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Sample Action Research Proposal

An action proposal.

Related Papers

Andrew Johnson

This chapter excerpt describes the salient elements and basic process of action research.

Abstract Recent action research books are reviewed. I give attention to books on appreciative inquiry, action science, systems approaches and action learning. Community, health, education and organizational applications are included. Major action research journals are noted.

Margie Comrie

Action Research

In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

ARIEL MONTECALBO

Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

Administrative Science Quarterly

Gerald Susman

Abstract This review of recent action research books covers the period from about mid-2004 to mid-2006, complementing an earlier review (Dick, 2004). After noting some important recent additions to the action research literature, I address the literature on several different applications of action research including education, community, participatory development, and organizations. There are briefer sections on other topics. Action research journals and special issues of other journals are also identified.

Kenneth Zeichner

Irene Lacia

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• Action Research Resource

What is Action Research?

Considerations, creating a plan of action.

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Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

• Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
• Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
• Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
• Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
• Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

• When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
• If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
• Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
• If students will be part of the study, does parent consent and student assent need to be obtained?
• As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
• As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
• Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

• Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
• Purpose of the Study —What need to be different or improved as a result of the study?
• Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
• Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
• Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic?  How will your proposed research address the gap in the literature?
• Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
• Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
• Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
• Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
• Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
• Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

• Pre- and Post-Surveys for students and/or staff
• Staff Perception Surveys and Questionnaires
• Semi-Structured Interviews
• Focus Groups
• Observations
• Document analysis
• Student work samples
• Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
• Attendance records
• Discipline data
• Journals from students and/or staff
• Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

• How can this situation be approached differently in the future?
• What should change in terms of practice?
• What are the specific steps that individuals should take to change practices?
• What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
• How will the effectiveness of the implemented changes be evaluated?
• How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods  http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

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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

Prevent plagiarism. Run a free check.

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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Action Research: What it is, Stages & Examples

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

• Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
• Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
• Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

• It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
• It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
• If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

• These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
• Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
• It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
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• 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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Action Research Proposal Templates

An action research proposal is a document written to explain the problems faced in a particular field such as education or medicine and the actions that can be taken to solve those problems. Take an example of an action research proposal about the reading strategies in primary school. Writing an action research proposal is very helpful when undertaking your research. Completing this type of research proposal is made easier by using an action research proposal template because the latter explains the format one is supposed to follow.

When done thoroughly, an action research proposal can be persuasive and can increase the chances of your research is approved.

Action Research Proposal

Action Research Proposal DOC

Action Research Proposal Word

Action Research Proposal in Word

It is used to explain how the action research proposal should appear. You can find them all over the internet. However, when looking for one, ensure that you choose a site with highly specialized research proposal writing services.

Action Research Proposal Outline

It explains the format that is supposed to be used when creating an action research proposal. Different institutions use different formats, and the format you choose, therefore, depends on your institution. However, most of them follow the following format;

• Introduction- This is the section where you indicate your problem and your motivation for doing the research. In the above example; you have to explain that many pupils in primary school face challenges when reading. However, these students need to learn to learn because failure to this will lead to low performance and self-confidence.
• Literature review – in this section, you have to discuss the literature related to your topic or what has previously been discovered around your problem of research and why your analysis is a continuation of the same.
• Methodology- you have to indicate all the parties that will take part in the study, how data will be collected and analyzed and the plan of action. In the above example; teachers can be right participants. Data can be obtained through interviews. They can solve the problem by motivating the students to read more and also creating an extensive reading program for the students in primary schools.
• Conclusion – explains whether it is necessary to conduct this research.

Action Research Proposal PDF

The PDF form is entirely different from the word form. The action research template in PDF shows research that has already been carried out by another person. You can be allowed to follow the example as long as you do not copy paste.

Using an action research proposal template is very helpful. It will show the tutor and the supervisor that you have a complete understanding of the problem, related topics to the study and the actions that can be taken to solve that problem. It gives them more reason to allow you to continue to the main research.

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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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Writing a Research Proposal

Parts of a research proposal, prosana model, introduction, research question, methodology.

• Structure of a Research Proposal
• Common Proposal Writing Mistakes
• Proposal Writing Resources

A research proposal's purpose is to capture the evaluator's attention, demonstrate the study's potential benefits, and prove that it is a logical and consistent approach (Van Ekelenburg, 2010).  To ensure that your research proposal contains these elements, there are several aspects to include in your proposal (Al-Riyami, 2008):

• Objective(s)
• Variables (independent and dependent)
• Research Question and/or hypothesis

Details about what to include in each element are included in the boxes below.  Depending on the topic of your study, some parts may not apply to your proposal.  You can also watch the video below for a brief overview about writing a successful research proposal.

Van Ekelenburg (2010) uses the PROSANA Model to guide researchers in developing rationale and justification for their research projects.  It is an acronym that connects the problem, solution, and benefits of a particular research project.  It is an easy way to remember the critical parts of a research proposal and how they relate to one another.  It includes the following letters (Van Ekelenburg, 2010):

• Problem: Describing the main problem that the researcher is trying to solve.
• Root causes: Describing what is causing the problem.  Why is the topic an issue?
• fOcus: Narrowing down one of the underlying causes on which the researcher will focus for their research project.
• Solutions: Listing potential solutions or approaches to fix to the problem.  There could be more than one.
• Approach: Selecting the solution that the researcher will want to focus on.
• Novelty: Describing how the solution will address or solve the problem.
• Arguments: Explaining how the proposed solution will benefit the problem.

Research proposal titles should be concise and to the point, but informative.  The title of your proposal may be different from the title of your final research project, but that is completely normal!  Your findings may help you come up with a title that is more fitting for the final project.  Characteristics of good proposal titles are (Al-Riyami, 2008):

• Catchy: It catches the reader's attention by peaking their interest.
• Positive: It spins your project in a positive way towards the reader.
• Transparent: It identifies the independent and dependent variables.

It is also common for proposal titles to be very similar to your research question, hypothesis, or thesis statement (Locke et al., 2007).

An abstract is a brief summary (about 300 words) of the study you are proposing.  It includes the following elements (Al-Riyami, 2008):

• Your primary research question(s).
• Hypothesis or main argument.
• Method you will use to complete the study.  This may include the design, sample population, or measuring instruments that you plan to use.

Our guide on writing summaries may help you with this step.

The purpose of the introduction is to give readers background information about your topic.  it gives the readers a basic understanding of your topic so that they can further understand the significance of your proposal.  A good introduction will explain (Al-Riyami, 2008):

• How it relates to other research done on the topic
• Why your research is significant to the field
• The relevance of your study

Your research objectives are the desired outcomes that you will achieve from the research project.  Depending on your research design, these may be generic or very specific.  You may also have more than one objective (Al-Riyami, 2008).

• General objectives are what the research project will accomplish
• Specific objectives relate to the research questions that the researcher aims to answer through the study.

Be careful not to have too many objectives in your proposal, as having too many can make your project lose focus.  Plus, it may not be possible to achieve several objectives in one study.

This section describes the different types of variables that you plan to have in your study and how you will measure them.  According to Al-Riyami (2008), there are four types of research variables:

• Independent:  The person, object, or idea that is manipulated by the researcher.
• Dependent:  The person, object, or idea whose changes are dependent upon the independent variable.  Typically, it is the item that the researcher is measuring for the study.
• Confounding/Intervening:  Factors that may influence the effect of the independent variable on the dependent variable.  These include physical and mental barriers.  Not every study will have intervening variables, but they should be studied if applicable.
• Background:   Factors that are relevant to the study's data and how it can be generalized.  Examples include demographic information such as age, sex, and ethnicity.

