Developing a research agenda: contributing new knowledge via intent and focus
- Published: 29 December 2013
- Volume 26 , pages 54–68, ( 2014 )
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- Peggy A. Ertmer 1 &
- Krista D. Glazewski 2
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It is generally believed that new PhD graduates begin their first faculty positions having already outlined a research agenda that will guide their work during the next several years of their careers. Yet very little guidance is provided regarding how to accomplish this important task. In fact, little explanation is provided about what, exactly, a research agenda is. In this paper, we define a research agenda and discuss why it is important for scholars to establish one. We discuss how strong research questions provide the foundation for a strong research agenda and provide specific ideas for articulating one’s contributions to the field. We end with some primary considerations involved in accomplishing this important task, including suggestions for how to determine your specific focus, interest, community, and context.
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Ertmer, P.A., Glazewski, K.D. Developing a research agenda: contributing new knowledge via intent and focus. J Comput High Educ 26 , 54–68 (2014). https://doi.org/10.1007/s12528-013-9076-4
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Published : 29 December 2013
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Creating a Research Agenda
by UW alumni Justin Reedy, Ph.D., Communication, and Madhavi Murty, Ph.D., Communication, in conversation with UW graduate students
Creating a research agenda should be a major goal for all graduate students—regardless of theoretical interests, methodological preferences, or career aspirations. A research agenda helps you orient yourself toward both short- and long-term goals; it will guide your selection of classes, help you decide which academic conferences (and within those, which specific divisions) to engage in, and steer you in recruiting mentors and research collaborators.
What is a research agenda? It’s a plan and a focus on issues and ideas in a subset of your field. You cannot study everything in your field during your time in graduate school, so decide what to focus on now, and what to defer until another day.
Research agendas are not set in concrete; they naturally change over time as your knowledge grows and as new research questions emerge.
Don’t be intimidated. Many students may start a graduate program with only a few ideas of areas they would like to study, or perhaps a few general research questions. Graduate courses, conversations with faculty and fellow students, and time spent reading the literature in the field can help you start to form a research agenda out of those ideas or research questions.
How to get started
- Talk with faculty members about your general interests. Use faculty as a resource to find out which topics are over-studied and where additional work is needed.
- If there are students with similar or overlapping interests, get their perspectives as well.
- Read a great deal, even in the early weeks of your graduate work. Be open to reading research outside your immediate areas of interests and seeing how they link to your own areas.
- Ask faculty for reading lists or copies of syllabi. Such resources help you familiarize yourself with the research already done in areas that interest you. Be sure to follow up on citations that are interesting or intriguing.
- Identify key authors relevant to your interests. Read their scholarship and understand the work that has informed their research.
Advancing your agenda
- Identify courses that will help advance your research agenda—both in terms of specific knowledge about the issues and relevant methods. Remember that the title of a class might not always fully describe it, so contact the professor to find out more about class content.
- Look both inside and outside the department for classes—and look outside especially in your second year in the program. Graduate students in interdisciplinary fields, for example, may find very valuable classes in diverse departments.
- Think specifically about the research questions you want to ask, and think about how you will answer them. Then pick courses to help you in reaching this goal.
- Try to use class assignments to advance your research agenda. If possible, use each seminar paper as a way to focus on a specific part of your overall agenda —whether it be a literature review or a proposal for a study.
- Don’t be afraid to take a chance on a course that seems somewhat outside of your agenda or your comfort zone. If the topics or research methods covered in the course draw your interest, you could find a way to incorporate those into your overarching research agenda.
Conference papers, colloquia, and research articles
- Ask faculty members if they have research projects in which you can participate.
- Work with more than one faculty member. Different faculty members provide different perspectives even if they are interested in the same concepts.
- Talk to faculty and other graduate students about conferences you should attend (and conference paper deadlines). Use conference paper deadlines to pace your own research production.
- Present your work at conferences, listen to others’ ideas, and solicit feedback on your research.
- Consider working towards the publication of your papers. With enough feedback and guidance from faculty, fellow graduate students, and colleagues in the field, what starts out as a seminar or conference paper could turn into a journal article or book chapter.
