevant data

In other words, the following provides a systematic means to establish the building blocks of your research project.

Exercise 1: Definition of research question and sources

This exercise prompts you to select and clarify your general interest area, develop a research question, and investigate sources of information. The annotated bibliography will also help you refine your research question so that you can begin the second assignment, a description of the phenomenon you wish to study.

Jot down a few bullet points in response to these two questions, with the understanding that you’ll probably go back and modify your answers as you begin reading other studies relevant to your topic:

• What will be the general topic of your paper?
• What will be the specific topic of your paper?

b) Research question(s)

Use the following guidelines to frame a research question – or questions – that will drive your analysis. As with Part 1 above, you’ll probably find it necessary to change or refine your research question(s) as you complete future assignments.

• Your question should be phrased so that it can’t be answered with a simple ‘yes’ or ‘no’.
• Your question should have more than one plausible answer.
• Your question should draw relationships between two or more concepts; framing the question in terms of How? or What? often works better than asking Why ?

c) Annotated bibliography

Most or all of your background information should come from two sources: scholarly books and journals, or reputable mass media sources. You might be able to access journal articles electronically through your library, using search engines such as JSTOR and Google Scholar. This can save you a great deal of time compared with going to the library in person to search periodicals. General news sources, such as those accessible through LexisNexis, are acceptable, but should be cited sparingly, since they don’t carry the same level of credibility as scholarly sources. As discussed above, unvetted sources such as blogs and Wikipedia should be avoided, because the quality of the information they provide is unreliable and often misleading.

To create an annotated bibliography, provide the following information for at least 10 sources relevant to your specific topic, using the format suggested below.

Name of author(s):

Publication date:

Title of book, chapter, or article:

If a chapter or article, title of journal or book where they appear:

Brief description of this work, including main findings and methods ( c 75 words):

Summary of how this work contributes to your project ( c 75 words):

Brief description of the implications of this work ( c 25 words):

Identify any gap or controversy in knowledge this work points up, and how your project could address those problems ( c 50 words):

Exercise 2: Towards an analysis

Develop a short statement ( c 250 words) about the kind of data that would be useful to address your research question, and how you’d analyse it. Some questions to consider in writing this statement include:

• What are the central concepts or variables in your project? Offer a brief definition of each.
• Do any data sources exist on those concepts or variables, or would you need to collect data?
• Of the analytical strategies you could apply to that data, which would be the most appropriate to answer your question? Which would be the most feasible for you? Consider at least two methods, noting their advantages or disadvantages for your project.

Links & books

One of the best texts ever written about planning and executing research comes from a source that might be unexpected: a 60-year-old work on urban planning by a self-trained scholar. The classic book The Death and Life of Great American Cities (1961) by Jane Jacobs (available complete and free of charge via this link ) is worth reading in its entirety just for the pleasure of it. But the final 20 pages – a concluding chapter titled ‘The Kind of Problem a City Is’ – are really about the process of thinking through and investigating a problem. Highly recommended as a window into the craft of research.

Jacobs’s text references an essay on advancing human knowledge by the mathematician Warren Weaver. At the time, Weaver was director of the Rockefeller Foundation, in charge of funding basic research in the natural and medical sciences. Although the essay is titled ‘A Quarter Century in the Natural Sciences’ (1960) and appears at first blush to be merely a summation of one man’s career, it turns out to be something much bigger and more interesting: a meditation on the history of human beings seeking answers to big questions about the world. Weaver goes back to the 17th century to trace the origins of systematic research thinking, with enthusiasm and vivid anecdotes that make the process come alive. The essay is worth reading in its entirety, and is available free of charge via this link .

For those seeking a more in-depth, professional-level discussion of the logic of research design, the political scientist Harvey Starr provides insight in a compact format in the article ‘Cumulation from Proper Specification: Theory, Logic, Research Design, and “Nice” Laws’ (2005). Starr reviews the ‘research triad’, consisting of the interlinked considerations of formulating a question, selecting relevant theories and applying appropriate methods. The full text of the article, published in the scholarly journal Conflict Management and Peace Science , is available, free of charge, via this link .

Finally, the book Getting What You Came For (1992) by Robert Peters is not only an outstanding guide for anyone contemplating graduate school – from the application process onward – but it also includes several excellent chapters on planning and executing research, applicable across a wide variety of subject areas. It was an invaluable resource for me 25 years ago, and it remains in print with good reason; I recommend it to all my students, particularly Chapter 16 (‘The Thesis Topic: Finding It’), Chapter 17 (‘The Thesis Proposal’) and Chapter 18 (‘The Thesis: Writing It’).

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• A Research Guide
• Research Paper Guide

How to Write a Research Plan

• Research plan definition
• Purpose of a research plan
• Research plan structure
• Step-by-step writing guide

Tips for creating a research plan

• Research plan examples

Research plan: definition and significance

What is the purpose of a research plan.

• Bridging gaps in the existing knowledge related to their subject.
• Reinforcing established research about their subject.
• Introducing insights that contribute to subject understanding.

Research plan structure & template

Introduction.

• What is the existing knowledge about the subject?
• What gaps remain unanswered?
• How will your research enrich understanding, practice, and policy?

Literature review

Expected results.

• Express how your research can challenge established theories in your field.
• Highlight how your work lays the groundwork for future research endeavors.
• Emphasize how your work can potentially address real-world problems.

5 Steps to crafting an effective research plan

Step 1: define the project purpose, step 2: select the research method, step 3: manage the task and timeline, step 4: write a summary, step 5: plan the result presentation.

• Brainstorm Collaboratively: Initiate a collective brainstorming session with peers or experts. Outline the essential questions that warrant exploration and answers within your research.
• Prioritize and Feasibility: Evaluate the list of questions and prioritize those that are achievable and important. Focus on questions that can realistically be addressed.
• Define Key Terminology: Define technical terms pertinent to your research, fostering a shared understanding. Ensure that terms like “church” or “unreached people group” are well-defined to prevent ambiguity.
• Organize your approach: Once well-acquainted with your institution’s regulations, organize each aspect of your research by these guidelines. Allocate appropriate word counts for different sections and components of your research paper.

Research plan example

• Writing a Research Paper
• Research Paper Title
• Research Paper Sources
• Research Paper Problem Statement
• Research Paper Thesis Statement
• Hypothesis for a Research Paper
• Research Question
• Research Paper Outline
• Research Paper Summary
• Research Paper Prospectus
• Research Paper Proposal
• Research Paper Format
• Research Paper Styles
• AMA Style Research Paper
• MLA Style Research Paper
• Chicago Style Research Paper
• APA Style Research Paper
• Research Paper Structure
• Research Paper Cover Page
• Research Paper Abstract
• Research Paper Introduction
• Research Paper Body Paragraph
• Research Paper Literature Review
• Research Paper Background
• Research Paper Methods Section
• Research Paper Results Section
• Research Paper Discussion Section
• Research Paper Conclusion
• Research Paper Appendix
• Research Paper Bibliography
• APA Reference Page
• Annotated Bibliography
• Bibliography vs Works Cited vs References Page
• Research Paper Types
• What is Qualitative Research

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What is UX Research: The Ultimate Guide for UX Researchers

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How to create a UX research plan (examples, tactics, and templates)

Conducting UX research without a plan is like moving to another country without knowing the language—confusing and exhausting.

To avoid wasting time and resources, it’s crucial to set achievable research goals and work on developing a research plan that’s clear, comprehensive, and aligned with your overarching business goals and research strategy.

A good UX research plan sets out the parameters for your research, and guides how you’ll gather insights to inform product development. In this chapter, we share a step-by-step guide to creating a research plan, including templates and tactics for you to try. You’ll also find expert tips from Paige Bennett, Senior User Research Manager at Affirm, and Sinéad Davis Cochrane, Research Manager at Workday.

What is a UX research plan?

A UX research plan—not to be confused with a UX research strategy —is a plan to guide individual user experience (UX) research projects.

It's a living document that includes a detailed explanation of tactics, methods, timeline, scope, and task owners. It should be co-created and shared with key stakeholders, so everyone is familiar with the project plan, and product teams can meet strategic goals.

While the UX research plan should be based on strategy, it’s not the same thing. A strategy is a high-level document that contains goals, budget, vision, and expectations. Meanwhile, a plan is a detailed document explaining how the team will achieve those strategic goals. In short, a strategy is a guide, but a plan is what drives action.

What are the benefits of using a UX research plan?

Conducting research without goals and parameters is aimless. A UX research plan is beneficial for your product, user, and business—by building a plan for conducting UX research, you can:

Streamline processes and add structure

Work toward specific, measurable goals, align and engage stakeholders, save time by avoiding rework.

The structure of a research plan allows you to set timelines, expectations, and task owners, so everyone on your team is aligned and empowered to make decisions. Since there’s no second guessing what to do next or which methods to use, you’ll find your process becomes simpler and more efficient. It’s also worth standardizing your process to turn your plan into a template that you can reuse for future projects.