Your research proposal should describe each of your variables and how they relate to one another.  Depending on your study, you may not have all four types of variables present.  However, there will always be an independent and dependent variable.

A research question is the main piece of your research project because it explains what your study will discover to the reader.  It is the question that fuels the study, so it is important for it to be precise and unique.  You do not want it to be too broad, and it should identify a relationship between two variables (an independent and a dependent) (Al-Riyami, 2008).  There are six types of research questions (Academic Writer, n.d.):

• Example: "Do people get nervous before speaking in front of an audience?"
• Example: "What are the study habits of college freshmen at Tiffin University?"
• Example: "What primary traits create a successful romantic relationship?"
• Example: "Is there a relationship between a child's performance in school and their parents' socioeconomic status?"
• Example: "Are high school seniors more motivated than high school freshmen?"
• Example: "Do news media outlets impact a person's political opinions?"

For more information on the different types of research questions, you can view the "Research Questions and Hypotheses" tutorial on Academic Writer, located below.  If you are unfamiliar with Academic Writer, we also have a tutorial on using the database located below.

Compose papers in pre-formatted APA templates. Manage references in forms that help craft APA citations. Learn the rules of APA style through tutorials and practice quizzes.

Academic Writer will continue to use the 6th edition guidelines until August 2020. A preview of the 7th edition is available in the footer of the resource's site. Previously known as APA Style Central.

• Academic Writer Tutorial by Pfeiffer Library Last Updated May 22, 2023 38390 views this year

If you know enough about your research topic that you believe a particular outcome may occur as a result of the study, you can include a hypothesis (thesis statement) in your proposal.  A hypothesis is a prediction that you believe will be the outcome of your study.  It explains what you think the relationship will be between the independent and dependent variable (Al-Riyami, 2008).  It is ok if the hypothesis in your proposal turns out to be incorrect, because it is only a prediction!  If you are writing a proposal in the humanities, you may be writing a thesis statement instead of a hypothesis.  A thesis presents the main argument of your research project and leads to corresponding evidence to support your argument.

Hypotheses vs. Theories

Hypotheses are different from theories in that theories represent general principles and sets of rules that explain different phenomena.  They typically represent large areas of study because they are applicable to anything in a particular field.  Hypotheses focus on specific areas within a field and are educated guesses, meaning that they have the potential to be proven wrong (Academic Writer, n.d.).  Because of this, hypotheses can also be formed from theories.

For more information on writing effective thesis statements, you can view our guide on writing thesis statements below.

In a research proposal, you must thoroughly explain how you will conduct your study.  This includes things such as (Al-Riyami, 2008):

• Research design:  What research approach will your study take?  Will it be quantitative or qualitative?
• Research subjects/participants:  Who will be participating in your study?  Does your study require human participants?  How will you determine who to study?
• Sample size:  How many participants will your study require?  If you are not using human participants, how much of the sample will you be studying?
• Timeline:  A proposed list of the general tasks and events that you plan to complete the study.  This will include a time frame for each task/event and the order in which they will be completed.
• Interventions:  If you plan on using anything on human participants for the study, you must include information it here.  This is especially important if you plan on using any substances on human subjects.
• Ethical issues:  Are there any potential ethical issues surrounding this study?
• Potential limitations:  Are there any limitations that could skew the data and findings from your study?
• Appendixes:  If you need to present any consent forms, interview questions, surveys, questionnaires, or other items that will be used in your study, you should include samples of each item with an appendix to reference them.  If you are using a copyrighted document, you may need written permission from the original creator to use it in your study.  A copy of the written permission should be included in your proposal.
• Setting:  Where will you be conducting the study?
• Study instruments:  What measuring tools or computer software will you be using to collect data?  How will you collect the data?
• How you will analyze the data:  What strategies or tools will you use to analyze the data you collect?
• Quality control:  Will you have precautions in place to ensure that the study is conducted consistently and that outside factors will not skew the data?
• Budget:  What type of funding will you need for your study?  This will include the funds needed to afford measuring tools, software, etc.
• How you will share the study's findings:  What will you plan to do with the findings?
• Significance of the study: How will your study expand on existing knowledge of the subject area?

For more information on research methodologies, you can view our guide on research methods and methodologies below.

• Research Methodologies by Pfeiffer Library Last Updated Aug 2, 2022 45407 views this year
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• URL: https://library.tiffin.edu/writingaresearchproposal

How To Write A Research Proposal

A Straightforward How-To Guide (With Examples)

By: Derek Jansen (MBA) | Reviewed By: Dr. Eunice Rautenbach | August 2019 (Updated April 2023)

Writing up a strong research proposal for a dissertation or thesis is much like a marriage proposal. It’s a task that calls on you to win somebody over and persuade them that what you’re planning is a great idea. An idea they’re happy to say ‘yes’ to. This means that your dissertation proposal needs to be   persuasive ,   attractive   and well-planned. In this post, I’ll show you how to write a winning dissertation proposal, from scratch.

Before you start:

– Understand exactly what a research proposal is – Ask yourself these 4 questions

The 5 essential ingredients:

• The title/topic
• The introduction chapter
• The scope/delimitations
• Preliminary literature review
• Design/ methodology
• Practical considerations and risks 

What Is A Research Proposal?

The research proposal is literally that: a written document that communicates what you propose to research, in a concise format. It’s where you put all that stuff that’s spinning around in your head down on to paper, in a logical, convincing fashion.

Convincing   is the keyword here, as your research proposal needs to convince the assessor that your research is   clearly articulated   (i.e., a clear research question) ,   worth doing   (i.e., is unique and valuable enough to justify the effort), and   doable   within the restrictions you’ll face (time limits, budget, skill limits, etc.). If your proposal does not address these three criteria, your research won’t be approved, no matter how “exciting” the research idea might be.

PS – if you’re completely new to proposal writing, we’ve got a detailed walkthrough video covering two successful research proposals here . 

How do I know I’m ready?

Before starting the writing process, you need to   ask yourself 4 important questions .  If you can’t answer them succinctly and confidently, you’re not ready – you need to go back and think more deeply about your dissertation topic .

You should be able to answer the following 4 questions before starting your dissertation or thesis research proposal:

• WHAT is my main research question? (the topic)
• WHO cares and why is this important? (the justification)
• WHAT data would I need to answer this question, and how will I analyse it? (the research design)
• HOW will I manage the completion of this research, within the given timelines? (project and risk management)

If you can’t answer these questions clearly and concisely,   you’re not yet ready   to write your research proposal – revisit our   post on choosing a topic .

If you can, that’s great – it’s time to start writing up your dissertation proposal. Next, I’ll discuss what needs to go into your research proposal, and how to structure it all into an intuitive, convincing document with a linear narrative.

The 5 Essential Ingredients

Research proposals can vary in style between institutions and disciplines, but here I’ll share with you a   handy 5-section structure   you can use. These 5 sections directly address the core questions we spoke about earlier, ensuring that you present a convincing proposal. If your institution already provides a proposal template, there will likely be substantial overlap with this, so you’ll still get value from reading on.

