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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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See an example

Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

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As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

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.

Methodology

• Sampling methods
• 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

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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McCombes, S. & George, T. (2023, November 21). How to Write a Research Proposal | Examples & Templates. Scribbr. Retrieved April 3, 2024, from https://www.scribbr.com/research-process/research-proposal/

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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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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.

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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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If you’re getting started crafting your research proposal and are looking for a few examples of research proposals , you’ve come to the right place.

In this video, we walk you through two successful (approved) research proposals , one for a Master’s-level project, and one for a PhD-level dissertation. We also start off by unpacking our free research proposal template and discussing the four core sections of a research proposal, so that you have a clear understanding of the basics before diving into the actual proposals.

• Research proposal example/sample – Master’s-level (PDF/Word)
• Research proposal example/sample – PhD-level (PDF/Word)
• Proposal template (Fully editable) 

If you’re working on a research proposal for a dissertation or thesis, you may also find the following useful:

• Research Proposal Bootcamp : Learn how to write a research proposal as efficiently and effectively as possible
• 1:1 Proposal Coaching : Get hands-on help with your research proposal

FAQ: Research Proposal Example

Research proposal example: frequently asked questions, are the sample proposals real.

Yes. The proposals are real and were approved by the respective universities.

Can I copy one of these proposals for my own research?

As we discuss in the video, every research proposal will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your research proposal to suit your specific context.

You can learn more about the basics of writing a research proposal here .

How do I get the research proposal template?

You can access our free proposal template here .

Is the proposal template really free?

Yes. There is no cost for the proposal template and you are free to use it as a foundation for your research proposal.

Where can I learn more about proposal writing?

For self-directed learners, our Research Proposal Bootcamp is a great starting point.

For students that want hands-on guidance, our private coaching service is recommended.

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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The Research Plan

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

• Create a Plan

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

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

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

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

Types of Sources

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

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

Scholarly sources:

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

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

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

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

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

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

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

Places to Start  

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

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

Planning your Research

A plan establishes research goals and clarifies direction.

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

Creating a Research Plan

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

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

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

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

Research Plan worksheet - Accessible version (Word doc)

FLEET LIBRARY | Research Guides

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

• Research Plan
• Literature Review
• Ulrich's Global Serials Directory
• Related Guides

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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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

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

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

How to Approach Writing a Research Proposal

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

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

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

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

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

Common Mistakes to Avoid

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

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

Structure and Writing Style

Beginning the Proposal Process

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

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

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

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

Most proposals should include the following sections:

I.  Introduction

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

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

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

II.  Background and Significance

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

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

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

III.  Literature Review

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

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

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

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

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

IV.  Research Design and Methods

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

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

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

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

V.  Preliminary Suppositions and Implications

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

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

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

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

VI.  Conclusion

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

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

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

VII.  Citations

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

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

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

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

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

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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on 30 October 2022 by Shona McCombes and Tegan George. Revised on 13 June 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organised and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, frequently asked questions.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: ‘A Conceptual Framework for Scheduling Constraint Management’
• Example research proposal #2: ‘ Medical Students as Mediators of Change in Tobacco Use’

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesise prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasise again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement.

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

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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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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.

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Home » How To Write A Research Proposal – Step-by-Step [Template]

How To Write A Research Proposal – Step-by-Step [Template]

Table of Contents

How To Write a Research Proposal

Writing a Research proposal involves several steps to ensure a well-structured and comprehensive document. Here is an explanation of each step:

1. Title and Abstract

• Choose a concise and descriptive title that reflects the essence of your research.
• Write an abstract summarizing your research question, objectives, methodology, and expected outcomes. It should provide a brief overview of your proposal.

2. Introduction:

• Provide an introduction to your research topic, highlighting its significance and relevance.
• Clearly state the research problem or question you aim to address.
• Discuss the background and context of the study, including previous research in the field.

3. Research Objectives

• Outline the specific objectives or aims of your research. These objectives should be clear, achievable, and aligned with the research problem.

4. Literature Review:

• Conduct a comprehensive review of relevant literature and studies related to your research topic.
• Summarize key findings, identify gaps, and highlight how your research will contribute to the existing knowledge.

5. Methodology:

• Describe the research design and methodology you plan to employ to address your research objectives.
• Explain the data collection methods, instruments, and analysis techniques you will use.
• Justify why the chosen methods are appropriate and suitable for your research.

6. Timeline:

• Create a timeline or schedule that outlines the major milestones and activities of your research project.
• Break down the research process into smaller tasks and estimate the time required for each task.

7. Resources:

• Identify the resources needed for your research, such as access to specific databases, equipment, or funding.
• Explain how you will acquire or utilize these resources to carry out your research effectively.