When you set research goals based on strategy, you’ll find it easier to track your team’s progress and keep the project in scope, on time, and on budget. With a solid, strategy-based UX research plan you can also track metrics at different stages of the project and adjust future tactics to get better research findings.

“It’s important to make sure your stakeholders are on the same page with regards to scope, timeline, and goals before you start," explains Paige Bennett, Senior User Research Manager at Affirm. That's because, when stakeholders are aligned, they're much more likely to sign off on product changes that result from UX research.

A written plan is a collaborative way to involve stakeholders in your research and turn them into active participants rather than passive observers. As they get involved, they'll make useful contributions and get a better understanding of your goals.

A UX research plan helps you save time and money quite simply because it’s easier and less expensive to make design or prototype changes than it is to fix usability issues once the product is coded or fully launched. Additionally, having a plan gives your team direction, which means they won’t be conducting research and talking to users without motive, and you’ll be making better use of your resources. What’s more, when everyone is aligned on goals, they’re empowered to make informed decisions instead of waiting for their managers’ approval.

What should a UX research plan include?

In French cuisine, the concept of mise en place—putting in place—allows chefs to plan and set up their workspace with all the required ingredients before cooking. Think of your research plan like this—laying out the key steps you need to go through during research, to help you run a successful and more efficient study.

Here’s what you should include in a UX research plan:

• A brief reminder of the strategy and goals
• An outline of the research objectives
• The purpose of the plan and studies
• A short description of the target audience, sample size, scope, and demographics
• A detailed list of expectations including deliverables, timings, and type of results
• An overview of the test methods and a short explanation of why you chose them
• The test set up or guidelines to outline everything that needs to happen before the study: scenarios, screening questions, and duration of pilot tests
• Your test scripts, questions to ask, or samples to follow
• When and how you’ll present the results
• Cost estimations or requests to go over budget

Collect all UX research findings in one place

Use Maze to run quantitative and qualitative research, influence product design, and shape user-centered products.

How to create a UX research plan

Now we’ve talked through why you need a research plan, let’s get into the how. Here’s a short step-by-step guide on how to write a research plan that will drive results.

• Define the problem statement
• Get stakeholders’ buy-in
• Identify your objectives
• Choose the right research method
• Recruit participants
• Prepare the brief
• Establish the timeline
• Decide how you’ll present your findings

1. Define the problem statement

One of the most important purposes of a research plan is to identify what you’re trying to achieve with the research, and clarify the problem statement. For Paige Bennett , Senior User Research Manager at Affirm, this process begins by sitting together with stakeholders and looking at the problem space.

“We do an exercise called FOG, which stands for ‘Fact, Observation, Guess’, to identify large gaps in knowledge,” says Paige. “Evaluating what you know illuminates questions you still have, which then serves as the foundation of the UX research project.”

You can use different techniques to identify the problem statement, such as stakeholder interviews, team sessions, or analysis of customer feedback. The problem statement should explain what the project is about—helping to define the research scope with clear deliverables and objectives.

2. Identify your objectives

Research objectives need to align with the UX strategy and broader business goals, but you also need to define specific targets to achieve within the research itself—whether that’s understanding a specific problem, or measuring usability metrics . So, before you get into a room with your users and customers, “Think about the research objectives: what you’re doing, why you’re doing it, and what you expect from the UX research process ,” explains Sinéad Davis Cochrane , Research Manager at Workday.

Examples of research objectives might be:

• Learn at what times users interact with your product
• Understand why users return (or not) to your website/app
• Discover what competitor products your users are using
• Uncover any pain points or challenges users find when navigating with your product
• Gauge user interest in and prioritize potential new features

A valuable purpose of setting objectives is ensuring your project doesn't suffer from scope creep. This can happen when stakeholders see your research as an opportunity to ask any question. As a researcher , Sinéad believes your objectives can guide the type of research questions you ask and give your research more focus. Otherwise, anything and everything becomes a research question—which will confuse your findings and be overwhelming to manage.

Sinéad shares a list of questions you should ask yourself and the research team to help set objectives:

• What are you going to do with this information?
• What decisions is it going to inform?
• How are you going to leverage these insights?

Another useful exercise to help identify research objectives is by asking questions that help you get to the core of a problem. Ask these types of questions before starting the planning process:

• Who are the users you’re designing this for?
• What problems and needs do they have?
• What are the pain points of using the product?
• Why are they not using a product like yours?

3. Get stakeholders buy-in

It’s good practice to involve stakeholders at early stages of plan creation to get everyone on board. Sharing your UX research plan with relevant stakeholders means you can gather context, adjust based on comments, and gauge what’s truly important to them. When you present the research plan to key stakeholders, remember to align on the scope of research, and how and when you’ll get back to them with results.

Stakeholders usually have a unique vision of the product, and it’s crucial that you’re able to capture it early on—this doesn’t mean saying yes to everything, but listening to their ideas and having a conversation. Seeing the UX research plan as a living document makes it much easier to edit based on team comments. Plus, the more you listen to other ideas, the easier it will be to evangelize research and get stakeholders to see the value behind it.

I expect my stakeholders to be participants, and I outline how I expect that to happen. That includes observing interviews, participating in synthesis exercises, or co-presenting research recommendations.

Paige Bennett , Senior User Research Manager at Affirm

4. Choose the right research method

Choose between the different UX research methods to capture different insights from users.

To define the research methods you’ll use, circle back to your research objectives, what stage of the product development process you’re in, and the constraints, resources, and timeline of the project. It’s good research practice to use a mix of different methods to get a more complete perspective of users’ struggles.

For example, if you’re at the start of the design process, a generative research method such as user interviews or field studies will help you generate new insights about the target audience. Or, if you need to evaluate how a new design performs with users, you can run usability tests to get actionable feedback.

It’s also good practice to mix methods that drive quantitative and qualitative results so you can understand context, and catch the user sentiment behind a metric. For instance, if during a remote usability test, you hear a user go ‘Ugh! Where’s the sign up button?’ you’ll get a broader perspective than if you were just reviewing the number of clicks on the same test task.

Examples of UX research methods to consider include:

• Five-second testing
• User interviews
• Field studies
• Card sorting
• Tree testing
• Focus groups
• Usability testing
• Diary studies
• Live website testing

Check out our top UX research templates . Use them as a shortcut to get started on your research.

5. Determine how to recruit participants

Every research plan should include information about the participants you need for your study, and how you’ll recruit them. To identify your perfect candidate, revisit your goals and the questions that need answering, then build a target user persona including key demographics and use cases. Consider the resources you have available already, by asking yourself:

• Do you have a user base you can tap into to collect data?
• Do you need to hire external participants?
• What’s your budget to recruit users?
• How many users do you need to interact with?

When selecting participants, make sure they represent all your target personas. If different types of people will be using a certain product, you need to make sure that the people you research represent these personas. This means not just being inclusive in your recruitment, but considering secondary personas—the people who may not be your target user base, but interact with your product incidentally.

You should also consider recruiting research participants to test the product on different devices. Paige explains: “If prior research has shown that behavior differs greatly between those who use a product on their phone versus their tablet, I need to better understand those differences—so I’m going to make sure my participants include people who have used a product on both devices.”

During this step, make sure to include information about the required number of participants, how you’ll get them to participate, and how much time you need per user. The main ways to recruit testers are:

• Using an online participant recruitment tool like Maze’s panel
• Putting out physical or digital adverts in spaces that are relevant to your product and user
• Reaching out to existing users
• Using participants from previous research
• Recruiting directly from your website or app with a tool like In-Product Prompts

5.1. Determine how you’ll pay them

You should always reward your test participants for their time and insights. Not only because it’s the right thing to do, but also because if they have an incentive they’re more likely to give you complete and insightful answers. If you’re hosting the studies in person, you’ll also need to cover your participants' travel expenses and secure a research space. Running remote moderated or unmoderated research is often considered to be less expensive and faster to complete.

If you’re testing an international audience, remember to check your proposed payment system works worldwide—this might be an Amazon gift card or prepaid Visa cards.

6. Prepare the brief

The next component of a research plan is to create a brief or guide for your research sessions. The kind of brief you need will vary depending on your research method, but for moderated methods like user interviews, field studies, or focus groups, you’ll need a detailed guide and script. The brief is there to remind you which questions to ask and keep the sessions on track.

Your script should cover:

• Introduction: A short message you’ll say to participants before the session begins. This works as a starting point for conversations and helps set the tone for the meeting. If you’re testing without a moderator, you should also include an introductory message to explain what the research is about and the type of answers they should give (in terms of length and specificity).
• Interview questions: Include your list of questions you’ll ask participants during the sessions. These could be examples to help guide the interviews, specific pre-planned questions, or test tasks you’ll ask participants to perform during unmoderated sessions.
• Outro message: Outline what you'll say at the end of the session, including the next steps, asking participants if they are open to future research, and thanking them for their time. This can be a form you share at the end of asynchronous sessions.

It’s crucial you remember to ask participants for their consent. You should do this at the beginning of the test by asking if they’re okay with you recording the session. Use this space to lay out any compensation agreements as well. Then, ask again at the end of the session if they agree with you keeping the results and using the data for research purposes. If possible, explain exactly what you’ll do with their data. Double check and get your legal team’s sign-off on these forms.