For each section discussed below, make sure you use headers and sub-headers (ideally, numbered headers) to help the reader navigate through your document, and to support them when they need to revisit a previous section. Don’t just present an endless wall of text, paragraph after paragraph after paragraph…

Top Tip:   Use MS Word Styles to format headings. This will allow you to be clear about whether a sub-heading is level 2, 3, or 4. Additionally, you can view your document in ‘outline view’ which will show you only your headings. This makes it much easier to check your structure, shift things around and make decisions about where a section needs to sit. You can also generate a 100% accurate table of contents using Word’s automatic functionality.

Ingredient #1 – Topic/Title Header

Your research proposal’s title should be your main research question in its simplest form, possibly with a sub-heading providing basic details on the specifics of the study. For example:

“Compliance with equality legislation in the charity sector: a study of the ‘reasonable adjustments’ made in three London care homes”

As you can see, this title provides a clear indication of what the research is about, in broad terms. It paints a high-level picture for the first-time reader, which gives them a taste of what to expect.   Always aim for a clear, concise title . Don’t feel the need to capture every detail of your research in your title – your proposal will fill in the gaps.

Need a helping hand?

Ingredient #2 – Introduction

In this section of your research proposal, you’ll expand on what you’ve communicated in the title, by providing a few paragraphs which offer more detail about your research topic. Importantly, the focus here is the   topic   – what will you research and why is that worth researching? This is not the place to discuss methodology, practicalities, etc. – you’ll do that later.

You should cover the following:

• An overview of the   broad area   you’ll be researching – introduce the reader to key concepts and language
• An explanation of the   specific (narrower) area   you’ll be focusing, and why you’ll be focusing there
• Your research   aims   and   objectives
• Your   research question (s) and sub-questions (if applicable)

Importantly, you should aim to use short sentences and plain language – don’t babble on with extensive jargon, acronyms and complex language. Assume that the reader is an intelligent layman – not a subject area specialist (even if they are). Remember that the   best writing is writing that can be easily understood   and digested. Keep it simple.

Note that some universities may want some extra bits and pieces in your introduction section. For example, personal development objectives, a structural outline, etc. Check your brief to see if there are any other details they expect in your proposal, and make sure you find a place for these.

Ingredient #3 – Scope

Next, you’ll need to specify what the scope of your research will be – this is also known as the delimitations . In other words, you need to make it clear what you will be covering and, more importantly, what you won’t be covering in your research. Simply put, this is about ring fencing your research topic so that you have a laser-sharp focus.

All too often, students feel the need to go broad and try to address as many issues as possible, in the interest of producing comprehensive research. Whilst this is admirable, it’s a mistake. By tightly refining your scope, you’ll enable yourself to   go deep   with your research, which is what you need to earn good marks. If your scope is too broad, you’re likely going to land up with superficial research (which won’t earn marks), so don’t be afraid to narrow things down.

Ingredient #4 – Literature Review

In this section of your research proposal, you need to provide a (relatively) brief discussion of the existing literature. Naturally, this will not be as comprehensive as the literature review in your actual dissertation, but it will lay the foundation for that. In fact, if you put in the effort at this stage, you’ll make your life a lot easier when it’s time to write your actual literature review chapter.

There are a few things you need to achieve in this section:

• Demonstrate that you’ve done your reading and are   familiar with the current state of the research   in your topic area.
• Show that   there’s a clear gap   for your specific research – i.e., show that your topic is sufficiently unique and will add value to the existing research.
• Show how the existing research has shaped your thinking regarding   research design . For example, you might use scales or questionnaires from previous studies.

When you write up your literature review, keep these three objectives front of mind, especially number two (revealing the gap in the literature), so that your literature review has a   clear purpose and direction . Everything you write should be contributing towards one (or more) of these objectives in some way. If it doesn’t, you need to ask yourself whether it’s truly needed.

Top Tip:  Don’t fall into the trap of just describing the main pieces of literature, for example, “A says this, B says that, C also says that…” and so on. Merely describing the literature provides no value. Instead, you need to   synthesise   it, and use it to address the three objectives above.

Ingredient #5 – Research Methodology

Now that you’ve clearly explained both your intended research topic (in the introduction) and the existing research it will draw on (in the literature review section), it’s time to get practical and explain exactly how you’ll be carrying out your own research. In other words, your research methodology.

In this section, you’ll need to   answer two critical questions :

• How   will you design your research? I.e., what research methodology will you adopt, what will your sample be, how will you collect data, etc.
• Why   have you chosen this design? I.e., why does this approach suit your specific research aims, objectives and questions?

In other words, this is not just about explaining WHAT you’ll be doing, it’s also about explaining WHY. In fact, the   justification is the most important part , because that justification is how you demonstrate a good understanding of research design (which is what assessors want to see).

Some essential design choices you need to cover in your research proposal include:

• Your intended research philosophy (e.g., positivism, interpretivism or pragmatism )
• What methodological approach you’ll be taking (e.g., qualitative , quantitative or mixed )
• The details of your sample (e.g., sample size, who they are, who they represent, etc.)
• What data you plan to collect (i.e. data about what, in what form?)
• How you plan to collect it (e.g., surveys , interviews , focus groups, etc.)
• How you plan to analyse it (e.g., regression analysis, thematic analysis , etc.)
• Ethical adherence (i.e., does this research satisfy all ethical requirements of your institution, or does it need further approval?)

This list is not exhaustive – these are just some core attributes of research design. Check with your institution what level of detail they expect. The “ research onion ” by Saunders et al (2009) provides a good summary of the various design choices you ultimately need to make – you can   read more about that here .

Don’t forget the practicalities…

In addition to the technical aspects, you will need to address the   practical   side of the project. In other words, you need to explain   what resources you’ll need   (e.g., time, money, access to equipment or software, etc.) and how you intend to secure these resources. You need to show that your project is feasible, so any “make or break” type resources need to already be secured. The success or failure of your project cannot depend on some resource which you’re not yet sure you have access to.

Another part of the practicalities discussion is   project and risk management . In other words, you need to show that you have a clear project plan to tackle your research with. Some key questions to address:

• What are the timelines for each phase of your project?
• Are the time allocations reasonable?
• What happens if something takes longer than anticipated (risk management)?
• What happens if you don’t get the response rate you expect?

A good way to demonstrate that you’ve thought this through is to include a Gantt chart and a risk register (in the appendix if word count is a problem). With these two tools, you can show that you’ve got a clear, feasible plan, and you’ve thought about and accounted for the potential risks.

Tip – Be honest about the potential difficulties – but show that you are anticipating solutions and workarounds. This is much more impressive to an assessor than an unrealistically optimistic proposal which does not anticipate any challenges whatsoever.

Final Touches: Read And Simplify

The final step is to edit and proofread your proposal – very carefully. It sounds obvious, but all too often poor editing and proofreading ruin a good proposal. Nothing is more off-putting for an assessor than a poorly edited, typo-strewn document. It sends the message that you either do not pay attention to detail, or just don’t care. Neither of these are good messages. Put the effort into editing and proofreading your proposal (or pay someone to do it for you) – it will pay dividends.

When you’re editing, watch out for ‘academese’. Many students can speak simply, passionately and clearly about their dissertation topic – but become incomprehensible the moment they turn the laptop on. You are not required to write in any kind of special, formal, complex language when you write academic work. Sure, there may be technical terms, jargon specific to your discipline, shorthand terms and so on. But, apart from those,   keep your written language very close to natural spoken language   – just as you would speak in the classroom. Imagine that you are explaining your project plans to your classmates or a family member. Remember, write for the intelligent layman, not the subject matter experts. Plain-language, concise writing is what wins hearts and minds – and marks!

