the research area of interest

How to Write About Your Research Interests 101

Wondering how to write about your research interests without loosing all your hair from stress in the process? Don’t worry – you have the power to make it an enjoyable – and enlightening – process! If you’re keen to secure admission into your dream graduate program, then tailoring your application to align with your passion for research is absolutely essential.

In this blog post, we take a deep dive into what exactly goes into writing about one’s research interests and provide invaluable guidance on how to do so to stand out from the competition. By taking the time and putting some thought into crafting this vital component of your application, you will be setting yourself up for success. So get ready because here come our top tips on how to write with flair about your most passionate research pursuits!

Understanding the purpose of your statement of purpose

Many prospective graduate students apply to graduate school without having a clear idea of how to write about their research interests nor having determined which topics or questions they would like to explore during their studies. This is a fairly normal situation. Many of my clients struggle with this challenge. While some people are concerned that they may be held to their still-developing thoughts, others have not yet truly invested time into the thought process.

Yet, no need to panic. The best way to decrease the anxiety related to learning how to write about your research interests is to take a step back and consider the purpose of your statement of purpose.

It’s important to realize that you are applying to graduate school to learn more, and your statement of purpose should never be about what you already know. The purpose of your statement of purpose is to provide a glimpse into your research interests at a particular moment in time . It is meant to demonstrate your research potential and it should not be seen as the presentation of a long-term commitment to research a precise set of ideas or questions.

So take a deep breath and relax! When starting to write your thesis, nobody will suddenly appear out of nowhere with your SOP or research interest statement in hand, accusing you of lying. As you navigate your way through graduate school, your understanding and perspectives will inevitably expand in countless ways. Many prospective students end up working on something entirely different than what they wrote about in their SOP.

And believe us, nobody gets sued or judged for changing their mind. In fact, admissions committees expect applicants’ ideas to take a slightly different or brand-new direction as they take more courses and become more knowledgeable of their target field, so there is no need to worry if you are unsure how committed you are to your current research interests.

Yet, not being clear on what your research interests are can be problematic, as the research process and field of study that you choose will ideally be an area in which you are passionate about and have at least some knowledge, so it is important to take the time to research and explore various topics before applying. The goal is to commit for the time being to a certain set of questions or a topic .

Keep in mind that admissions committees are more concerned with how the applicant communicates their research interests than with any specific content of the research itself. Furthermore, since many programs require students to pursue individualized study plans or take part in interdisciplinary collaborations during their studies, applicants need to demonstrate their ability to communicate and collaborate effectively.

Thus, admissions committees are looking for applicants that can present their research interests in a compelling way and illustrate how they can add value to the program.

To make a good impression on the admissions committee, you need to emphasize your comprehensive understanding of and passion for your field. Learning how to write about your research interests is all about learning to showcase these qualities in detail, thus demonstrating that you have what it takes to excel in research work. If your statement does not include any pertinent experience or qualifications, then you might come across as inexperienced. To avoid this issue and make a convincing argument for why you are well-suited to the chosen career path, be sure to provide specifics on what makes the field exciting for you and back it up with relevant background information.

What are admissions committees considering when looking at your research interests

Graduate admissions committees consider a variety of factors when evaluating an applicant’s research interest statement. Most notably, they assess the depth and breadth of the student’s knowledge in their chosen field or discipline and their ability to communicate why their research interests are relevant to that particular area.

They also look at how well an applicant understands current literature in the field, the research methods and approaches they plan to take, and their overall commitment to pursuing a graduate degree. In addition, committees may evaluate an applicant’s creativity in developing new research ideas or questions as well as their ability to collaborate with other faculty members or students.

Finally, the committee will consider how well an applicant can articulate a clear vision for their future research plans, indicating their interest in long-term scholarship. Taking these factors into account, graduate admissions committees gain an understanding of how well an applicant is suited to pursue a graduate program and contribute to the university’s overall research strength.

Writing about your research interests might involve… preliminary research!

When writing your statement of purpose, it is important to narrow your research interests as much as possible. Start by researching and familiarizing yourself with the particular field or program you are interested in. Ask yourself questions such as, What kind of research is currently being done? What topics are most commonly discussed? What topics are most relevant to your goals and interests?

Once you have a better understanding of the field, start by focusing on specific topics, ideas, or questions that you are passionate about. You can do this by asking yourself what kind of research requires your unique skillset. What kind of research questions do you find yourself most drawn to? What innovative ideas or solutions can you bring to the field?