7. Establish the timeline

Next in your plan, estimate how long the research project will take and when you should expect to review the findings. Even if not exact, determining an approximate timeline (e.g., two-three weeks) will enable you to manage stakeholders’ expectations of the process and results.

Many people believe UX research is a lengthy process, so they skip it. When you set up a timeline and get stakeholders aligned with it, you can debunk assumptions and put stakeholders’ minds at ease. Plus, if you’re using a product discovery tool like Maze, you can get answers to your tests within days.

8. Decide how you’ll present your findings

When it comes to sharing your findings with your team, presentation matters. You need to make a clear presentation and demonstrate how user insights will influence design and development. If you’ve conducted UX research in the past, share data that proves how implementing user insights has improved product adoption.

Examples of ways you can present your results include:

• A physical or digital PDF report with key statistics and takeaways
• An interactive online report of the individual research questions and their results
• A presentation explaining the results and your findings
• A digital whiteboard, like Miro, to display the results

In your plan, mention how you’ll share insights with the product team. For example, if you’re using Maze, you can start by emailing everyone the ready-to-share report and setting up a meeting with the team to identify how to bring those insights to life. This is key, because your research should be the guiding light for new products or updates, if you want to keep development user-centric. Taking care over how you present your findings will impact whether they’re taken seriously and implemented by other stakeholders.

Templates for UX research

Whether you’re creating the plan yourself or are delegating this responsibility to your team, here are six research templates to get started:

• UX research plan template : This editable Miro research project plan example helps you brainstorm user and business-facing problems, objectives, and questions
• UX research brief : You need a clear brief before you conduct UX research—Milanote shares a template that will help you simplify the writing process
• User testing synthesis : Trello put together a sample board to organize user testing notes—you can use this as a guide, but change the titles to fit your UX research purposes
• Usability testing templates : At Maze, we’ve created multiple templates for conducting specific UX research methods—this list will help you create different remote usability tests
• Information architecture (IA) tests template : The way you organize the information in your website or app can improve or damage the user experience—use this template to run IA tests easily
• Feedback survey templates : Ask users anything through a survey, and use these templates to get creative and simplify creation

Everything you need to know about UX research plans

We all know that a robust plan is essential for conducting successful UX research. But, in case you want a quick refresher on what we’ve covered:

• Using a UX research strategy as a starting point will make your plan more likely to succeed
• Determine your research objectives before anything else
• Use a mix of qualitative and quantitative research methods
• Come up with clear personas so you can recruit and test a group of individuals that’s representative of your real end users
• Involve stakeholders from the beginning to get buy-in
• Be vocal about timelines, budget, and expected research findings
• Use the insights to power your product decisions and wow your users; building the solution they genuinely want and need

UX research can happen at any stage of the development lifecycle. When you build products with and for users, you need to include them continuously at various stages of the process.

It’s helpful to explore the need for continuous discovery in your UX research plan and look for a tool like Maze that simplifies the process for you. We’ll cover more about the different research methods and UX research tools in the upcoming chapters—ready to go?

Elevate your UX research workflow

Discover how Maze can streamline and operationalize your research plans to drive real product innovation while saving on costs.

Frequently asked questions

What’s the difference between a UX research plan and a UX research strategy?

The difference between a UX research plan and a UX research strategy is that they cover different levels of scope and detail. A UX research plan is a document that guides individual user experience (UX) research projects. UX research plans are shared documents that everyone on the product team can and should be familiar with. The UX research strategy, on the other hand, outlines the high-level goals, expectations, and demographics of the discovery.

What should you include in a user research plan?

Here’s what to include in a user research plan:

• Problem statement
• Research objectives
• Research methods
• Participants' demographics
• Recruitment plan
• User research brief
• Expected timeline
• How to present findings

How do you write a research plan for UX design?

Creating a research plan for user experience (UX) requires a clear problem statement and objectives, choosing the right research method, recruiting participants and briefing them, and establishing a timeline for your project. You'll also need to plan how you'll analyze and present your findings.

Generative Research: Definition, Methods, and Examples

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Methodology

• What Is a Research Design | Types, Guide & Examples

What Is a Research Design | Types, Guide & Examples

Published on June 7, 2021 by Shona McCombes . Revised on November 20, 2023 by Pritha Bhandari.

A research design is a strategy for answering your   research question  using empirical data. Creating a research design means making decisions about:

• Your overall research objectives and approach
• Whether you’ll rely on primary research or secondary research
• Your sampling methods or criteria for selecting subjects
• Your data collection methods
• The procedures you’ll follow to collect data
• Your data analysis methods

A well-planned research design helps ensure that your methods match your research objectives and that you use the right kind of analysis for your data.

Table of contents

Step 1: consider your aims and approach, step 2: choose a type of research design, step 3: identify your population and sampling method, step 4: choose your data collection methods, step 5: plan your data collection procedures, step 6: decide on your data analysis strategies, other interesting articles, frequently asked questions about research design.

• Introduction

Before you can start designing your research, you should already have a clear idea of the research question you want to investigate.

There are many different ways you could go about answering this question. Your research design choices should be driven by your aims and priorities—start by thinking carefully about what you want to achieve.

The first choice you need to make is whether you’ll take a qualitative or quantitative approach.

Qualitative research designs tend to be more flexible and inductive , allowing you to adjust your approach based on what you find throughout the research process.

Quantitative research designs tend to be more fixed and deductive , with variables and hypotheses clearly defined in advance of data collection.

It’s also possible to use a mixed-methods design that integrates aspects of both approaches. By combining qualitative and quantitative insights, you can gain a more complete picture of the problem you’re studying and strengthen the credibility of your conclusions.

Practical and ethical considerations when designing research

As well as scientific considerations, you need to think practically when designing your research. If your research involves people or animals, you also need to consider research ethics .

• How much time do you have to collect data and write up the research?
• Will you be able to gain access to the data you need (e.g., by travelling to a specific location or contacting specific people)?
• Do you have the necessary research skills (e.g., statistical analysis or interview techniques)?
• Will you need ethical approval ?

At each stage of the research design process, make sure that your choices are practically feasible.

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Within both qualitative and quantitative approaches, there are several types of research design to choose from. Each type provides a framework for the overall shape of your research.

Types of quantitative research designs

Quantitative designs can be split into four main types.

• Experimental and   quasi-experimental designs allow you to test cause-and-effect relationships
• Descriptive and correlational designs allow you to measure variables and describe relationships between them.

With descriptive and correlational designs, you can get a clear picture of characteristics, trends and relationships as they exist in the real world. However, you can’t draw conclusions about cause and effect (because correlation doesn’t imply causation ).

Experiments are the strongest way to test cause-and-effect relationships without the risk of other variables influencing the results. However, their controlled conditions may not always reflect how things work in the real world. They’re often also more difficult and expensive to implement.

Types of qualitative research designs

Qualitative designs are less strictly defined. This approach is about gaining a rich, detailed understanding of a specific context or phenomenon, and you can often be more creative and flexible in designing your research.

The table below shows some common types of qualitative design. They often have similar approaches in terms of data collection, but focus on different aspects when analyzing the data.

Your research design should clearly define who or what your research will focus on, and how you’ll go about choosing your participants or subjects.

In research, a population is the entire group that you want to draw conclusions about, while a sample is the smaller group of individuals you’ll actually collect data from.

Defining the population

A population can be made up of anything you want to study—plants, animals, organizations, texts, countries, etc. In the social sciences, it most often refers to a group of people.

For example, will you focus on people from a specific demographic, region or background? Are you interested in people with a certain job or medical condition, or users of a particular product?

The more precisely you define your population, the easier it will be to gather a representative sample.

• Sampling methods

Even with a narrowly defined population, it’s rarely possible to collect data from every individual. Instead, you’ll collect data from a sample.

To select a sample, there are two main approaches: probability sampling and non-probability sampling . The sampling method you use affects how confidently you can generalize your results to the population as a whole.

Probability sampling is the most statistically valid option, but it’s often difficult to achieve unless you’re dealing with a very small and accessible population.

For practical reasons, many studies use non-probability sampling, but it’s important to be aware of the limitations and carefully consider potential biases. You should always make an effort to gather a sample that’s as representative as possible of the population.

Case selection in qualitative research

In some types of qualitative designs, sampling may not be relevant.

For example, in an ethnography or a case study , your aim is to deeply understand a specific context, not to generalize to a population. Instead of sampling, you may simply aim to collect as much data as possible about the context you are studying.

In these types of design, you still have to carefully consider your choice of case or community. You should have a clear rationale for why this particular case is suitable for answering your research question .

For example, you might choose a case study that reveals an unusual or neglected aspect of your research problem, or you might choose several very similar or very different cases in order to compare them.

Data collection methods are ways of directly measuring variables and gathering information. They allow you to gain first-hand knowledge and original insights into your research problem.

You can choose just one data collection method, or use several methods in the same study.

