Your research journey starts here...

Have you ever struggled to assess whether a research project is even worth starting?

Or been daunted by how to outline your research ideas to a potential supervisor or colleague?

Discover a framework that connects emerging scholars with research mentors…

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Pitching Research: Free Course

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The Pitching Research Template

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Pitching Research Primer

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InSPiR2eS is a globally-facing research network primarily aimed at research training and capacity building, resting on a foundation theme of responsible science

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The extensive influence and reach of InSPiR2eS are truly remarkable! I wanted to share a brief message expressing how many individuals, including myself, are deriving great benefit from it. Wishing you continued success!
Dr Elizabeth ZhuUniversity of Queensland
While I found all the lectures within this module to be extremely beneficial, I must argue that the session on pitching research was the most impactful in relation to my research progress. This session, which discussed the IDioTs Guide to pitching research, provided me with an essential roadmap for shaping my research ideas. Prior to this session I had a rough idea of the shape my research would take but had not out any ‘meat on the bones' of this skeleton framework. Thus, this lecture, coupled with the subsequent pitch document prepared and presented in the final lecture of this module, was a true turning point in my research. I say this as it forced me to consider the critical elements of my research, from what was new, to the data and tools I would utilise and most importantly he overall contribution. Moreover, prior to this session and assignment, I was slightly overwhelmed as I felt my research lacked direction and clear start-to-end structure. However, this lecture removed that by uncertainty by providing me with the building blocks upon which can build and structure all future research. Overall, I found this lecture to be an imperative step in my research journey.
Anonymous StudentDublin, Ireland
At UNSW Sydney I have a past history used the Pitching Research Framework [PRF] with 2 Honours students. I have used the PRF with 3 Honours students co-supervised with at University of Sydney. The use of the PFR has aided students to formulate their research questions and frame the study they are interested in examining for communication to others. Presentations of the students research where based on the PRF which benefited both the presenting student and the audience to absorb and provide feedback to the students. All students using the PRF have reported high levels of satisfaction in the way they were able to communicate their ideas and work with academics to formulate their research projects for this thesis. The learning outcomes achieved include: construction of new ideas and planning of research; communicating research project design effectively and professionally for an academic audience using a written communication channel. I am currently working integrating as an assessment item the PRF for undergraduate courses in the third year to enable an embedded research curriculum for the Bachelor of Commerce (major in accounting) at UNSW Sydney. This will address a growing call from employers that graduates can develop critical thinking skills. (Victoria Clout, Senior Lecturer, Deputy Head of School [Education])
Dr Victoria CloutSenior Lecturer | Deputy Head of School (Education), UNSW Business School
Thank you for the opportunity. I truly enjoyed engaging with the pitch template in the last two years, and presenting it orally as well. I believe the other research pitches presented at the conference were of more value and deserved the semi-final, although as you said I did take my template as a great learning experience. [My] pitched research idea got accepted for publication just a couple of weeks before the conference. I believe your template helped me a lot. As you mentioned, this project was a good start to get into the learning process, which the PhD is all about, and I believe I can now be more ambitious with the second chapter of my thesis. I indeed hope there will be other competitions I can apply for as I am confident this new research pitch I completed last month has strong potential. Thanking you again I look forward to new opportunities and engaging with the InSPiR2eS community.
Luca GalatiUniversity of Wollongong
I have used the Pitching Research Framework (PRF) as a teaching and learning tool of research process course offered for Accounting and Management graduate students by the Center of Applied Social Sciences at the University Federal of Paraiba (UFPB) in Brazil (around 100 students used the PRF). I have also used in my supervision activities of master’s and doctoral students. Since I started to use the PRF, in 2016, around 5 students (3 master and 2 PhD) developed their research under the PRF guidelines and currently I have 3 more students in progress. I have also propagated the use of the PRF to other universities in Brazil through seminars and participation in research methodology disciplines, so I am aware that at least five more Business Schools are also using the PRF. For me, one of the most benefits in using the PRF is its efficiency in directing new relevant research proposals avoiding waste of time. Finally, as result of this process, I have noticed improvement in the quality of the research and a positive outlook towards overcoming the biggest challenge for many of the Brazilian teachers and students: the publication in top journal.
Dr Marcio MachadoBusiness Administration Department, Federal University of Paraíba
I have started using PRF since its initial development. It is an effective tool to help early career researchers and PhD students to communicate their research idea and identify gaps in their research proposals. It often becomes the starting point of many of my own research projects and definitely the starting point for all of my PhD students projects (more than 20). The usage of this template gradually become broader. I realize its potential as a research tool but also a resource for teaching the core elements of research and academic writing. To this end, some element of it has been used in master/phd research methods modules which have benefited hundreds of students and their supervisors. Robert and I are part of the International Accounting and Finance Doctoral Symposium (IAFDS.org) through which the PRF and related competitions have benefited many students around the world (we have successfully run at least two Pitching competitions.) Overall, I admire Robert’s devotion to and passion for students and ECR through his broad coauthorships. I am really pleased to see that he leverages his rich personal experience to produce such a simple yet effective tool and resource for all levels of researchers. Recognition of his contribution to education and academic development is well deserved.
Dr Charlie CaiProfessor of Finance, University of Liverpool
Robert Faff has hit a home run with the pitching research framework. We have used this simple and intuitive tool when working with our research students very successfully. This framework helps to develop a greater understanding of the demands of journal publication and how to navigate an academic project from its start to completion. As many of our past students who have used this tool have progressed strongly in their academic careers, indicating the pitching research framework clearly helps to bridge the gap between being a student and working as an academic.
Prof John K AshtonProfessor of Banking, Bangor University
We used the well-developed Pitching Research Framework as a teaching and learning tool of research methodology course unit offered for undergraduates by the Faculty of Management, Social Sciences and Humanities (FMSH) at the Sri Johan Kotelawala Defence University (KDU) in Sri Lanka. Further, we used this framework as the research planning and competition tools. The main aim of using this PRF is to create a quality research culture and an increasing research awareness among undergraduates and encouraging them towards generating publishable research outputs focusing on solutions for contemporary problems. I am happy to inform you that this is a very successful and remarkable event. We used this framework for undergraduates on how to make an effective and achievable mini-research proposal as the part of the research methodology course unit. When we assess students’ knowledge related to the course unit guide, it confirms that students of the faculty have improved their research knowledge much. If you see their performance at the pitching research competition (semi-final and final round), it is further confirmed that the PRF is effective as a teaching and learning tool.
Dr Wasantha PereraProfessor of Finance, University of Sri Jayewardenepura
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some testimonials may be adapted for brevity