- Attend talks and colloquia on campus—both inside and outside your department. These talks can help you generate research ideas and help you see your research in a new light.
- Recruit others to work with you on projects. Student collaborations are especially fruitful when the constituent members have similar interests, but bring different yet complementary perspectives and skills to the endeavor.
Be active: Be a part of the conversation in your field!
Decision Education Research Agenda
Promoting and guiding further research, establishing research needs in the decision education field.
Research illustrating how Decision Education impacts decision-making competence and life outcomes is critical to help build public demand, support policy making, drive adoption, and improve instructional experiences in K-12 education.
To promote and guide more research in the field of Decision Education, the Alliance developed this Decision Education Research Agenda. The framework was created after hosting a convening of prominent scholars in the judgment and decision-making field, and combining their insights with experience at the Alliance. The Research Agenda is intended to 1) highlight future research needs in Decision Education, and 2) serve as a guide for a collaborative community of researchers to generate research ideas, projects, and findings that inform practice in the field. It is meant to be an ongoing and integral part of building a knowledge base of credible evidence that strengthens the field of Decision Education.
The Research Agenda describes four key research areas to focus on in order to actively advance the field.
This initial framework was created in collaboration with:
• Baruch Fischhoff, Ph.D. , Howard Heinz University Professor in Engineering and Public Policy at Carnegie Mellon University • Jonathan Baron, Ph.D. , Professor Emeritus of Psychology at the University of Pennsylvania • Ellen Peters, Ph.D. , Philip H. Knight Chair, Director of the Center for Science Communication Research, and Professor of Journalism and Communication and of Psychology at the University of Oregon • Maggie Toplak, Ph.D. , Associate Professor of Psychology at York University • Joshua Weller, Ph.D. , Lecturer at Leeds University Business School • Johannes Siebert, Ph.D. , Professor of Decision Sciences and Behavioral Economics at the Management Center of Innsbruck
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Developing a research agenda
Y our research agenda plays a critical role in designing and planning your scholarly research and publication activities. Establishing your research agenda means deciding which research areas you will explore and the methodologies you will employ, then letting these guide your research activities. As we have all probably heard from our own graduate school professors, it is impossible to study everything in your field, and you must focus on topics that prove interesting to you and present solid publishing opportunities. Tenure committees generally like andriol bodybuilding to see assistant professors establish a consistent line of research or a few complementary lines of research, comprising their research agenda. Because of this, you should avoid a scattershot approach to research by developing a clear agenda and following it in your scholarly activities. In today’s post, I will describe the value of a research agenda and how to go about developing a research agenda.
There are several philosophical and practical reasons to establish your research agenda early in your career.
First, universities want to see that you are working toward or have achieved a national reputation in your field of expertise. A tightly focused research agenda helps achieve this desired prominence through specialty in a specific area. If your research bounces around among a variety of relatively disconnected projects, it becomes difficult for your committee, and particularly external reviewers, to establish and validate your areas of expertise.
Additionally, your work on multiple similar research studies creates significant efficiencies for you. For example, you do not need to learn a new body of research in order to write your literature reviews, and you are already familiar with journals that publish on your topic. Overall, if you maintain consistency with your topic, you can more easily and quickly publish your research.
Many early career faculty that I have worked with do not have a single line of inquiry forming their research agenda.
Tenure committees and external reviewers understand this; they know that you may not have a single, isolated line of academic exploration. They realize that prospective candidates may have, for example, two related concepts that they studied extensively in graduate school, worked on as part of a laboratory, or which were part of their dissertation.
As long as you can articulate each line of inquiry, describe the relationships between each line, and demonstrate your expertise in the two (or at most three) lines of academic inquiry, most review committees will find this appropriate.
However, if your research appears to be a collection of random projects lacking a common thread, tenure committees may rightly question whether you have demonstrated expertise and developed the level of national reputation necessary to achieve tenure.