Survey methods

Surveys allow you to collect data about opinions, behaviors, experiences, and characteristics by asking people directly. There are two main survey methods to choose from: questionnaires and interviews .

Observation methods

Observational studies allow you to collect data unobtrusively, observing characteristics, behaviors or social interactions without relying on self-reporting.

Observations may be conducted in real time, taking notes as you observe, or you might make audiovisual recordings for later analysis. They can be qualitative or quantitative.

Other methods of data collection

There are many other ways you might collect data depending on your field and topic.

If you’re not sure which methods will work best for your research design, try reading some papers in your field to see what kinds of data collection methods they used.

Secondary data

If you don’t have the time or resources to collect data from the population you’re interested in, you can also choose to use secondary data that other researchers already collected—for example, datasets from government surveys or previous studies on your topic.

With this raw data, you can do your own analysis to answer new research questions that weren’t addressed by the original study.

Using secondary data can expand the scope of your research, as you may be able to access much larger and more varied samples than you could collect yourself.

However, it also means you don’t have any control over which variables to measure or how to measure them, so the conclusions you can draw may be limited.

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As well as deciding on your methods, you need to plan exactly how you’ll use these methods to collect data that’s consistent, accurate, and unbiased.

Planning systematic procedures is especially important in quantitative research, where you need to precisely define your variables and ensure your measurements are high in reliability and validity.

Operationalization

Some variables, like height or age, are easily measured. But often you’ll be dealing with more abstract concepts, like satisfaction, anxiety, or competence. Operationalization means turning these fuzzy ideas into measurable indicators.

If you’re using observations , which events or actions will you count?

If you’re using surveys , which questions will you ask and what range of responses will be offered?

You may also choose to use or adapt existing materials designed to measure the concept you’re interested in—for example, questionnaires or inventories whose reliability and validity has already been established.

Reliability and validity

Reliability means your results can be consistently reproduced, while validity means that you’re actually measuring the concept you’re interested in.

For valid and reliable results, your measurement materials should be thoroughly researched and carefully designed. Plan your procedures to make sure you carry out the same steps in the same way for each participant.

If you’re developing a new questionnaire or other instrument to measure a specific concept, running a pilot study allows you to check its validity and reliability in advance.

Sampling procedures

As well as choosing an appropriate sampling method , you need a concrete plan for how you’ll actually contact and recruit your selected sample.

That means making decisions about things like:

• How many participants do you need for an adequate sample size?
• What inclusion and exclusion criteria will you use to identify eligible participants?
• How will you contact your sample—by mail, online, by phone, or in person?

If you’re using a probability sampling method , it’s important that everyone who is randomly selected actually participates in the study. How will you ensure a high response rate?

If you’re using a non-probability method , how will you avoid research bias and ensure a representative sample?

Data management

It’s also important to create a data management plan for organizing and storing your data.

Will you need to transcribe interviews or perform data entry for observations? You should anonymize and safeguard any sensitive data, and make sure it’s backed up regularly.

Keeping your data well-organized will save time when it comes to analyzing it. It can also help other researchers validate and add to your findings (high replicability ).

On its own, raw data can’t answer your research question. The last step of designing your research is planning how you’ll analyze the data.

Quantitative data analysis

In quantitative research, you’ll most likely use some form of statistical analysis . With statistics, you can summarize your sample data, make estimates, and test hypotheses.

Using descriptive statistics , you can summarize your sample data in terms of:

• The distribution of the data (e.g., the frequency of each score on a test)
• The central tendency of the data (e.g., the mean to describe the average score)
• The variability of the data (e.g., the standard deviation to describe how spread out the scores are)

The specific calculations you can do depend on the level of measurement of your variables.

Using inferential statistics , you can:

• Make estimates about the population based on your sample data.
• Test hypotheses about a relationship between variables.

Regression and correlation tests look for associations between two or more variables, while comparison tests (such as t tests and ANOVAs ) look for differences in the outcomes of different groups.

Your choice of statistical test depends on various aspects of your research design, including the types of variables you’re dealing with and the distribution of your data.

Qualitative data analysis

In qualitative research, your data will usually be very dense with information and ideas. Instead of summing it up in numbers, you’ll need to comb through the data in detail, interpret its meanings, identify patterns, and extract the parts that are most relevant to your research question.

Two of the most common approaches to doing this are thematic analysis and discourse analysis .

There are many other ways of analyzing qualitative data depending on the aims of your research. To get a sense of potential approaches, try reading some qualitative research papers in your field.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A research design is a strategy for answering your   research question . It defines your overall approach and determines how you will collect and analyze data.

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

Quantitative research designs can be divided into two main categories:

• Correlational and descriptive designs are used to investigate characteristics, averages, trends, and associations between variables.
• Experimental and quasi-experimental designs are used to test causal relationships .

Qualitative research designs tend to be more flexible. Common types of qualitative design include case study , ethnography , and grounded theory designs.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

Operationalization means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioral avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalize the variables that you want to measure.

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

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Creating a Research Plan

Creating a Research Plan for a Science Project Before starting work on a science project, a research plan should be created. While many researchers merely do this “in their head”, it should be formally contained within a document. The research plan describes many aspects of the project. It will help both the researchers and mentors understand the overall approach that is planned for the project. The contents of this web page should serve as a guide for creating a research plan.

A written research plan should contain a description of the following. 1. The goals of the project 2. The hypothesis 3. The factors that will be studied 4. The responses (results) that will be observed 5. How the data will be analyzed and interpreted 6. The materials and equipment that will be used 7. The experimental methods (procedure) that will be used 8. The facilities where the work will be done 9. How the research plan might change 10. Summary

11. A bibliography that includes at least five major references.

NOTE : Steps 1-5 are focused on setting up the overall ideas and objectives. Steps 6-8 are focused on the specifics of the experimentation, such as what, how, and where the experimentation will be performed. Steps 9-11 are important for anyone looking over the project, but are particularly important if you are applying for pre-approval because it gives those reviewing the application a better sense of how well the planning was done.

The Goals of the Project A description of the goals of the project should be a general discussion of the project. What will be studied? Why is it of interest? What do you hope to learn? This will set the stage for the rest of the research plan.

The Hypothesis Here is where the scientific hypothesis is laid out. A proposal is made about the factors to be studied and how they might affect the responses of interest. For example, a hypothesis about the growth of maple tree saplings might start with: “We believe that recently-sprouted maple tree saplings will have their growth stunted by excessive exposure to ultraviolet light.” From here, the hypothesis is discussed in enough detail for the reader to understand exactly what is being proposed about the state of the natural world that you hope to either prove or disprove.

The Factors That Will Be Studied In this section, you will spell out which factors will be studied in your research project as well as those that will be held constant. The factors that you study are the ones that you vary in a controlled fashion in order to explore the hypothesis. The factors that are held constant are factors that you do not want to affect the outcome of your experiment. A perfect example of these two kinds of factors at work would be growing plants in a greenhouse. The factors that are varied (for example, adding nutrients to the soil) will have the best chance of being the ones that affect the plants’ growth. By using a greenhouse, the factors that you do not wish to affect the outcome of your experiment (such as exposure of the plants to wind, rain, or animals) will not have a chance to affect the outcome.

The Responses (Results) That Will Be Observed The response is the result you observe as the output of your experiments. An observation may be qualitative (for example, a change of color) or quantitative (for example, a change in height determined by a measurement). In a chemical experiment the product of the reaction is the response. A botanical experiment might have the change in height of the plant or the number of leaves on the plant at the end of the growing period as the response. Mention should be made if you plan to get assistance in measuring your response by using an outside expert in the field of study.

How the Data Will Be Analyzed and Interpreted This section should discuss how the responses (results) will be treated in order to make conclusions about your work. How will the data be compared in order to make a conclusion? Will an average response be calculated? Standard deviation? Will a visual examination of the experiments be used as the basis of the data analysis? Include any details that will help the reader understand how the responses that were observed will be turned into understandable conclusions about your project.

The Materials and Equipment That Will Be Used In this part, the materials (expendables) and equipment that will be used for the science project are discussed. Will the materials be collected from nature? Will they be purchased from a scientific supply house? Will you use special glassware that is provided by your school? Describe the materials and equipment in enough detail so that someone can understand how they will be used in your science project.

The Experimental Methods (Procedure) That Will Be Used This section will cover how you will carry out your experiments. You will describe the methods (procedures) that you will use during your experiments. For example, a chemistry project might involve running a reaction and measuring the yield of a chemical that you make. The description would include how the chemical reaction will be run in special glassware and how the work up will isolate the product. You would also describe how the yield will be measured, such as weighing the resultant product on a balance. At the end of this section of the research plan, the reader should understand the general work flow of your experiments and how they will be run.

The Facilities Where the Work Will be Done Describe where the experiments will be done. Your home? Your school? A special laboratory? Give enough detail for the reader to understand where you will work on your science project.

How the Research Plan Might Change A research plan is just that, a plan! Plans don’t always proceed exactly as you envisioned them. If you have thought about changes that might need to be made as you are running your experiments, mention them here. This will indicate that you have thought about your work in great depth and are prepared to adjust accordingly.