Let’s Recap: Research Proposal 101

And there you have it – how to write your dissertation or thesis research proposal, from the title page to the final proof. Here’s a quick recap of the key takeaways:

• The purpose of the research proposal is to   convince   – therefore, you need to make a clear, concise argument of why your research is both worth doing and doable.
• Make sure you can ask the critical what, who, and how questions of your research   before   you put pen to paper.
• Title – provides the first taste of your research, in broad terms
• Introduction – explains what you’ll be researching in more detail
• Scope – explains the boundaries of your research
• Literature review – explains how your research fits into the existing research and why it’s unique and valuable
• Research methodology – explains and justifies how you will carry out your own research

Hopefully, this post has helped you better understand how to write up a winning research proposal. If you enjoyed it, be sure to check out the rest of the Grad Coach Blog . If your university doesn’t provide any template for your proposal, you might want to try out our free research proposal template .

Psst… there’s more!

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

30 Comments

Thank you so much for the valuable insight that you have given, especially on the research proposal. That is what I have managed to cover. I still need to go back to the other parts as I got disturbed while still listening to Derek’s audio on you-tube. I am inspired. I will definitely continue with Grad-coach guidance on You-tube.

Thanks for the kind words :). All the best with your proposal.

First of all, thanks a lot for making such a wonderful presentation. The video was really useful and gave me a very clear insight of how a research proposal has to be written. I shall try implementing these ideas in my RP.

Once again, I thank you for this content.

I found reading your outline on writing research proposal very beneficial. I wish there was a way of submitting my draft proposal to you guys for critiquing before I submit to the institution.

Hi Bonginkosi

Thank you for the kind words. Yes, we do provide a review service. The best starting point is to have a chat with one of our coaches here: https://gradcoach.com/book/new/ .

Hello team GRADCOACH, may God bless you so much. I was totally green in research. Am so happy for your free superb tutorials and resources. Once again thank you so much Derek and his team.

You’re welcome, Erick. Good luck with your research proposal 🙂

thank you for the information. its precise and on point.

Really a remarkable piece of writing and great source of guidance for the researchers. GOD BLESS YOU for your guidance. Regards

Thanks so much for your guidance. It is easy and comprehensive the way you explain the steps for a winning research proposal.

Thank you guys so much for the rich post. I enjoyed and learn from every word in it. My problem now is how to get into your platform wherein I can always seek help on things related to my research work ? Secondly, I wish to find out if there is a way I can send my tentative proposal to you guys for examination before I take to my supervisor Once again thanks very much for the insights

Thanks for your kind words, Desire.

If you are based in a country where Grad Coach’s paid services are available, you can book a consultation by clicking the “Book” button in the top right.

Best of luck with your studies.

May God bless you team for the wonderful work you are doing,

If I have a topic, Can I submit it to you so that you can draft a proposal for me?? As I am expecting to go for masters degree in the near future.

Thanks for your comment. We definitely cannot draft a proposal for you, as that would constitute academic misconduct. The proposal needs to be your own work. We can coach you through the process, but it needs to be your own work and your own writing.

Best of luck with your research!

I found a lot of many essential concepts from your material. it is real a road map to write a research proposal. so thanks a lot. If there is any update material on your hand on MBA please forward to me.

GradCoach is a professional website that presents support and helps for MBA student like me through the useful online information on the page and with my 1-on-1 online coaching with the amazing and professional PhD Kerryen.

Thank you Kerryen so much for the support and help 🙂

I really recommend dealing with such a reliable services provider like Gradcoah and a coach like Kerryen.

Hi, Am happy for your service and effort to help students and researchers, Please, i have been given an assignment on research for strategic development, the task one is to formulate a research proposal to support the strategic development of a business area, my issue here is how to go about it, especially the topic or title and introduction. Please, i would like to know if you could help me and how much is the charge.

This content is practical, valuable, and just great!

Thank you very much!

Hi Derek, Thank you for the valuable presentation. It is very helpful especially for beginners like me. I am just starting my PhD.

This is quite instructive and research proposal made simple. Can I have a research proposal template?

Great! Thanks for rescuing me, because I had no former knowledge in this topic. But with this piece of information, I am now secured. Thank you once more.

I enjoyed listening to your video on how to write a proposal. I think I will be able to write a winning proposal with your advice. I wish you were to be my supervisor.

Dear Derek Jansen,

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Action Research Proposal

Proposal maker.

Being able to start the processes of research require a researcher to undergo several screening and assessment procedures. Hence, it is not only the execution of  how to develop grant proposal ,  conference proposal examples & samples  and other business proposal examples that needed a process guide. Proposals used in the academic and educational fields need one too. One of the initial tasks of a researcher is to come up with an action research proposal. This document should be developed in a strong and effective manner to ensure that the research proposal will be approved.

• 56+ Proposal Examples
• 65+ Free Proposal Examples

As one of the first documents that are necessary to be prepared, it is important for an action research proposal to convince the screening committee that the research proposal can benefit the community and other entities to whom the study is for. Use  simple proposal formats  when making action research proposals so you can ensure that your target audience can easily understand the content of the document.

Participatory Proposal

Size: 215 KB

Educational Action Research Sample Proposal

Size: 63 KB

Classroom Action Research

Size: 69 KB

How to Create an Outstanding Action Research Proposal

Just like when developing  business proposal examples & samples , you have to devote a lot of time and effort when making an action research proposal. This document can make or break the chances of your research to push through. A few ways on how you can make an impressive action research proposal include the following:

1. Ensure that you can present your awareness with the problem at hand. This can make your action research proposal more convincing especially if you can point out the root cause of the problem and how your research proposal can be of help should it be executed. This is also applicable when following the steps on  how to prepare a need statement for your grant proposal .

2. List down the precise methods that you will use within the entirety of the research activities. This will allow your action research proposal to look more through and well-prepared.

3. Present current literature and  research proposal examples & samples  that can serve as one of your research’s foundation. Having significant information and guides related to the research that you would like to immerse in can help the screening committee when it comes to identifying the success potential of your research proposal.

Project Proposal Example

Size: 292 KB

Proposal for Teachers

Size: 175 KB

Dissertation Proposal

Size: 17 KB

Elements of an Effective and Convincing Action Research Proposal

There are different ways on how an action research proposal can be developed and presented. A basic outline that will allow you to showcase the necessary items that should be seen in an action research proposal include these elements:

1. Just like when developing  project proposal examples , have an introduction that can present the problem that you would like to provide a solution with. Presenting this at the initial discussion of your action research proposal can convince the screening committee to further look into the content of the paper.

2. Present supporting details that can give an idea on how big the problem is. These items can make the need for your research proposal more necessary. Unlike the processes on  how to write a request for proposal , the steps in developing an action research proposal relies more on your own desire to present something necessary and research-worthy to be discussed rather than from a demand coming from a particular entity.

3. Come up with a list of literature review that you can briefly discuss. Having a literature review can solidify your claims that your research is essential to be developed and executed.You may also see  how to write a proposal for a project

4. Discuss the entities who are expected to be included in your study.These entities will serve as some of the variables that your research will take into account. Remember that it is not only in  service proposal examples  where the description of individual or group participation matter.