8. Ethical Considerations:

• Discuss any ethical issues that may arise during your research and explain how you plan to address them.
• If your research involves human subjects, explain how you will ensure their informed consent and privacy.

9. Expected Outcomes and Significance:

• Clearly state the expected outcomes or results of your research.
• Highlight the potential impact and significance of your research in advancing knowledge or addressing practical issues.

10. References:

• Provide a list of all the references cited in your proposal, following a consistent citation style (e.g., APA, MLA).

11. Appendices:

• Include any additional supporting materials, such as survey questionnaires, interview guides, or data analysis plans.

Research Proposal Format

The format of a research proposal may vary depending on the specific requirements of the institution or funding agency. However, the following is a commonly used format for a research proposal:

1. Title Page:

• Include the title of your research proposal, your name, your affiliation or institution, and the date.

2. Abstract:

• Provide a brief summary of your research proposal, highlighting the research problem, objectives, methodology, and expected outcomes.

3. Introduction:

• Introduce the research topic and provide background information.
• State the research problem or question you aim to address.
• Explain the significance and relevance of the research.
• Review relevant literature and studies related to your research topic.
• Summarize key findings and identify gaps in the existing knowledge.
• Explain how your research will contribute to filling those gaps.

5. Research Objectives:

• Clearly state the specific objectives or aims of your research.
• Ensure that the objectives are clear, focused, and aligned with the research problem.

6. Methodology:

• Describe the research design and methodology you plan to use.
• Explain the data collection methods, instruments, and analysis techniques.
• Justify why the chosen methods are appropriate for your research.

7. Timeline:

8. Resources:

• Explain how you will acquire or utilize these resources effectively.

9. Ethical Considerations:

• If applicable, explain how you will ensure informed consent and protect the privacy of research participants.

10. Expected Outcomes and Significance:

11. References:

12. Appendices:

Research Proposal Template

Here’s a template for a research proposal:

1. Introduction:

2. Literature Review:

3. Research Objectives:

4. Methodology:

5. Timeline:

6. Resources:

7. Ethical Considerations:

8. Expected Outcomes and Significance:

9. References:

10. Appendices:

Research Proposal Sample

Title: The Impact of Online Education on Student Learning Outcomes: A Comparative Study

1. Introduction

Online education has gained significant prominence in recent years, especially due to the COVID-19 pandemic. This research proposal aims to investigate the impact of online education on student learning outcomes by comparing them with traditional face-to-face instruction. The study will explore various aspects of online education, such as instructional methods, student engagement, and academic performance, to provide insights into the effectiveness of online learning.

2. Objectives

The main objectives of this research are as follows:

• To compare student learning outcomes between online and traditional face-to-face education.
• To examine the factors influencing student engagement in online learning environments.
• To assess the effectiveness of different instructional methods employed in online education.
• To identify challenges and opportunities associated with online education and suggest recommendations for improvement.

3. Methodology

3.1 Study Design

This research will utilize a mixed-methods approach to gather both quantitative and qualitative data. The study will include the following components:

3.2 Participants

The research will involve undergraduate students from two universities, one offering online education and the other providing face-to-face instruction. A total of 500 students (250 from each university) will be selected randomly to participate in the study.

3.3 Data Collection

The research will employ the following data collection methods:

• Quantitative: Pre- and post-assessments will be conducted to measure students’ learning outcomes. Data on student demographics and academic performance will also be collected from university records.
• Qualitative: Focus group discussions and individual interviews will be conducted with students to gather their perceptions and experiences regarding online education.

3.4 Data Analysis

Quantitative data will be analyzed using statistical software, employing descriptive statistics, t-tests, and regression analysis. Qualitative data will be transcribed, coded, and analyzed thematically to identify recurring patterns and themes.

4. Ethical Considerations

The study will adhere to ethical guidelines, ensuring the privacy and confidentiality of participants. Informed consent will be obtained, and participants will have the right to withdraw from the study at any time.

5. Significance and Expected Outcomes

This research will contribute to the existing literature by providing empirical evidence on the impact of online education on student learning outcomes. The findings will help educational institutions and policymakers make informed decisions about incorporating online learning methods and improving the quality of online education. Moreover, the study will identify potential challenges and opportunities related to online education and offer recommendations for enhancing student engagement and overall learning outcomes.

6. Timeline

The proposed research will be conducted over a period of 12 months, including data collection, analysis, and report writing.

The estimated budget for this research includes expenses related to data collection, software licenses, participant compensation, and research assistance. A detailed budget breakdown will be provided in the final research plan.