If you are still not clear about which tangent to follow in your SOP, take the time to begin familiarizing yourself with the ongoing questions and issues in your field: read recent journal publications, and attend conferences when applicable. Additionally, reading related literature reviews will enable you to construct a language-based framework for expressing your ideas that aligns with prevailing trends and discourse.

By asking yourself these questions, you can narrow your research interests and better define the scope of your research interests. This will help you present yourself as a well-rounded and knowledgeable candidate for the program.

When writing about your research interests for an admissions committee, it is important to be concise and clear. First, create a brief overview of the research topic that you are interested in. When possible, provide examples of how your research interests overlap with the topics being explored by the program or institution for which you are applying. Demonstrate a strong understanding of the research methods and theories that apply to the topic. Additionally, if you have already conducted any research in this area, provide a summary of the findings. Finally, outline your long-term research goals and explain why they fit within the context of the program.

Learning how to write about your research interests is also learning to define your goals

Connecting your research interests to achievable goals is an important part of writing a statement of purpose. It helps to demonstrate that you have thought through the research project and how it can be accomplished in the timeframe of PhD studies. By including realistic, achievable goals, it also shows that you understand what is possible and have considered the potential obstacles that may arise. It is important to avoid being overly ambitious in your statement of purpose as this can lead to unrealistic expectations and a loss of focus, potentially leading to failure to achieve the desired outcomes.

Additionally, presenting achievable goals in your statement of purpose demonstrates that you are confident in what you are proposing, yet also realistic about the challenges that need to be overcome. By doing so, you will provide a strong indication that your research project is well-planned and worth investing in.

It is also important to demonstrate that your research interests are well-aligned with the graduate program you are applying to. This can be done by researching the faculty members and research groups of the university or program and looking for professors whose research focuses on topics related to yours. Once you have identified a few faculty members or research projects of interest, you can begin to explain how your research interests dovetail with their work. In doing so, you can demonstrate that your research is compatible with the program’s offerings and that it will contribute positively to the program’s research goals.

Finally, connecting your research interests to your career goals is essential. Your research will allow you to gain expertise, develop ideas, and build knowledge. This experience can be used to create meaningful connections between courses taken during the program and career paths that may come afterward. Additionally, it can serve as a way to form relationships and build networks that may help you establish a successful career. Make sure to share your short-term and long-term goals after graduation are clearly connected to your interests.

In conclusion

In this blog post, we explored the importance of properly conveying your research interests when writing a graduate school essay. The ability to do so can make all the difference between having your application being accepted and overlooked in the shuffle.

While learning about how to write about your research interests may seem like an especially daunting task, it doesn’t have to be with a little preparation and understanding. We hope you found this post helpful in demystifying the process of writing about your research interests when applying to graduate schools. If after reading our post you are still feeling overwhelmed to write up a stunning graduate school essay that showcases your research interests, fear not! I am here to help and take some of the stress of applying away.

The Admit Lab’s mission is to empower you with the tools needed for success by making sure your story stands out. So don’t waste any more time – check out our graduate essay services today! Got questions? Sign up for a consultation or send us a copy of your draft for an assessment, it’s FREE!

With a Master’s from McGill University and a Ph.D. from New York University, Dr. Philippe Barr is the founder of The Admit Lab . As a tenure-track professor, Dr. Barr spent a decade teaching and serving on several graduate admission committees at UNC-Chapel Hill before turning to full-time consulting. With more than seven years of experience as a graduate school admissions consultant, Dr. Barr has stewarded the candidate journey across multiple master’s and Ph.D. programs and helped hundreds of students get admitted to top-tier graduate programs all over the world .

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December 8, 2023

How to Write About Your Research Interests

The most common challenge that my master’s and PhD applicant clients face when writing a statement of research interests or a statement of purpose (SOP) is how to describe in concrete terms what their research interests and goals are. This is understandable. Their ideas are still evolving, and some worry that they’ll later be held to the ideas they stated in their applications, as though they were chiseled in stone. Others simply haven’t yet thought those ideas through very much.

Take a deep breath! By the time you begin writing your thesis, I promise that no one will pop up and wave your SOP or research interests statement around, saying, “But that’s not what you said here!” Everyone knows that your knowledge and ideas will develop throughout your grad program.

Here are the two things that a great statement of research interests or SOP will do:

It will clearly illustrate to the admissions committee that you possess a depth of interest and comprehension in your field and that you understand what goes into research. You will sound naïve if you talk about ideas that are too vague or nebulous, or ones that cannot be addressed adequately through your discipline.
It will explain any relevant background you have in this field, why you find it compelling, and why you are well suited for this career track .