For pre-tenure faculty struggling to articulate their own research agendas, I recommend studying the careers of major researchers in your field.
To do this, get a copy of the vita of a significant and well-respected researcher.
Next, look at the years prior to when this established scholar received tenure–you will see how their line of research progressed throughout their career.
In academic research, it takes a while to build up the knowledge and data to answer specific questions. Over time, as an academic’s methodologies advance and their knowledge base grows, you will likely see their research questions change.
When looking at a full professor with 25 years of research experience, for example, many pre-tenure faculty fail to fully appreciate how research agendas evolve. These professors did not magically exit graduate school with the focus and expertise they possess today. By studying the early years of prominent researchers, you can learn how their agendas evolved and grew over time, which can help you compose your own research agenda.
In addition, examining the research agenda of a senior colleague in your field can help show how they bring disparate ideas together.
Think about it: There are many ideas that may seem inseparable today, but this may not have been the case at the early part of the expert’s career.
When studying a senior professor’s research agenda, you can begin to see the connections and the concepts that anchor an entire research career.
While the context, the theoretical framing, and methodological approaches may be different throughout the years, the common underlying themes that form the foundation of their research agenda will become apparent.
Pre-tenure faculty should take time to delineate these central concepts in their own work early in their careers, working to both articulate and foreground them in the research they will undertake during the pre-tenure years.
Just as a meeting agenda provides a list of decision points for discussion, a research agenda provides a framework for making decisions about research activities.
During the first few years as a faculty member, it is tempting to jump at any research opportunity that comes along. When you are worried about having a significant number of publications, any potential promise of publication looks attractive. You will need a lens through which to determine whether to pursue any given opportunity.
A strong and clearly articulated research agenda can serve this purpose, providing boundaries for scholarly activities and publishing.
New projects and initiatives may easily capture your attention, but evaluating a new research opportunity’s relationship to the research agenda will help you better consider the worthiness of a project.
Only if a new opportunity isin line with your research agenda should you then ask more nuanced questions such as the amount of time it requires or the its value to tenure review committees.
Even if the opportunity provides access to the top journal in your field or to a prestigious conference, I would recommend thinking twice and discussing with mentors before pursuing a publication not in line with your research agenda.
Establishing a research agenda and sharing it with colleagues lays the groundwork for all the research activities you will undertake during your pre-tenure years.
This post is an excerpt from my book, How to Get Tenure: Strategies for Successfully Navigating the Process (Routledge, 2019).
Bringing Education Research into Practice
Event Date Fri, Feb 16, 2024 @ 10:00am - 11:00am
Succeeding in engineering (school and practice) is challenging. Many students are simply trying to survive as they go through their education. Many professors "grew up" (academically at least) in a system that required you to conform or get out. How do we, as educators, work to bring something different to our classrooms? How can we create educational experiences for students that move beyond just learning the mathematical basics, but also strive to create critical thinkers, driven individuals, and passionate engineers? Exciting research is happening in the field of Engineering Education that can be leveraged in addressing these issues. My vision as an educator is to bring what I learn from education research into my classroom to help students succeed and not just survive. I desire to use my influence to inspire engineering students to find themselves and their passions in this exciting field.
Dr. Nathan Canney i is the Director of Structural Engineering at Taylor Devices. He joined Taylor in 2020 after working as a structural engineer at CYS Structural Engineers in Sacramento, CA and before that MKA in Seattle, WA. Nathan has earned Bachelor’s degrees in Civil Engineering and Applied Mathematics at Seattle University, a Master’s degree in Structural Engineering at Stanford University and a PhD at the University of Colorado Boulder. After completing his PhD in 2013, Nathan taught structural engineering undergraduate and graduate level courses for four years at Seattle University before returning to consulting work in 2017. For fun, Nathan plays as an amateur contractor and woodworker, spending countless hours on home projects and renovations.
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Global Sustainable Development Congress 2024: agenda announced
Agenda overview for times higher education ’s global sustainable development congress 2024 is announced.
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Times Higher Education ’s Global Sustainable Development Congress returns in 2024 for its third edition, this time taking place in Bangkok, Thailand on 10-13 June.