Summary For this section, provide a general summary of your research plan. Tell the reader what you hope to accomplish and how you will do it.

Bibliography

Provide at least five major references that relate to the project.  This helps reviewers to understand better the depth of research that has been done in preparation for doing the research project.

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Developing a Research Plan

• First Online: 20 September 2022

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• Habeeb Adewale Ajimotokan 2  

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• Research proposal
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• Research project budget
• Research protocol
• Research tools and techniques

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Walliman, N. (2011). Research methods: The basics . Routledge—Taylor and Francis Group.

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The value of a good research plan

A research plan is a guiding framework that can make or break the efficiency and success of your research project. Oftentimes teams avoid them because they’ve earned a reputation as a dry or actionless document — however, this doesn’t have to be the case.

In this article, we’ll go over the most important aspects of a good research plan and show you how they can be visual and actionable with monday.com Work OS.

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Why is the research plan pivotal to a research project.

A research plan is pivotal to a research project because it identifies and helps define your focus, method, and goals while also outlining the research project from start to finish.

This type of plan is often necessary to:

• Apply for grants or internal company funding.
• Discover possible research partners or business partners.
• Take your research from an idea into reality.

It will also control the entire journey of the research project through every stage by defining crucial research questions and the hypothesis (theory) that you’ll strive to prove or disprove.

What goes into a research plan?

The contents of a thorough research plan should include a hypothesis, methodology, and more. There is some variation between academic and commercial research, but these are common elements:

• Hypothesis:  the problem you are trying to solve and the basis for a theoretical solution. For example, if I reduce my intake of calories, I’ll lose weight.
• Research questions: research questions help guide your investigation into particular issues. If you were looking into the potential impact of outsourcing production, you might ask something like: how would outsourcing impact our production costs?
• Research method: the method you’ll use to get the data for your research. For example, a case study, survey, interviews, a clinical trial, or user tests.
• Definitions: a glossary for the research plan, explaining the terminology that you use throughout the document.
• Conceptual frameworks:  a conceptual framework helps illustrate what you think you’ll discover with your research. In a sense, it’s a visual representation of a more complex hypothesis.

For commercial plans, there will also likely be a budget and timeline estimate, as well as concrete hypothetical benefits for the company (such as how much money the project should save you).

OK, so you’ve got a handle on the building blocks of a research plan, but how should you actually write it?

How do you write a research plan on monday.com?

The first, and perhaps most crucial part of having a good research plan is having the right medium for creating and sharing it. Using a pre-defined template can also make it much easier to get started.

On monday.com, you can choose from several templates like the Project Proposal Template or better yet the Research Power Tools Template to manage all aspects of your project including important communication with internal and external stakeholders and teammates.

Use your template to:

• Create workdocs
• Upload assets
• Provide feedback
• Assign task owners
• Automate communication

The next step in writing a research plan is choosing the topic. To pick the right topic, focus on these factors:

• What are the priorities of the potential funder/employer, such as the company or institution?
• Are there any relevant recent studies with results you can build on and explore with further research?
• Can you creatively adapt your experience — whether post-grad or professional — to make you the natural candidate? They don’t just need to believe in the research project, but also in your ability to manage it successfully.

Do your research, no pun intended. Once you’ve got the topic, you need to work on fleshing out the core ideas with the building blocks we mentioned above.

• Get specific with your research questions and goals. Don’t go with, “how can we revolutionize our HR practices?” Instead use, “what is the economic and environmental impact of only accepting digital CVs?”
• Use clear language aimed at gatekeepers.  If it’s a CTO (Chief Technology Officer) or a lab committee, you can use well-known technical terms. If they aren’t technical experts, adjust accordingly.
• Include preliminary data or highlight similar studies.  For companies, showing that a similar approach helped a competitor is a better argument than an empty assertion.

The recommended length of the plan depends on who you’re sending it to and their expectations. If possible, look at successful examples or directly ask your potential employers about their preferences. Not only do you need the right idea, but you also need to present it in the right way for your research project to have a fighting chance.

What is a good research plan?

A good research plan is one that gets accepted and funded to start doing the research.

If you want to plan a pivotal study, it’s not enough to consider the problem in a vacuum. You also need to evaluate how you can best communicate the value of your project to the gatekeepers.

Consider the entirety of your current situation and what that means for your project.

For example, inputs like funding, staff, IP, and how the scale of the project lines up with your company’s research budget. Or how it aligns with the goals of a University program. If the primary goal of the research is to impact a company or government agency directly, you should consider these stages of research engagement.

( Image Source )

• Inputs: anything from funding and staff to company IP that you need to both run the project and implement any results. Does this line up with the budget?
• Activities: case studies, trials, surveys, the actual research.
• Outputs: the final reports, any publications, and raw data.
• Outcome: how will it directly impact the company, organization, or larger society?
• Impacts: what are the indirect benefits or downsides?

In an internal research proposal, you can outline these aspects in separate sections. That allows different execs or managers to focus on the details that matter most to them. You must also work to engage stakeholders  and make sure that they understand the importance of your project.

Frequently asked questions

What are the 5 purposes of research.

The 2 primary purposes of research are to gather information or test an existing theory. When broken down further, you can see 5 more specific purposes:

• Exploratory research  is an early-stage inquiry that explores a topic for further study down the line, like exploring the deep ocean with a submersible vehicle.
• Descriptive research  aims to explore and describe a specific substance, person, or phenomenon.
• Explanatory research  is about figuring out the causal relationship, why something happens.
• Predictive research  is all about trying to predict what might happen in specific situations based on the properties of the research object.
• Meta-research  looks for overarching insights from multiple sources and tests the validity of common hypotheses.

What is a research work plan?

A research work plan is another name for a research plan, which is a critical component of any research proposal. Universities, labs, and companies use them to evaluate research projects before they decide to accept them.

As a researcher, it’s essential when targeting a funding opportunity of any kind.

What are the methods of research?

There are many research methods ranging from a simple online survey to a high-budget clinical study. Here are some examples of popular data collection methods:

• Clinical trials
• Experiments
• Case studies
• Observations

Which one is right for your plan depends on your hypothesis, goals, industry regulations, and more.

Create a dynamic research plan

If you want to turn your research project into a reality, you need to go beyond the academic and into management mode.

With a template from monday.com, you can plan out a research project from start to finish. Including goals and objectives, budget estimates, milestones, and more.

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Developing a Five-Year Research Plan

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

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

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

Presented by Cathy Binger

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What Should a Five-Year Plan Include?

Presented by Lizbeth Finestack

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We also need to include teaching and service.

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

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

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

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

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

Discussion and Questions

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

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

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

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

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

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

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

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

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

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

Other Formats and Uses of Your Research Plan Audience Comments

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

Avoiding Overcommitment Audience Comments

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

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

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

Further Reading: Web Resources

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

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

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

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

Cathy Binger University of New Mexico

Lizbeth Finestack University of Minnesota

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

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

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

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

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Planning research with generative ai.

April 5, 2024 2024-04-05

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AI chatbots (like ChatGPT, Google’s Gemini, and Microsoft Copilot) can support UX researchers of all experience levels in planning their research.

In This Article:

What is a research plan, using ai chatbots to write a research plan.

Good research always starts with a plan.

A research plan is a document that outlines the research objectives and how the research will be executed.

Research plans should include:

• The research goals or questions that the research is hoping to achieve or answer
• The method to be used and a description of how it will be carried out
• The tasks or questions that will be given to study participants
• The profile of the target participants
• The screener questionnaire used to recruit participants

Creating a research plan can be time-consuming. Even with a good template, a researcher must generate research questions, select the appropriate method(s), decide how to run sessions, and often create study collateral (like screeners and tasks) from scratch. The good news is that AI can help with many, if not all, of these tasks!

It can be tempting to just ask an AI tool to give you a research plan for a project. Don’t do that.

❌ Bad Prompt : Generate a research plan for a usability test of a food-delivery app.

This kind of request results in a generic, template-like response, partly because AI lacks the context to propose a complete research plan and partly because of how the model has been trained.

To construct a useful research plan, deconstruct the plan into parts and have the AI chatbot tackle each part individually. You can assemble responses in a final research plan.

Don’t expect the AI to ask you the right questions in order to get a comprehensive outcome. View the AI tool as a UX assistant , not as a UX mentor. You need to feed into the AI all the steps and details you want it to consider.

Follow the steps below for the best results.

Step 1: Provide Context

Imagine asking an experienced colleague for recommendations on what research study to run without giving them any context on what project you’re working on and what you’re trying to achieve. They would probably say, "It depends on what you’re trying to learn.” Conversing with AI presents no exception.

Start your conversation with enough context , especially if the AI tool does not already have this information stored about you or your current project. ( ChatGPT 4 allows users to store context for each new conversation.)

The contextual information you share should include who you work for, the scope of your project, and what you’re looking to achieve. Remember that some AI tools may use your conversations to train their models, so share only information you would be comfortable with being in the open domain.

 Prompt Template: I work for [type or organization] . My company provides [what kind of product, service, or experience] . I need to run a user-research study to learn [something about users or a problem] .