FAQs

Distinguishing between different elements of the Pitching Research Template… Here are 5 considerations:

  • Communication budget e.g. #words?
  • Asking the question vs. finding an answer?
  • Big picture vs. project specifics?
  • What vs. Why? vs. How?
  • Narrow vs. broad perspective?

Examples

Data vs. Tools?

  • The base / raw secondary data should be independent of tools
  • Sometimes tools help create (primary) data, or manipulate data, as well as analyse and “test” the data
  • Often the specific nature of data require certain gold standard tools
Whats New? vs. So What?
  • Just because its new, doesn’t make it important
  • Just because its important, doesn’t make it new

Structured research is good research. Formulating a sound research question, identifying key papers, and mapping out the bones of your project are fundamental requirements for publishable material. A template enables you to quickly assess the worth of your proposed project, and enables you to pitch it to your supervisor before they lose interest. If you’re already working on your project, the template is a good way to `check in’ with your original research goals and stay on track.

The simple answer is, you don’t. If you’re happy with how you’ve organised your project, keep at it. We’re not here to boss you around. This aim of this template is to provide a means for new researchers to concisely whittle down their potential project into something concrete. It’s also for supervisors looking to skilfully and efficiently guide their students into worthwhile areas of research.

Good question. We don’t see the two ideas as mutually exclusive, but rather complementary. 3MT is aimed at PhD researchers who are well advanced in their project, and want to communicate their goals to a generalist audience. It’s a great vehicle for researchers who are up to their elbows in exciting results. We love it. The pitch template is completely different. It’s primarily focused on researchers right at the beginning of their research journey. When you’re choosing a research avenue to pursue, the 3MT competition probably isn’t on your radar. But the pitching template should be. In one of our `pitch day’ competitions, we’ll give you 8 +2 minutes to get your ideas across. It’s not about physical research results like 3MT, although results are awesome. It’s about starting a conversation about your research idea with your potential supervisor, peers and interested parties. It’s about starting a feedback process that will see you through your entire research project. It’s a process that ensures your work will have academic impact when you’ve advanced to the point in your research that the 3MT becomes a possibility.

The journal article is at http://onlinelibrary.wiley.com/doi/10.1111/acfi.12116/abstract and the companion article is available on SSRN at http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2462059.

Yes, of course. Indeed, this can be a good diagnostic/ critiquing exercise when you reach the stage of writing up your research. The Introduction is all about “hooking” the reader, and most/all elements of the PR framework are essential base ingredients to create an informative and engaging foundation to “catch this fish”. See next few slides for an example…

Motivation (D) vs. What’s New? (H) vs. Research Question (B) vs. Idea (E)

  • Motivation (D): “demand” side – what knowledge is missing?
  • What’s New? (H): “supply” side – what new knowledge can we create to broadly meet the “demand”
  • Basic Research Question (B): (“neutral”) notion that defines the scope of analysis/“terms of reference”
  • Idea (E): How do we go about getting an answer to the question?

Motivation (D) vs. So What?

Motivation

So What?

Research Question (B) vs. Idea (E)

Research Question

Idea

What’s New (H) vs. Contribution (J)

What’s New

Contribution