Four questions to help you find your statement focus

To narrow your interests into something that is concrete enough for you to be able to write about convincingly, without being overly general, ask yourself these questions:

What are the broad research questions/issues that interest you? Create a summary of your interests that you can work with, and describe your interests in a sentence – or a paragraph, at most.
Within those broad areas of interest, can you begin to focus on more specific questions? If you’re not sure what the current questions/problems are in your field, now is the time to start catching up. Read recent journal publications, and go to conferences if you can. Reading the literature in your field will also give you a sense of how to frame your ideas in the language of your field.
Have you done any research in this field already? If so, do you intend to build on your previous work in grad school or go in a new direction?
How will your research contribute to the field?

Understanding how to present your goals

Some projects described in SOPs are achievable in the short term, while others are big enough to last a career. If your interests/goals fall into this latter category, acknowledge your ambitions, and try to identify some element of your interests that you can pursue as a first step.

Once you have demonstrated your skills (and past experience) in your field, you will be better equipped to define your next steps.

Focusing your interests will also involve doing more detailed research about the programs to which you plan to apply. For example, consider the following questions:

Who might be your research supervisor?
How do your interests relate to the work this scholar or these scholars are doing now?
How would you contribute to the department and to the discipline?

Your SOP will also address your post-degree, longer-term goals. Consider this: do you envision yourself pursuing a career in research/academia? (For many PhD programs, this remains the department’s formal expectation, even though many PhDs find employment outside the academy.) If you’re applying for a master’s degree, be prepared to discuss what your future plans are and how the degree will help you.

Working on your SOP or statement of research interests?

Your SOP needs to be direct, informative, and… well… purposeful! When you choose Accepted, we match you with a dedicated advisor who will help you create an SOP that best reflects your experiences, goals, and intense desire to attend your target graduate school program. And did you know that Accepted’s clients have received millions of dollars in scholarship offers? Don’t delay – get started now by checking out our Graduate School Application Services .

For 25 years, Accepted has helped applicants gain acceptance to top undergraduate and graduate programs. Our expert team of admissions consultants features former admissions directors, PhDs, and professional writers who have advised clients to acceptance at top programs worldwide, including Harvard, Stanford, Yale, Princeton, Penn, Columbia, Oxford, Cambridge, INSEAD, MIT, Caltech, UC Berkeley, and Northwestern. Want an admissions expert to help you get Accepted? Click here to get in touch!

Related Resources:

STEM Applicants: Why Your Statement of Purpose is So Important
Three Must-Have Elements of a Good Statement of Purpose
Writing Your Career Goals Essay

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Identify your research interests.

As an undergraduate student, you are not expected to know exactly what your area of focus will be. Most likely, you are still discovering and developing your interests and that's okay. However, without having some ideas about what you're interested in, you'll quickly find that searching for opportunities can be overwhelming.

Map Out Your Interests

To figure out what your interests are, take some time and write down 3-5 responses to each of these questions:

What subjects covered in my field(s) of study interest me the most? (do this for each major/minor you have)
Which class or classes have been the most interesting, what specifically made them interesting, and what questions did I still have after the class finished?
What questions or problems am I most interested in exploring and/or solving?
What other topics, areas, or fields am I interested in outside of my major/minor?
What research topics relate to that field or sector I want to end up in and/or what interests me in that field?
What (if any) research topics relate to my hobbies, personal interests, or extracurricular activities?
What skills am I interested in developing which aren't addressed by my major/minor?

Now, look over all of your responses and see if there are any common themes. Did the same topic come up more than once? Are any of the topics closely related or linked? Make a note these to help focus your search for a research opportunity.

Lastly, think a little bit about the things you know you don't want to do or are not interested in. Make a note of them in order to help you identify opportunities that won't be a good fit.

Think About How You Want To Get Involved

The next thing you'll want to think about is how you might want to get involved in research. Below are some questions to help guide you:

What kind of experience do you want: do you want to work in a lab or do you want to work in the field?
Are you ok working on a team as part of a larger research topic/question or do you want to do your own original research?
Do you want to be part of a big team, do you want to work on a smaller project, or would you prefer to work one-on-one with a faculty member / graduate student?
Do you want to do research related to your field(s) of study and deepen your understanding / experience or do you want to do research outside your field of study and broaden your understanding / experience?

With this information, you should have a better idea of what you're looking for which will make searching for and finding a research opportunity a bit easier.

Next, visit our Finding Research Opportunities page to learn about searching for a research opportunity.