Step 2: Generate Research Questions

After providing the AI tool with context, ask it to suggest specific research questions for the study. Here’s an example from a recent study on research repositories that I conducted for NN/g.

Prompt Example: I will run a research study and report on how UX practitioners across different organizations set up and use research repositories. Please generate 10 research questions that would be suitable for this sort of study.

It’s a good idea to ask generative AI tools for more options or ideas than you think you’ll need, because some will not be a good fit.

Microsoft Copilot responded to the prompt above with the 10 research questions below.

10 Research questions generated by Microsoft Copilot

Who are the primary users of the research repository within different organizations? What motivates users to engage with the research repository? How do different teams (design, product, sales, marketing) access and benefit from the research repository? What challenges do practitioners face when contributing to or retrieving information from the repository? What types of research artifacts (reports, raw data, templates) are most commonly stored in the repository? How do organizations structure their research repositories? What tools and templates are commonly used to facilitate research repository management? How do practitioners ensure the quality and accuracy of information in the repository? What impact does the research repository have on decision-making and project outcomes? What strategies can organizations implement to encourage widespread adoption and active participation in the research repository?

To broaden your pool of research questions, ask for further research questions or provide the same prompt in a new session. Repeat this process as many times as you need to generate a list that feels exhaustive of what you’d like to learn.

Some of the research questions Copilot generated for me were appropriate, and others were not. As a result, I had AI generate more research questions to choose from.

Unfortunately, most AI chatbots don’t offer an easy way to dismiss suggestions or combine specific responses and work from only these (a behavior called apple-picking ).

Pulling in generated research questions into an offline document (like a FigJam or Google Doc) allows you to easily group items, remove duplicates, or reword suggested research questions.

Begin a new chat session with your selected and refined set of research questions, so that the unwanted research questions are removed from the chat history.

Step 3: Request Methods

After sharing the context and your chosen research questions, ask the AI tool to identify suitable research methods.

Example Prompt : What study would you suggest to answer these research questions? Please be specific; cite which research questions would be answered by which research method if you suggest multiple methods.

Generative-AI advice is not always good advice. Often, these tools will suggest various methods and suggest you triangulate data from multiple sources. This approach is not always needed. Also, not all methods will be practical or the best fit for your study. Additionally, AI may suggest interviews and focus groups even for research questions better suited to a behavioral research method .

Ask AI chatbots to tell you which research methods would be suited to which research question and why. We also recommend doing some further reading on your own about any methods that are unfamiliar to you.

In response to the prompt above (and given my chosen research questions), ChatGPT recommended a survey, interviews with select UX practitioners, and case studies. These were all my chosen methods, so AI had done well here!

Step 4: Request Inclusion Criteria

AI can create inclusion criteria — a necessary component of your research plan. Do this step only after generating research questions and methods since these will inform who should participate in the research study.

Inclusion criteria (or recruitment criteria) are specific characteristics of the target population that need to be represented in your sample.

Start with inclusion criteria before asking the AI to help you write a screening questionnaire ; AI can only craft an appropriate screener after it “knows” who you’re looking to recruit.

Example Prompt: So that I recruit the right people for my interviews, help me create some inclusion criteria. What characteristics or behaviors should I recruit for?

Step 5: Request Help with Screeners, Interview Questions, and Tasks

Finally, ask the AI to put together:

• Interview questions or an interview guide (if conducting interviews)
• Tasks for a usability test
• Diary-study prompts (if relevant)
• Recruitment confirmation emails or other communication messages.

Unfortunately, there are a lot of bad examples of the above on the web. Conversational AI has been trained on all this data. Therefore, don’t be surprised if it produces poor study collateral on its first attempt! This is a major risk area for new researchers.

One way to mitigate this danger is to give the AI tool advice when crafting any of these outputs . Think of AI as a new research assistant who can learn extremely quickly.

Common mistakes that AI tools make include:

• Using words that appear in the interface in task instructions (priming)
• Creating task instructions that ask users to imagine they are someone that they are not
• Not including a goal or a call to action in the task instruction
• Not including distractor options in screening questionnaires
• Using overenthusiastic marketing language in recruitment materials

It’s not surprising that AI makes these mistakes since UX practitioners also make them!

To improve outputs, feed the AI essential tips, such as:

• When crafting tasks: Do not use the name of words or link labels in the task instruction. Find a natural-language equivalent to explain what the participant should do . (You can ask AI to “read” a website or an image.)
• When crafting recruitment materials: Use neutral and concise language in the recruitment email. Avoid using overly enthusiastic marketing language.
• When crafting a screener: Include multiple-choice questions and answer options that might disguise what the study is about and who I am looking to recruit.

Additionally, when possible, feed the AI with good examples of screener questionnaires, tasks, or interview questions, so it can follow their format or style.

Even with this advice, AI can still make mistakes. If you’re doubting its answers, check primary sources or speak with an experienced researcher for old-fashioned human guidance.

If you have ChatGPT’s Plus Plan, you can use our GPT for planning your research.

With the proper context, examples, and advice, AI tools, like ChatGPT and Microsoft Copilot, can craft helpful research questions, tasks, interview questions, and other study collateral far more quickly than you could if you started from scratch.

Research leads and ResearchOps personnel can support junior researchers and PWDRs (People Who Do Research) by providing examples and advice that can be fed to AI agents. Experienced researchers can benefit from using AI to speed up their research-planning process and obtain further inspiration.

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News Center

Empowering research faculty: georgia tech’s strategic plan.

Georgia Tech is supporting career growth for its research faculty, who do critical work at the heart of the research enterprise.

The word faculty is often synonymous with tenure-track professors — the individuals who teach courses and run major labs with their surnames in the title. But while groundbreaking discoveries regularly happen at Georgia Tech, the people doing the day-in, day-out research aren’t always visible.

Research faculty are non-tenure track faculty who carry out crucial research in labs, centers, and departments across campus. They are the lifeblood of research enterprises at major universities like Georgia Tech, but their work often occurs behind the scenes.

To support these essential employees, Georgia Tech launched an initiative to recognize and develop research faculty, who comprise 60% of the nearly 4,400 total faculty currently employed at the Institute. It is part of the second phase of Research Next , the strategic plan for Georgia Tech’s research enterprise.  

Maribeth Coleman , interim assistant vice provost for Research Faculty, and Michelle Rinehart , vice provost for Faculty, were appointed as co-chairs of a Research Next implementation team tasked with finding ways to recognize, support, and retain research faculty. Building on years of effort and collaboration with campus partners, the group took on several projects to improve the research faculty experience and environment at Georgia Tech.  

“Research faculty are critical members of the Georgia Tech community, and their contributions to our billion-dollar research enterprise and the state’s economic development cannot be overstated,” Rinehart said. “We wanted to understand what it’s like for research faculty as they come on board at Georgia Tech, what the hiring process is like, and how we as an Institute can more effectively mentor and develop research faculty in terms of advancing in their careers.”

At the outset, the implementation team identified and examined several facets of the research faculty experience. They reviewed policies in the faculty handbook, giving special attention to existing guidance for promotion and career growth for research faculty.

Promotion guidelines are generally clear for tenure-track faculty. Research faculty, on the other hand, are often not actively encouraged to seek promotion, and may not even know that promotion is an option, according to Rinehart and Coleman. One issue is that funding for research faculty often comes from external research dollars. At least nine months of a tenure-track faculty member’s salary, however, comes from the state budget.

“When you’re constantly having to bring in all of your own salary, as research faculty do, it can be a stressful experience,” Coleman said. “It can also mean you’re more isolated, because you’re focused on bringing in those research dollars that will help you keep your position. But we want research faculty to know that we want them to build their careers here.”

To address these issues, the team developed reference materials and workshops for research faculty seeking promotion. The workshops are offered on a regular basis, and resources and recordings are available on the Georgia Tech faculty website . The team also created educational materials for promotion committees, often composed of tenure-track faculty who are unfamiliar with the research faculty experience.  

“We saw a need for better consistency across campus with regards to guidance for research faculty promotion committees,” Rinehart said. “Tenure-track faculty need guidance on not just how to properly hire research faculty, but also in how to mentor and retain them.”

According to Coleman and Rinehart, the implementation team’s most significant achievement was the launch of a research faculty mentoring network . The mentoring network connects junior research faculty mentees with senior research faculty mentors who have grown their careers at Georgia Tech.

“When new tenure-track faculty arrive, they are usually assigned a mentor within their School or department, but that method doesn’t generally work for research faculty,” Coleman said. “There may not be a large research faculty community in their unit, and research faculty roles and responsibilities vary significantly from person to person. For this reason, the mentoring network is meant to foster cross-pollination and build community across units.”

The mentoring network is a collaboration with MentorTech , a program run by Georgia Tech Professional Education. The program is ongoing, and enrollment is always open. 

To foster inclusivity and belonging, the team established an orientation program for research faculty, modeled after the tenure-track faculty orientation. The Provost’s Office hosted the inaugural research faculty orientation in Fall 2023. Because research faculty are hired throughout the year, the team decided the orientation should take place semiannually. The second orientation took place on March 13. 