5. Present the ways and methods on how you plan to execute the research. You can also include a short presentation of your research results assessment.You may also see business proposal letters .

Education Proposal Example

Size: 199 KB

Action Research Proposal Format

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Tips When Making an Action Research Proposal

If you already know how to make an event planning service proposal , then you may be interested to broaden your knowledge when it comes to proposal development. If you are one of those who would like to have an understanding with how action research proposals are effectively made, then this discussion is for you. Here are some useful tips that can help you create an action research proposal that has higher chances of getting approved:

1. Be specific with the aspect of the problem that you would like to further study, evaluate or investigate. It is important for you to be precise with what you would like to give focus on so that the entire research activity will be guided accordingly. The same goes with  landscaping proposal examples & samples  as you have to specify the landscaping activity that will be specifically implemented within a particular area should the proposal be approved.

2. Properly present the initial data that you have collected. The way you organize and showcase the foundation of your action research proposal can affect the impression and perception of the screening committee towards your research proposal.You may also see  commercial proposal

3. Use Free Proposal Examples & Samples as your guides. Having references when making an action research proposal can make it easier for you to come up with your own document. This will also help you properly format and put together all the content that you want to present in your action research proposal.You may also see  policy proposal examples

Simple Action Research Proposal

Size: 106 KB

Course Project Action Research Proposal

Size: 25 KB

Do You Want to Have an Attention-Grabbing Action Research Proposal?

When creating an action research proposal, make sure that you are aware of what you are discussing.  Workshop Proposal ,  Accounting Proposal  and  Concept Proposal Examples & Samples  also need to be treated in the same manner. Some action research proposals fail to impress screening committees because of the researcher’s lack of understanding either with regards the problem needed to be faced or the research steps and activities that will be implemented.

Always remember that how you present an action research proposal reflect how you look into the research activity and its potential to be a success. With this, maximize the usage of our downloadable examples so you can develop an action research proposal that can impress your research screening committee.You may also see  investment proposal examples

Text prompt

• Instructive
• Professional

Generate a proposal for a new school recycling program

Compose a proposal for a school field trip to a science museum.

Stanford Research Development Office

Guidance for Writing Proposal Sections

Most recent content update: July 2, 2024

The following proposal sections, listed in alphabetical order, are commonly required by a variety of funders. For each, we have provided resources to assist in preparing content; some have been developed by RDO, while others are curated from trusted internal and external sources.

The resources below are intended to be a starting point. Solicitations will often specify unique requirements for each of these sections. Always check the requirements from your specific agency and call. 

We encourage you to check this page regularly, as additional content will be added over time. Email us at [email protected] if you have suggestions. 

Biographical Sketches

These documents provide evidence of an individual's qualifications for the role played in a proposed project and are generally requested in specific formats based on sponsor. For most STEM sponsors, RDO recommends using SciEnCV for generating and saving your biosketch as it will be easier to update and the interface allows reformatting for use in proposals for different sponsors.

• Start here : Stanford ORA Biosketch Resource Page - Stanford resource with links to NSF and NIH biosketch guidance as well as SciEnCV resources
• SciEnCV - a tool for assembling biographical information for federal sponsors that can easily be ported into multiple sponsor formats. It is quickly becoming an accepted (and often required) biosketch format for many sponsors including NIH, NSF, and DOE
• NSF SciEnCV FAQs and Guide - start here if you need help setting up your SciEnCV account or run into questions along the way

Broader Impacts

Broader Impacts requirements generally ask for the answer to the question "how does your research benefit society?" This term and requirement are commonly associated with NSF, but other agencies can also have similar requirements. The resources below help to describe the breadth of what broader impacts can be as well as give advice on how to develop a vision and craft a compelling story about the broader impacts of your work. 

• Stanford Grant Writing Academy Broader Impacts Resources - Among other information, includes a short video explaining NSF's BI requirement and suggestions on crafting a strong BI element for your proposal
• Stanford Office of Education and STEM Outreach - A part of the Office of Community Engagement, ESO serves as a nexus connecting Stanford faculty, students, and postdocs with youth, schoolteachers, nonprofit organizations, and the broader community with the goals of increasing engagement, participation, equity and inclusion in STEM fields
• ARIS Broader Impacts Toolkit - resources from the Center for Advancing Research Impact in Society designed to assist proposal teams as they develop broader impact projects

Budget and Budget Justifications

Budgets are an integral part of proposals that have a direct effect on how monies can be used, are tracked, and are audited in the post award period.

• Start here : Stanford ORA Budget Resource Page - find templates and helpful links and information including California's partial sales and use tax exemption for research and development equipment
• Stanford VPDoR Rates page - tables, policies, and information on F&A rates, fringe benefit rates, and others

Conflicts of Interest

Often sponsors require a list of collaborators and other affiliates in a form that allows the agency to ensure that no conflicts exist in the process of selecting reviewers or to check for PI conflict of interest in various areas. These can be in the form of "COA", "Collaborator", "COI" or other documents. Be sure to check and follow your sponsor's guidelines for these documents; many provide their own specific required templates.

• Stanford Global Engagement Review Program coordinates input from multiple offices that advise on various aspects of foreign engagements to assess risks related to undue foreign influence, research security, and integrity

Data Management Plans

Many funding agencies will require a data management plan (DMP) as part of a proposal. The DMP describes the types of data you expect to collect, how they will be managed, and how access and preservation will be accomplished over time.

• Start here : Stanford Libraries has a Resource Page with information about DMPs including access to an Online Data Management Plan Tool for creating a ready-to-use plan for your proposal
• DMP Self Assessment Questionnaire (Stanford Libraries)
• Stanford Libraries Data Management Services assists researchers with data preservation and access and has other data tools and services available 
• Lane Medical Library NIH DMSP Checklist
• Stanford University IT data Storage Recommendations
• DOE suggested elements for a DMP
• NASA DMP guidance
• NEH guidelines for digital humanities  
• NIH DMS Plan policy (new guidelines effective January 25, 2023)
• NIH Sample Plans for different contexts
• NSF DMP requirements (also includes links to directorate-specific guidances)
• NSF FAQs for public access  
• RDO has prepared a guide to creating NSF Data Management Plans (current guide reflects NSF PAPPG 23-1; to be updated after PAPPG 24-1 goes into effect May 20, 2024)
• Effective practices for making research data discoverable and citable (NSF Dear Colleague Letter, March 2022)

Diversity Plans

Sponsors sometimes require demonstration that a project team will make specific efforts to promote diversity, equity, and inclusion. These requirements vary by sponsor and it is important to understand the level at which the activities are to take place. For example, does the sponsor want to see activities that are community-focused or targeted to the researchers and staff you will have on the project? In any case, a strong diversity plan also includes evaluation strategies and metrics for success. 

• Stanford RDO's thought starter for DOE PIER Plan
• Stanford SoM PDO template for NIH PEDP
• DOE CBP: Community Benefits Plans (page includes links to templates)
• DOE PIER: Promoting Inclusive and Equitable Research Plans
• DOE DEI Informational Resources
• NIH PEDP: Plan for Enhancing Diverse Perspectives

Evaluation Plans

Often addressed in multiple sections of a proposal, evaluation plans are an important component of understanding whether a project or strategy is effective and successful. Developing robust evaluation plans at the proposal stage can demonstrate to the reviewers and funders that you have thought about what "success" means and how you will be certain you will achieve it or adjust practices to course correct along the way. These are commonly requested for educational activities, outreach plans, workforce development strategies, and management plans.