8. Conclusion

This research proposal aims to investigate the impact of online education on student learning outcomes through a comparative study with traditional face-to-face instruction. By exploring various dimensions of online education, this research will provide valuable insights into the effectiveness and challenges associated with online learning. The findings will contribute to the ongoing discourse on educational practices and help shape future strategies for maximizing student learning outcomes in online education settings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to choose an Appropriate Method for Research?

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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Making A Five Year Research Plan

Many academics will be asked by their institutions to produce a research plan that will take them up to the date of the next REF-style audit. In this exercise universities want their researchers to conduct ‘blue skies’ thinking that will fulfil their institutional strategic needs. However, scholars have their own agendas too. Here’s some advice on how to make your five-year research plan work for you.

Thinking backwards:

Preparing a five-year plan is a good opportunity for you to tie up loose ends. Doing your PhD you will have come across numerous avenues of research that did not make the final draft. So you will probably have several half-started projects or ideas that have a lot of potential. You might now be able to schedule time to complete these projects. If they are worthwhile to the development of your discipline, enhancing your own scholarly identity and furthering your career, then they are definitely worth pursuing.

Thinking forwards:

This is also an exciting opportunity to plan and develop new projects. It is vital to think big and to show your current employers or any future employers that you can deliver significant research projects. However, be realistic. Take into account the teaching commitments that will distract you from research and the competitive nature of funding and publication opportunities.

Planning ahead – career and research:

Using this method of five-year planning, you can tie your research profile to your developing career. Do you want to move to another institution or gain promotion in your current one? If so, think of ways in which your research plan can improve your chances of doing just that. Undertaking an audit of your progress so far and your future plans is a perfect activity for the new year!

Institutional needs:

Your university (and future employers) will want to see that you’ve thought about three major areas: internationalisation, third stream income and impact . They may also have their own particular areas of focus that you can refer to.

Your research mentor will want to see that any projects are realistically costed. Do not just imagine what you want to research but how you will pay for it. If you suggest a piece of research that can be accomplished without teaching relief, practical resources, or travel costs then you can complete it when you like, but some funding will be required for most projects. Try to achieve a balance between internal funding from your institution and external funding from other sources.

Collaborations:

You don’t always have to design, undertake and complete a research project alone. Scientists are much better at collaborative work than their humanities counterparts. Not only can collaborations be personally rewarding through developing connections and even friendships with like-minded individuals, but also much larger projects can be considered.

When thinking of your research plans, focus on the output that you will produce. This might be a traditional publication, a monograph, edited collection or journal, but could be something different such as a documentary, a museum exhibition, a website, a series of public lectures or a database. These outputs can be tied to the strategic agenda of your university, and to your career development ambitions.

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Graduate School Applications: Writing a Research Statement

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The research statement is a common component of a potential candidate’s application for post-undergraduate study. This may include applications for graduate programs, post-doctoral fellowships, or faculty positions. The research statement is often the primary way that a committee determines if a candidate’s interests and past experience make them a good fit for their program/institution.

What is a Research Statement?

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

What Should It Look Like?

Research statements are generally one to two single-spaced pages. You should be sure to thoroughly read and follow the length and content requirements for each individual application.

Your research statement should situate your work within the larger context of your field and show how your works contributes to, complicates, or counters other work being done. It should be written for an audience of other professionals in your field.

What Should It Include?

Your statement should start by articulating the broader field that you are working within and the larger question or questions that you are interested in answering. It should then move to articulate your specific interest.

The body of your statement should include a brief history of your past research . What questions did you initially set out to answer in your research project? What did you find? How did it contribute to your field? (i.e. did it lead to academic publications, conferences, or collaborations?). How did your past research propel you forward?

It should also address your present research . What questions are you actively trying to solve? What have you found so far? How are you connecting your research to the larger academic conversation? (i.e. do you have any publications under review, upcoming conferences, or other professional engagements?) What are the larger implications of your work?

Finally, it should describe the future trajectory on which you intend to take your research. What further questions do you want to solve? How do you intend to find answers to these questions? How can the institution to which you are applying help you in that process? What are the broader implications of your potential results?

Note: Make sure that the research project that you propose can be completed at the institution to which you are applying.

Other Considerations:

• What is the primary question that you have tried to address over the course of your academic career? Why is this question important to the field? How has each stage of your work related to that question?
• Include a few specific examples that show your success. What tangible solutions have you found to the question that you were trying to answer? How have your solutions impacted the larger field? Examples can include references to published findings, conference presentations, or other professional involvement.
• Be confident about your skills and abilities. The research statement is your opportunity to sell yourself to an institution. Show that you are self-motivated and passionate about your project.