In addition to the workshops, mentor network, and orientations, the implementation team also launched a program to welcome research faculty in a personal way. When a new research faculty member is hired, another more senior research faculty member is assigned to welcome them in person, provide them with important information for getting oriented to campus, tell them about relevant professional opportunities, and give them Georgia Tech-branded swag.

“All of this work is about recognizing that research faculty are a tremendously valuable part of our community,” Rinehart said. “They also really enhance our reputation internationally.”

According to Coleman, research faculty can sometimes be viewed as disposable, because of their support from grants that may be limited in time and scope. But she believes that line of thinking is a disservice to both the individual and the Institute.

“It’s important that we recognize the value of research faculty, nurture them, and retain them long term,” she said. “We need to make it possible for people to spend their careers here, as I have, and help make sure research faculty positions at Georgia Tech can be both viable and fulfilling long-term careers.”

To read more about Georgia Tech's strategic research initiatives, visit the Research Next website .

Catherine Barzler, Senior Research Writer/Editor

[email protected]

College Search Step-by-Step

Find the right college for you., find colleges that are right for you..

Although there's no magic formula for choosing a college, you can start by asking yourself some questions that help most students find the right fit.

Use this guide to:

• Learn about some key college search categories.
• Answer questions to discover what's important to you.
• Get advice from college students and educators.

It's your journey. We're just here to help. Don't forget to make use of our College Search and Career Quiz to get off to a good start.

Types of Colleges

Begin by considering these questions:

• Do I want to go to a 2-year or 4-year college? At a 2-year college, students earn an associate degree and/or a certification. At a 4-year college, students earn a bachelor's degree. Many students begin at a 2-year college on the way to a bachelor's degree at a 4-year college.
• Am I limiting my choices by focusing on whether a college is public or private? Many students exclude private colleges because they think they're more expensive, but that's not always the case. Financial aid can sometimes make private colleges as affordable as public colleges. And private colleges aren’t always more selective.

Many students begin their college search by setting a limit on how far away from home they want to be. This might be an easy way to narrow the many options out there, but it doesn't mean you'll find the best colleges for you. Keep your mind open. Ask yourself questions like these:

• How close to home do I want to be? Close enough for meals and laundry, to visit on weekends, or to only come home on breaks?
• Do I want to stick to an environment I'm used to or try something new?
• If I look just a little farther─ a few more miles or another half hour away─ what are other opportunities open to me ?
• Am I staying close because I think it will be less expensive? Could some out-of-state schools be more affordable?
• Am I more comfortable in a rural, urban , or suburban setting?
• Do I prefer a warm or cold climate? What if I want to enjoy all the seasons?

Campus Life

Many students say that campus size and feel were a big part of their college choice. Whether or not you already have a mental image of what college life should be like, visiting a college and talking to students is a perfect way to get to know a campus. But first, think about what matters to you:

• Do I see myself at a college with lots of students or in a smaller community?
• Do I want to be at a college where students stay on campus most of the time? Do I want to live in a resident hall?
• Do I want to be around people with different interests or to be mostly with people with interests similar to mine ?
• Do I want to be at a school where sports are a significant part of student life? Do I want a school known for its activism? Or its academic ranking?

For many families, cost is a big concern─ understandably. But it doesn't have to be such a big hurdle. College is usually more affordable than you think. Here are a few things to consider:

• Do I have the facts about what colleges will cost? Students don't usually pay the published price because of financial aid. You shouldn't rule out colleges early in your search just based on their cost.
• Will I qualify for financial aid? You should apply for aid, whether or not you think you’ll qualify. Many students get financial help from the government or the college itself.
• Am I eligible for scholarships? Certain characteristics or accomplishments might qualify you for private or college scholarships that award money you won't have to pay back.
• Will I need a loan? Student loans can help build credit, but they can also be a burden to some people. Consider the types of jobs available upon graduation with your degree or certification.

A college major is the subject area you'll be concentrating on most. Many students think they have to know what their major will be before they start college. In fact, you have plenty of time to decide on a major, and a lot of students change their major more than once. Here are some questions that can help you think about majors that may interest you:

• What are my favorite school subjects? What do I like doing when I'm not in class?
• Do I want to take classes in many different subjects or devote most of my time to one subject?
• What do I want to do after college? Which majors can make that happen?

Learning Environment

As you know, college is about learning. It makes sense to imagine your ideal learning environment. Don't limit yourself to a college's reputation, rank, or selectivity. What's more important is how well a college's academic style suits you . Ask yourself the following questions:

• Do I learn best when I'm academically comfortable or academically challenged?
• Do I prefer to be part of small group discussions or to listen to lectures? How much interaction do I want with my professors?
• What sort of balance am I looking for between studying and having a social life?
• Do I want to choose most of my classes myself, or do I prefer more structure?

How do you effectively search for colleges?

There are many ways to choose the right schools for you, but the College Board’s career quiz can make the process easier. All you have to do is enter some information and find the colleges that align with your aspirations .

What’s the College Board Student Search Service?

Student Search Service ™ is a program offered by the College Board, a nonprofit organization that administers standardized tests like the SAT. This free service helps to connect students with educational and scholarship opportunities that match their interests and preferences. Students who are contacted by colleges through Student Search receive, on average, 29% more offers of college admission .

How can I find college scholarships?

Scholarship Search is a tool that allows you to create a profile with standard information requested by many college scholarship applications. This profile is used to match you with scholarships that you're eligible for based on their requirements. You'll be able to reuse the information for other applications without having to retype your personal information for each subsequent application.

The College Board National Recognition Programs award academic honors to underrepresented students. The four national recognition programs include the National African American Recognition Program, National Hispanic Recognition Program, National Indigenous Recognition Program, and National Rural and Small Town Recognition Program. Students who take eligible administrations of the PSAT/NMSQT, PSAT 10, or AP Exams will be considered for awards. Students must also identify as Black, African American, Latino, Hispanic, Indigenous, or attend high school in a rural area or small town. This isn’t a scholarship program. However, students can include this academic honor in their college and scholarship applications.

Related Articles

Scientists gear up to study solar eclipse with high-altitude planes and sun-orbiting probes

For the millions of people across North America who will be treated to a total solar eclipse on April 8, it will be spectacular show — a chance to see the moon fully obscure the sun’s face .

But for scientists, it is a rare opportunity to study Earth, the moon and the sun “in entirely different ways than we usually do,” said Pam Melroy, NASA’s deputy administrator.

One of the agency’s main priorities will be to observe the sun’s outer atmosphere, or the corona, which normally can’t be seen because the star is too bright. During a total solar eclipse, the corona comes into view as faint wisps around a glowing halo when the moon blocks light from the sun’s surface.

“Things are happening with the corona that we don’t fully understand, and the eclipse gives us a unique opportunity to collect data that may give insights into the future of our star,” Melroy said in a news briefing last week.

Scientists are interested in the corona because it plays a key role in transferring heat and energy into the solar wind, the constant stream of charged particles released from the sun’s outer atmosphere. The solar wind ebbs and flows, occasionally shooting high-powered solar flares into space. These can hit Earth with electromagnetic radiation , which can cause radio blackouts and knock out power grids.

Amir Caspi, a solar astrophysicist at the Southwest Research Institute in Boulder, Colorado, has an instrument installed in the nose of a WB-57 aircraft that will study the sun’s atmosphere as the plane chases the eclipse.

It’s a golden opportunity, he said, since even the special telescopes that can block out a star’s light, known as coronagraphs, have limitations.

“A total solar eclipse is like nature’s perfect coronagraph,” he said. “The moon comes between us and the sun, and it’s exactly the right size in the sky to block out the disc of the sun but not too much more.”

Caspi will focus on trying to understand the origin of the solar wind. He also hopes to gather clues about a long-standing mystery: why the corona is millions of degrees hotter than the surface of the sun.

He pioneered this method of imaging the sun’s corona in 2017, during the last total solar eclipse to cross the continental U.S.

“We didn’t know what we would get,” he said. “It was nail-biting for quite some time, and then we got amazing data. I could see it coming down off the live satellite feed.”

The WB-57 plane can fly at an altitude of 60,000 feet, well above any clouds and high enough that Earth’s atmosphere won’t interfere as much with the observations.

Many researchers plan to gather data about the sun’s atmosphere from other vantage points during the eclipse, including from space.

Several spacecraft, including NASA’s Parker Solar Probe , will have their eyes trained on the sun throughout the celestial event. The probe launched in 2018, so it wasn’t available to study the 2017 solar eclipse.

In 2021, the Parker probe became the first spacecraft to fly through the corona, and it has since flown more than a dozen close approaches to “touch” the sun. Due to the timing of its orbit, the probe will not be on a close encounter on April 8. But it will be near enough to the sun to measure and image solar wind as the charged particles stream by, according to Nour Raouafi, the Parker Solar Probe project scientist and an astrophysicist at the Johns Hopkins Applied Physics Laboratory.