• American Evaluation Association Find an Evaluator Tool - a directory that can be searched by location, area of expertise, or name

Institutional Support

Funding agencies may request that cost sharing, details on facilities, equipment, and other resources available to the proposal team, and other forms of institutional support be included with proposals. The scope and format of these requirements will depend on the specific funding opportunity or call. RDO recommends starting early in your proposal development process and working in collaboration with department or school leadership to identify and request appropriate institutional support for your proposal.

• RDO's Thought Starter: Stanford Institutional Support for Large, Strategic Grant Proposals - a list of support that may be appropriate for large, strategic proposals that are beyond the usual scale for a given discipline. Contains notes on how to start the conversations necessary to secure different types of institutional support, relevant policies set by the University, and other factors to consider.

Management Plans

Management plans are common elements of large collaborative or center grants. This section is intended to demonstrate to reviewers how teams will work together to accomplish the various goals of a project. Some plans also require detailed administrative information as well as plans for evaluation of project activities (see section on Evaluation Plans above).

• Start here : RDO Management Plan Guidelines - six common topics for consideration when devising a management plan for STEM center grants
• RDO resources for collaboration and team science
• DOE's EFRC Good Management Practices - while it originated from a specific DOE program, this document contains excellent advice that is generalizable to other research center management strategies

Postdoctoral Mentoring Plans

Postdoctoral mentoring plans (PMPs) are often required in STEM-focused proposals where a postdoctoral researcher's involvement is indicated. These serve as roadmaps for both mentor and mentee to navigate the key aspects of mentorship and professional development of postdocs. It's best to avoid using a boilerplate approach and instead tailor the Plan to the specific program you are proposing, institution you are with, and/or postdoc(s) to be mentored.

• Start here : RDO's Postdoctoral Mentoring Plan Guidelines - an NSF-focused document with prompts and suggestions for writing an effective PMP that is also useful in thinking of strategies to fulfill PMP requirements for other sponsors. Note: Proposals due or submitted on or after May 20, 2024 will be required to submit a Mentoring Plan applicable to both graduate students and postdoctoral researchers, in lieu of the prior Postdoctoral Mentoring Plan requirement. Please see NSF PAPPG 24-1 for details. 
• National Postdoc Association Institutional Guide to Postdoc Mentorship - includes specific guidance on PMPs as well as links to resources on mentorship

Sponsors sometimes request information on protocols and plans related to safety in various context including in the laboratory, at field sites, or any off-campus work environment. The university has policies and procedures related to these topics which can be found in addition to other resources linked below.

• Start here : Stanford EH&S website - central website for Stanford safety services and support which also includes information on training, standard operating procedures, and many safety related resources for the campus community
• Stanford ORA template for NSF Plans for Safe and Inclusive Working Environments for Off-campus Research - an NSF-focused document with instructions, applicable University policy information, and fillable fields for PIs to complete their project-specific information

Created: 10/06/22

Updated: 08/22/24

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Dear Colleague Letter: Research Coordination Network for a University-Community Climate Action Network (RCN-UCCAN)

August 9, 2024

Dear Colleagues:

With this Dear Colleague Letter (DCL), the U.S. National Science Foundation's Directorate for Technology, Innovation and Partnerships (TIP) and the Department of Energy's Advanced Materials and Manufacturing Technologies Office (AMMTO) within the Office of Energy Efficiency and Renewable Energy (EERE) announce their intent to together establish a strategic leadership network on climate action engagement aimed at the transition from the linear economy of today to a circular economy of tomorrow, including one that will better integrate university research and community needs. With this investment, NSF and DOE aim to organize "Climate Action Ambassadors" into an effective national network of professionals to develop evidence-based models, program concepts and recommendations that share, implement, and scale university-community partnerships in this national priority area.

The expertise of the Ambassadors will span climate action strategies across all areas of science and engineering for mitigation (including circular design and circular economy principles), resiliency, and/or adaptation, resulting in a new multi-disciplinary, multi-sector Research Coordination Network (RCN) called a U niversity- C ommunity C limate A ction N etwork (UCCAN). Ambassadors will be geographically distributed and represent the diverse range of communities (e.g., cities, towns, tribal nations) as well as U.S. Institutions of Higher Education (IHEs), referred to in this DCL as colleges and universities (e.g., Land Grant, public, private, community, technical, Minority Serving Institutions) across the nation.

NSF and DOE will invest in one RCN proposal to develop new connections and collaborations to accelerate and elevate climate action through university-community partnerships and identify untapped resources to ensure environmental justice for unserved and under-served communities. This RCN-UCCAN will provide a framework for engaging students and participating local communities to co-create and scale successful proof-of-concept projects. The RCN-UCCAN also will create the "connective tissue" to build upon existing efforts and support collaborations and communication between campuses with governments, industry, and their surrounding communities to enable fast response, replication, and scaling of climate mitigation, resilience, and/or adaptation solutions nationally.

Ambassadors will build upon the momentum and findings of an initial meeting convened by NSF together with other federal departments, agencies, and offices on March 8-9, 2023. Specifically, that forum was a first step in an inclusive effort to marshal the strengths of campuses, including the nearly 20 million students enrolled in the U.S. post-secondary education system, to help address climate mitigation, resilience, and/or adaptation, environmental sustainability, and environmental justice, and encourage and support their innovation and entrepreneurship. Students seek access to the translational knowledge and skills to address issues related to climate and environment in their communities, which this RCN-UCCAN aims to uniquely make possible.

PROPOSAL GUIDANCE AND SUBMISSION REQUIREMENTS

The RCN-UCCAN should aim to develop a national strategy connecting our colleges and universities with their communities to share knowledge and resources across a network that spans a range of institution types. Of particular interest is ensuring that everyone, regardless of location or affiliation, has the opportunity to address the goals outlined in this DCL. Researchers and practitioners across their communities are especially encouraged to communicate, collaborate and exchange information for action on climate mitigation, resilience and adaption through the RCN, including with international partners.

Proposals responding to this DCL should be prepared in accordance with the guidance contained in the RCN solicitation including the seven guidance items outlined in Section II. Program Description. When submitting the proposal, select the RCN solicitation and then direct the proposal to the Special Projects Program in the Division of Innovation and Technology Ecosystems (ITE) within the TIP directorate. Proposal titles should begin with "RCN-UCCAN:" followed by a substantive title. RCN-UCCAN proposals should be received by November 15, 2024 (due by 5 p.m. submitting organization's local time).

Proposals should include a network of named Ambassadors who will contribute a substantial portion (minimum of 20% with a greater commitment preferred) of their time to the RCN-UCCAN. For instance, coordinating sabbatical or other similar time away from normal duties is encouraged. Each Ambassador who is either a faculty or practitioner (such as a Director or Vice President of Sustainability) should form a substantive collaboration with a community Ambassador focused on climate action and facilitating interactions with students. Each named Ambassador should also enlist the help of one or more undergraduate students, graduate students, and/or post-doctoral fellows for a minimum of 10 hours per week. Additionally, to ensure co-design and co-creation of solutions, specific funding to support a community leader to serve as an Ambassador alongside the university Ambassador for a minimum of 20% of their time should be included. Further, proposals that show substantive reach and collaboration with K-12 networks in the participating communities/regions are highly encouraged.