The congress brings together global thought leaders and innovators to discuss urgent solutions to the sustainability emergency. By challenging the usual thinking on what higher education, governments, businesses and society must do to help society meet the United Nations’ Sustainable Development Goals (SDGs), the congress is a call to action for global universities and businesses to pivot their educational, research, innovation and outreach programmes towards tangible outcomes.
The core plenary agenda aligns with the six societal transformations needed to achieve the SDGs, as outlined by the UN:
- Digital revolution for sustainable development
- Education, gender and inequality
- Energy, decarbonisation and sustainable industry
- Health, well-being and demography
- Sustainable cities and communities
- Sustainable food, land, water and oceans.
The congress will build on the success of last year’s event, which was attended by over 1,200 delegates and 117 speakers.
This year’s congress will host 3,000 delegates and hear from 350 expert speakers including Mohammed Al Ta’ani, secretary-general of the Arab Renewable Energy Commission; Jari Hämäläinen, vice-president of research and innovation at Lappeenranta-Lahti University of Technology; Samantha Hung, director of gender equality at the Asian Development Bank; Jemilah Mahmood, executive director of planetary health at Sunway University ; Salinla Seehaphan, director of corporate affairs at Nestlé; and Marie Studer, executive director of the Planetary Health Alliance.
View the full list of confirmed speakers here , and more will be announced over the coming weeks.
The congress will also feature the exclusive live reveal of the THE Impact Rankings 2024, the only global performance table that assesses universities against SDGs, accompanied by a live question-and-answer session for delegates.
Now in its fifth edition, the rankings use carefully calibrated indicators to provide comprehensive and balanced comparison across research, stewardship, outreach and teaching. A record 2,152 higher education institutions have submitted data to participate. Phil Baty, THE ’s chief global affairs officer, said: “We are seeing record levels of participation across the globe and it’s great to see so many universities stepping forward to demonstrate their commitment to delivering a more sustainable future in this visionary ranking”.
Visit the event website for more details and to book your ticket . Super-early-bird prices are available until 23 February.
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This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and...
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[email protected] ⋅ (321) 456-7890 ⋅ Research Agenda My research interests focus on issues of educational access and efficacy in non-public school settings.
Simply put, a research agenda means identifying the areas you will research and the methodologies you will use to answer questions. You probably have heard from professors in graduate school and beyond that you can't research everything so you need to pick what you can feasibly study.
Your research agenda plays a critical role in designing and planning your scholarly research and publication activities. Establishing your research agenda means deciding which research areas you will explore and the methodologies you will employ, then letting these guide your research activities.
The OLDC produces an in-depth review of a specific set of research questions and publishes the results on the OLDC Research and Reports page. Intended Outcomes. The OLDC Governance Committee decides on the research agenda by focusing on four intended outcomes listed below. Understanding the impact of educational attainment on prosperity
Publication Date: 2022 ISBN: 978 1 80037 605 2 Extent: 256 pp. This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and theoretical perspectives. It explores the impact of Covid-19, and the need to re-engage with the ...
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The U.S. Department of Education (Department) today released its 2023 Update to its Equity Action Plan, in coordination with the Biden-Harris Administration's whole-of-government equity agenda.This Equity Action Plan is part of the Department's efforts to implement the President's Executive Order on "Further Advancing Racial Equity and Support for Underserved Communities Through The Federal ...
Times Higher Education 's Global Sustainable Development Congress returns in 2024 for its third edition, this time taking place in Bangkok, Thailand on 10-13 June. The congress brings together global thought leaders and innovators to discuss urgent solutions to the sustainability emergency. By challenging the usual thinking on what higher ...
Hosted by the School of Education
The fourth annual international symposium of the Moscow City University MGPU "Education and the city: quality education for modern cities" took place on August 23-25. The symposium is co-organized by Moscow City University (Russia), Dublin City University (Ireland) and Taipei City University (Taiwan), and the Eurasian Association for Education Quality Assessment (Russia).
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