Additionally, a spacecraft from the European Space Agency, known as Solar Orbiter , will be circling almost directly above the Parker Solar Probe at the time of the eclipse. Together, the observatories will tag-team to capture details of the sun’s atmosphere and the solar wind.

“It’s one of the rare occasions that these two spacecraft come so close together,” Raouafi said. “So, we will have a lot of synergies between them, in between all the observation we will do during the eclipse from Earth, which is something totally, totally unprecedented.”

The sun has been ramping up toward a peak in its roughly 11-year cycle of activity, expected in 2025. That means the Parker Solar Probe will have a front-row seat should any eruptions belch from the sun.

There are no guarantees that such outbursts will happen during the eclipse, but Raouafi said measurements of the solar wind from space will still be crucial to understanding the effects of the sun’s activity on Earth.

“These are the drivers of space weather, and the probe is probably the best tool we have out there, the best spacecraft mission we have out there, to help us understand that,” he said. “And the way to do it? Let’s hope for the sun to give us the biggest show it can produce.”

Even for nonscientists, the darkness that will temporarily take hold of afternoon skies along the so-called path of totality will be an extraordinary experience.

“I remember the first time that I learned that it’s kind of a very rare thing — that it just so happens that our moon is the right size and distance to cause this effect here on Earth,” Melroy said. “It’s really a miracle of our universe.”

Denise Chow is a reporter for NBC News Science focused on general science and climate change.

Chase Cain is a national climate reporter for NBC News.

Why Taiwan Was So Prepared for a Powerful Earthquake

Decades of learning from disasters, tightening building codes and increasing public awareness may have helped its people better weather strong quakes.

Search-and-rescue teams recover a body from a leaning building in Hualien, Taiwan. Thanks to improvements in building codes after past earthquakes, many structures withstood Wednesday’s quake. Credit...

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By Chris Buckley ,  Meaghan Tobin and Siyi Zhao

Photographs by Lam Yik Fei

Chris Buckley reported from the city of Hualien, Meaghan Tobin from Taipei, in Taiwan.

• April 4, 2024

When the largest earthquake in Taiwan in half a century struck off its east coast, the buildings in the closest city, Hualien, swayed and rocked. As more than 300 aftershocks rocked the island over the next 24 hours to Thursday morning, the buildings shook again and again.

But for the most part, they stood.

Even the two buildings that suffered the most damage remained largely intact, allowing residents to climb to safety out the windows of upper stories. One of them, the rounded, red brick Uranus Building, which leaned precariously after its first floors collapsed, was mostly drawing curious onlookers.

The building is a reminder of how much Taiwan has prepared for disasters like the magnitude-7.4 earthquake that jolted the island on Wednesday. Perhaps because of improvements in building codes, greater public awareness and highly trained search-and-rescue operations — and, likely, a dose of good luck — the casualty figures were relatively low. By Thursday, 10 people had died and more than 1,000 others were injured. Several dozen were missing.

“Similar level earthquakes in other societies have killed far more people,” said Daniel Aldrich , a director of the Global Resilience Institute at Northeastern University. Of Taiwan, he added: “And most of these deaths, it seems, have come from rock slides and boulders, rather than building collapses.”

Across the island, rail traffic had resumed by Thursday, including trains to Hualien. Workers who had been stuck in a rock quarry were lifted out by helicopter. Roads were slowly being repaired. Hundreds of people were stranded at a hotel near a national park because of a blocked road, but they were visited by rescuers and medics.

On Thursday in Hualien city, the area around the Uranus Building was sealed off, while construction workers tried to prevent the leaning structure from toppling completely. First they placed three-legged concrete blocks that resembled giant Lego pieces in front of the building, and then they piled dirt and rocks on top of those blocks with excavators.

“We came to see for ourselves how serious it was, why it has tilted,” said Chang Mei-chu, 66, a retiree who rode a scooter with her husband Lai Yung-chi, 72, to the building on Thursday. Mr. Lai said he was a retired builder who used to install power and water pipes in buildings, and so he knew about building standards. The couple’s apartment, near Hualien’s train station, had not been badly damaged, he said.

“I wasn’t worried about our building, because I know they paid attention to earthquake resistance when building it. I watched them pour the cement to make sure,” Mr. Lai said. “There have been improvements. After each earthquake, they raise the standards some more.”

It was possible to walk for city blocks without seeing clear signs of the powerful earthquake. Many buildings remained intact, some of them old and weather-worn; others modern, multistory concrete-and-glass structures. Shops were open, selling coffee, ice cream and betel nuts. Next to the Uranus Building, a popular night market with food stalls offering fried seafood, dumplings and sweets was up and running by Thursday evening.

Earthquakes are unavoidable in Taiwan, which sits on multiple active faults. Decades of work learning from other disasters, implementing strict building codes and increasing public awareness have gone into helping its people weather frequent strong quakes.

Not far from the Uranus Building, for example, officials had inspected a building with cracked pillars and concluded that it was dangerous to stay in. Residents were given 15 minutes to dash inside and retrieve as many belongings as they could. Some ran out with computers, while others threw bags of clothes out of windows onto the street, which was also still littered with broken glass and cement fragments from the quake.

One of its residents, Chen Ching-ming, a preacher at a church next door, said he thought the building might be torn down. He was able to salvage a TV and some bedding, which now sat on the sidewalk, and was preparing to go back in for more. “I’ll lose a lot of valuable things — a fridge, a microwave, a washing machine,” he said. “All gone.”

Requirements for earthquake resistance have been built into Taiwan’s building codes since 1974. In the decades since, the writers of Taiwan’s building code also applied lessons learned from other major earthquakes around the world, including in Mexico and Los Angeles, to strengthen Taiwan’s code.

After more than 2,400 people were killed and at least 10,000 others injured during the Chi-Chi quake of 1999, thousands of buildings built before the quake were reviewed and reinforced. After another strong quake in 2018 in Hualien, the government ordered a new round of building inspections. Since then, multiple updates to the building code have been released.

“We have retrofitted more than 10,000 school buildings in the last 20 years,” said Chung-Che Chou, the director general of the National Center for Research on Earthquake Engineering in Taipei.

The government had also helped reinforce private apartment buildings over the past six years by adding new steel braces and increasing column and beam sizes, Dr. Chou said. Not far from the buildings that partially collapsed in Hualien, some of the older buildings that had been retrofitted in this way survived Wednesday’s quake, he said.

The result of all this is that even Taiwan’s tallest skyscrapers can withstand regular seismic jolts. The capital city’s most iconic building, Taipei 101, once the tallest building in the world, was engineered to stand through typhoon winds and frequent quakes. Still, some experts say that more needs to be done to either strengthen or demolish structures that don’t meet standards, and such calls have grown louder in the wake of the latest earthquake.

Taiwan has another major reason to protect its infrastructure: It is home to the majority of production for the Taiwan Semiconductor Manufacturing Company, the world’s largest maker of advanced computer chips. The supply chain for electronics from smartphones to cars to fighter jets rests on the output of TSMC’s factories, which make these chips in facilities that cost billions of dollars to build.

The 1999 quake also prompted TSMC to take extra steps to insulate its factories from earthquake damage. The company made major structural adjustments and adopted new technologies like early warning systems. When another large quake struck the southern city of Kaohsiung in February 2016, TSMC’s two nearby factories survived without structural damage.

Taiwan has made strides in its response to disasters, experts say. In the first 24 hours after the quake, rescuers freed hundreds of people who were trapped in cars in between rockfalls on the highway and stranded on mountain ledges in rock quarries.

“After years of hard work on capacity building, the overall performance of the island has improved significantly,” said Bruce Wong, an emergency management consultant in Hong Kong. Taiwan’s rescue teams have come to specialize in complex efforts, he said, and it has also been able to tap the skills of trained volunteers.

Taiwan’s resilience also stems from a strong civil society that is involved in public preparedness for disasters.

Ou Chi-hu, a member of a group of Taiwanese military veterans, was helping distribute water and other supplies at a school that was serving as a shelter for displaced residents in Hualien. He said that people had learned from the 1999 earthquake how to be more prepared.

“They know to shelter in a corner of the room or somewhere else safer,” he said. Many residents also keep a bag of essentials next to their beds, and own fire extinguishers, he added.

Around him, a dozen or so other charities and groups were offering residents food, money, counseling and childcare. The Tzu Chi Foundation, a large Taiwanese Buddhist charity, provided tents for families to use inside the school hall so they could have more privacy. Huang Yu-chi, a disaster relief manager with the foundation, said nonprofits had learned from earlier disasters.

“Now we’re more systematic and have a better idea of disaster prevention,” Mr. Huang said.

Mike Ives contributed reporting from Seoul.

Chris Buckley , the chief China correspondent for The Times, reports on China and Taiwan from Taipei, focused on politics, social change and security and military issues. More about Chris Buckley

Meaghan Tobin is a technology correspondent for The Times based in Taipei, covering business and tech stories in Asia with a focus on China. More about Meaghan Tobin

Siyi Zhao is a reporter and researcher who covers news in mainland China for The Times in Seoul. More about Siyi Zhao

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