For purposes of this DCL, any RCN-UCCAN proposal should address the proposer's ability to contribute to the following deliverables envisioned for the RCN-UCCAN:

• A connected university-community climate action network bringing together multiple universities, or regional groups of universities, with their local communities to develop climate action solutions;
• An implementation governance structure to coordinate the multi-sector effort that will create a self-sustaining effort;
• Campus as a Living Lab/Testbed: activities would include assessing campus-generated climate solutions, piloting commercial innovations, refining models and tools through campus and community testing, and importantly, empowering student-led innovation for climate solutions. Galvanizing the innovative and problem-solving capabilities of our nation's 20 million students and supporting their entrepreneurial efforts and continued contributions to all fields of STEM through a lens of environmental sustainability will be encouraged.
• Campus Sustainability and Resilience: activities would include decarbonizing the built campus environment, modernizing transportation, considering the campus as a functioning ecosystem and making campuses more resilient.
• Climate Action in the Classroom: activities would include engaging in climate across the curriculum such as circular design and circular economy, programs and majors for climate action leaders, skilled workforce development and public engagement, and informal science education.
• Providing Climate Services to Communities: with emphasis in mitigation/prevention, activities would include local transitions to clean energy and renewable technologies, development of climate-resilient agriculture and ecosystems, building capacity for community-based climate research and action, and partnerships for mitigation, resilience and adaptation.
• New models for implementation and scaling of pilots across institutions of higher education and from those institutions to their communities and their states for the four themes.

The essential work of the Ambassadors will be to leverage existing and future climate solutions and strengthen the ties between the Universities and their respective communities as well as create a strategic network across all institutions to leverage best practices, build new collaborations, and share resources. The RCN-UCCAN thus formed will be the result of the efforts of the Ambassadors. It is further anticipated that the RCN-UCCAN network would grow each year with external funding from sources beyond NSF. Such growth can lead to a new set of Ambassadors to build upon, update, and/or execute the strategy to mitigate further climate change and build capacity for resilience and adaptation. In this way, the reach of coordination and cooperation across the US and internationally can be extended and sustained.

REVIEW AND AWARD INFORMATION

Proposals should be prepared and submitted to NSF as described above. NSF will manage and conduct the review process of proposals in accordance with standard NSF policies and procedures. If selected for funding by NSF, the award will be made and managed by NSF with funds transferred from DOE. NSF anticipates issuing one cooperative agreement for up to two years for up to $2 million, subject to the quality of proposals and availability of funds.

For questions about this DCL, please contact Linda Molnar, program director in TIP/ITE, at [email protected] .

Erwin Gianchandani Assistant Director for Technology, Innovation and Partnerships

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Canada-UK 2024-25 collaborative industrial research and development call for proposals on enabling technologies and innovations for biomanufacturing of biologics and advanced therapeutics

• 1. Introduction
• 2. Application deadlines
• 3. Sectors of focus
• 4. Eligibility requirements
• 6. Application process
• 7. Contacts
• 8. Register

1. Introduction

On June 8th, 2023 Canada and the United Kingdom (UK) announced a Memorandum of Cooperation ( Canada-UK Biomanufacturing Collaboration ) that commits each country to jointly develop and produce the critical products each country needs to respond to the next health emergency. This partnership is helping to support the work that Canada is undertaking via its Biomanufacturing and Life Sciences Strategy (BLSS) that will strengthen domestic innovation and industrial capabilities to better prepare for and respond to health emergencies.

Working together, the governments of Canada and the United Kingdom (UK) aim to foster and support collaborative industrial research and development (R&D) projects with a high potential for commercialization.

This call for proposals is open to organizations from Canada and the UK who wish to form project consortia to perform collaborative projects focused on developing innovative products, processes or technology‑based services in the area of biomanufacturing of biologics and advanced therapeutics technologies.

2. Application deadlines

• Canadian registration deadline: July 2, 2024
• Canadian expression of interest deadline: July 15, 2024
• International consortium project proposal deadline: October 16, 2024

3. Sectors of focus

This Canada‑UK partnering initiative is designed to further develop and diversify the biomanufacturing ecosystems in both countries. By helping small or medium-sized enterprises (SMEs) and other stakeholders build the technical capabilities required for the development and economically sustainable production of next‑generation vaccines and therapeutics, both countries will be well positioned to respond to future health emergencies.

Projects must be focused on the development of pre‑commercial technologies that address an identified need in the area of biomanufacturing of biologics and advanced therapeutics technologies , in the following themes:

Enabling technologies for biologics and advanced therapeutics:

• Discovery, design and high throughput screening platforms, which may include the application of artificial intelligence
• Manufacturing systems and methods (e.g. centralized, distributed or point‑of‑care; microfluidics‑based devices, new and innovative systems for Good Manufacturing Practice production, fill and finish, automation security)
• Manufacturing process intensification enablers (e.g. hyper productive strains, novel expression systems, continuous production processes, perfusion technologies)
• Novel analytical characterization, potency assays and real‑time release technologies, biosensors
• Other relevant enabling technologies

Delivery systems for proteins and nucleic acids:

• Viral and non‑viral (e.g. lipid nanoparticles) platforms, including their components and payloads

Novel biological products:

• Vaccines (prophylactic, therapeutic, various platforms)
• Therapeutic proteins (antibodies) and related production process‑intensification enablers
• Advanced therapy medicinal products (e.g. mRNA, siRNA, gene therapies, cell therapies, engineered tissues)
• Other biological based therapies (e.g. bacteriophage, engineered probiotics)

4. Eligibility requirements

To be considered for funding, applicants must form a project consortium and develop a collaborative R&D project that meets the following criteria:

4.1 Consortium

• 1 incorporated Canadian SME
• 1 registered UK for‑profit business of any size The parties listed above must be unrelated parties (i.e. no direct, indirect, beneficial or constructive ownership interest between these parties)
• Other Canadian SMEs (Canadian collaborators eligible for funding)
• National Research Council of Canada (NRC) researchers (Canadian collaborators eligible for funding)
• Universities (Canadian collaborators eligible for funding)
• Research technology organizations (RTO) (Canadian collaborators eligible for funding)
• Others (Canadian collaborators eligible for funding)
• Large enterprises and industries (self‑funding)
• The project partners that form the consortium must agree on a plan to address intellectual property rights and intend to commercialize.

4.2 Canadian SME applicants

• be an incorporated, profit oriented small or medium-sized business in Canada
• have 500 or fewer full-time equivalent employees
• pursue growth and profit by developing and commercializing innovative, technology driven new or improved products, services or processes in Canada
• have a differentiated and protectable technology with commercial potential in global markets
• have sufficient working capital (e.g. revenue, investment) and resources to undertake a multi‑year R&D collaboration and commercialize the results
• be committed to significant growth through international market expansion
• have a minimum of 15 full‑time equivalent employees
• have commercialized 1 or more products domestically or internationally
• have greater than $500,000 CAD in annual revenue

4.3 Project

• commercial potential and outcomes that can be realized within 2 to 3 years of completion of the project
• a civilian (non‑military) purpose
• alignment with and advancement of the Canada's Biomanufacturing and Life Sciences Strategy
• an increase of the skills and expertise of the Canadian consortium members
• a complementary technological contribution from each partner
• an obvious advantage and added value resulting from the cooperation between the participants
• a balanced contribution between project partners and countries

4.4 UK eligibility requirements

Please consult the UK Innovation Funding Service (IFS) call for proposals announcement for UK eligibility requirements.

5. Funding

Eligible participants in collaborative projects selected through this call for proposals may receive funding from their respective national funding bodies. Funds will be provided in accordance with the applicable laws, regulations, rules and procedures established by the relevant national funding bodies, country and jurisdiction.

Note: One country or project partner cannot represent more than  70% of the total project budget.

5.1 Canadian funding

In Canada, this call for proposals is offered through the National Research Council of Canada Industrial Research Assistance Program (NRC IRAP) and the NRC Collaborative Science and Technology Innovation Program (NRC CSTIP).

NRC IRAP is responsible for the delivery of this call for proposals and for the management of any resulting SME funding agreements. The NRC CSTIP is responsible for the management of any resulting funding agreements with the other Canadian collaborators (see section 4.1). The NRC CSTIP aims to establish the NRC as a collaborative platform that leverages scientific excellence to tackle Canada's most pressing challenges.

Through this call for proposals, projects have the opportunity to benefit from the NRC's assets (special‑purpose research facilities, scientific expertise and networks) along with financial assistance in the form of non‑repayable grants or contributions.

Note: The maximum Canadian funding allocation for each consortium project is set at $1,000,000 CAD . This includes funding for Canadian SMEs and other Canadian collaborators.

Canadian SMEs

Eligible Canadian SMEs may receive up 50% reimbursement of the total project costs up to a maximum total funding amount of $1,000,000 CAD over 12 to 24 months .

Canadian SME applicants may apply to more than one NRC IRAP call for proposals simultaneously. However, NRC IRAP may limit the number of funded projects per applicant. Canadian SME applicants who are applying to more than one opportunity or who have ongoing NRC IRAP projects should speak to their NRC IRAP representative for more information.

Note: Canadian SME applicants must be eligible for funding as NRC IRAP clients before they can be considered for funding through this call for proposals.

For more information on NRC IRAP eligibility and becoming an NRC IRAP client, please contact NRC IRAP at 1‑877‑994‑4727 .

Other Canadian collaborators

• This restriction is in place to prioritize and encourage the growth and development of SMEs within the consortium projects.
• salaries (excluding academic principal investigator salaries)
• research support costs (including student stipends, research materials and minor equipment purchases up to $10,000)
• travel and accommodation costs
• professional services (amounts invoiced by a contractor for services rendered directly to the project)
• Indirect (i.e. overhead) costs up to 10% of total eligible project costs

5.2 UK funding

In the UK, this call for proposals is offered through the Industrial Strategy Challenge Fund by UK Research and Innovation (UKRI). Innovate UK, part of UKRI, is responsible for the delivery of this call for proposals and the management of any resulting funding agreements.

Please consult the Innovate UK IFS call for proposals announcement for UK funding parameters.

6. Application process

This call for proposal is being hosted by Innovate UK's Innovation Funding Service (IFS). Each project consortium must complete and submit the joint project application form via the UK Innovation IFS application portal. Please consult the Innovate UK IFS application portal for instructions on how to complete and submit the project application package.

In addition to the project consortium submitting the IFS project application form, each country lead participant must submit all required consortium application documents on behalf of the consortium, to the appropriate national funding body (NRC IRAP for Canada and UKRI for UK) and meet its due diligence process requirements. Failure to do so, for any reason, may cause the entire collaborative project application to be considered incomplete or ineligible and render the entire project consortium ineligible for funding through this call for proposals.

Application processes and evaluations will be performed independently by each national funding body in accordance with their national and institutional laws and regulations. Once each national funding body has evaluated the submitted applications, a final joint project selection will be performed.

Information on respective application processes follows below:

6.1 Canadian application process

The Canadian application process has 4 phases:

• Registration
• Expression of interest
• International consortium project proposal (ICPP)
• National funding body proposal and funding agreement

Step 1: Registration phase

The lead Canadian applicant must register electronically by using the Register button at the bottom of this page. Basic information about the applicant and the organization will be required upon registration.

NRC IRAP will review registrations for this call for proposals and contact applicants if more information is required. Qualifying applicants will proceed to the next phase and be invited to submit an expression of interest form.

Step 2: Expression of interest phase

During this phase, the lead Canadian applicant must submit an expression of interest (EOI) form outlining basic information on the applicants and the collaborative project.

While completing the EOI form, each Canadian SME applicant is encouraged to contact their NRC IRAP representative to discuss their project idea and receive guidance on preparing their submission.

It is recommended that applicants submit the EOI as early as possible. EOIs will be evaluated by an NRC evaluation team. Qualifying applicants will be invited to submit the more detailed international consortium project proposal (ICPP) in collaboration with their project partners. The lead Canadian consortium applicant will be provided with all the templates needed to submit an ICPP.

Step 3: International consortium project proposal (ICPP) phase

During this phase, all project partners must work together to complete and submit the IFS Joint project application.

In addition, all the Canadian partners must work together to complete and submit the Canadian CPP application package, which consists of the following:

• project consortium
• collaborative project
• expected outcomes
• expected project cost and calendar
• An NRC IRAP Canadian SME annex form containing additional information required to assess the Canadian SME applicants and the project consortium
• An NRC Other Canadian Collaborator annex form containing additional information required to assess the Canadian researcher applicants and the project consortium
• roles and responsibilities of each consortium member
• project management framework
• division of intellectual property rights
• confidentiality and publication agreements, and liability clauses

Canadian ICPP applications will be evaluated by an NRC evaluation team. Next, the amalgamated evaluation results will be shared between national funding bodies to jointly select the collaborative projects that will be invited to proceed to the final national funding body proposal and funding agreement stage.

Step 4: National funding body proposal and funding agreement phase

During the national funding body proposal and funding agreement phase, all eligible project partners work independently to complete funding proposals and sign legally binding funding agreements with their respective national funding body. Canadian SME applicants will work with their NRC IRAP representative to prepare an NRC IRAP funding proposal and contribution agreement. Other Canadian collaborators will work with the NRC CSTIP to prepare a funding proposal and grant or contribution agreement as appropriate.

6.2 UK application process

For information related to application stages, requirements, instructions, ICPP application packages and national funding body proposals and funding agreements, please consult the Innovate UK IFS call for proposals announcement.

7. Contacts

For questions, concerns or for more information, please contact the appropriate call for proposals representative listed below:

7.1 Canadian contacts

Small and medium‑sized enterprises Paul McVeigh NRC IRAP Biotechnology Program Lead National Research Council of Canada Industrial Research Assistance Program [email protected]

Other Canadian collaborators Jimin Guo Innovation Investment Advisor National Program Office National Research Council of Canada [email protected]

7.2 UK contact

Dr Rachel Harris Innovation Lead – Medicines Manufacturing nnovate UK [email protected]

8. Registration

Canadian SME participants must be registered NRC IRAP clients. If not already an NRC IRAP client, Canadian SMEs must contact 1‑877‑994‑4727 to determine if they might be eligible for support through the NRC IRAP.

To begin the application process, the lead Canadian applicant must register for this opportunity by selecting the Register button.

If there is no Register button visible below this line, it means the call for proposals has closed. Please contact the contact listed in Section 7 or the NRC IRAP International Office at [email protected] for more information.

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From: National Research Council Canada