Graduate School

Research Interest Statement Samples That Worked

A good research interest statement sample can be hard to find. Still, it can also be a beneficial reference for writing one and preparing for a grad school application or post-graduate position . In many cases, admissions committees use it in lieu of a grad school interview, so it is important to write a strong statement. In this blog post we’ve included research interest statement samples and several tips that will help you write a strong statement to help improve your chances of getting into grad school .

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Article Contents 12 min read

Research interest statement samples, research statement of interest #1.

As the child of an immigrant, I have always been fascinated by the relationship between identity, geographic territory, and economic development. With the rise of globalization, there is a broader effort in the social sciences to study the link between cultural identity, human mobility, and economic development in the contemporary world. I hope that my research will contribute to this as well. I am applying to the X University Global Anthropology program, as it is the best place for me to explore my research interests and channel them towards my long-term goals. I believe that my undergraduate education and the research experience it gave me have prepared me to undertake advanced research projects, thus making me an excellent candidate for this program.

I spent the first two years of undergraduate studies taking psychology courses. I went to university knowing that I wanted to learn about human behavior and culture. I was thirsty for information, but I did not know what kind of information just yet. It wasn’t until I took an elective anthropology class in my second year and started discussing identity in anthropology that something clicked. Unlike many other social sciences, anthropology explores the different ways that cultures affect human behavior and that connected right away with my experience as an immigrant. I have been passionate about the subject ever since, and I intend on spending my career exploring this topic further.

In the long run, I am interested in understanding how geography affects the construction of one’s cultural identity, especially when it comes to immigrants. Literature already exists on the topic, but most of it examines the upper levels of this process of social reproduction, concentrating on the roles of governments and associations in promoting ties between migrants and their homelands. Prof. Jane Doe Smith is one of the anthropologists researching the transnational migration experience, and I hope to have the opportunity to work with her at X University.

I was fortunate to be part of a summer research experience as an undergraduate, which took place in several west African countries, including Mali, Senegal, and Nigeria. Dr. Sam Smith was leading the research, and my time on his team allowed me to gain hands-on experience in research while living abroad. One of the things that I did almost daily was interview the subjects in a controlled environment, and sometimes I got to be a part of traditional ceremonies. I learnt how to observe without being intrusive and how to interact with clinical subjects. The experience only strengthened my curiosity and conviction that today more than ever, we need to understand what identity is and the different factors that can affect it.

I enrolled in several challenging research-oriented courses such as Applied Statistical Inference for the Behavioral Sciences, Principles of Measurement, and more throughout my degree. I was also able to work as a research lab assistant for one of my mentors, Mr. Jonathan Smith. I worked with him while he studied the relationship between identity, culture and “self.” My main duties were to assist in the creating of surveys and other assessment materials, administer written and verbal tests to participants, create literature reviews for potential resources, create summaries of findings for analysis and other office duties such as reserving testing rooms. This particular experience allowed me to get some hands-on experience with data collection, data analysis, report preparation and the creation of data summaries.

I know that there is a lot more that I can learn from the X University. I have seen the exemplary work in anthropology and other social studies done by the staff and alumni of this school. It has inspired and convinced me beyond the shadow of a doubt that pursuing my graduate studies in your program meets my personal, academic, and professional goals objectives.

My advanced research skills, passion for anthropology and clinical research, as well as my academic proficiency make me the ideal candidate for X University's Clinical Global Anthropology Master’s program. I believe that X University’s rigorous curriculum and facilities make it the perfect place for me, my long-term career goals and my research commitments.

I am applying to the brain and development master's program of X university because it is one of the few universities that not only has a program that combines the two disciplines that I majored in my undergraduate studies: Psychology and Linguistics; but also because it is a program that I know would allow me to grow as a researcher, contribute to my chosen fields and achieve my long-term career goals. My research is motivated by two of my favorite things: language and music. To be more specific, hip-hop music. In 20xx, Rollingstone magazine published an article stating that hip hop was now more popular than rock and roll. The rise in popularity of this initially very niche genre has sparked a conversation in specific academic fields such as psychology, sociology, linguistics, and English about the use of language within it but also the effects that it can have on those who listen to it. I hope to one day contribute to that conversation by studying the relationship between hip-hop music and vocabulary development, and I believe that pursuing this particular research interest at X university is the best way for me to do that.

There are many potential places this research may lead me and many potential topics I may explore. Furthermore, there are many things that it would allow us to learn about the effect that music has on our brains and society at large.

I was fortunate enough to work under Dr. Jane D. Smith at the University of X for two years while conducting her recently published study on vocabulary instruction for children with a developmental language disorder. During my time in her lab, I interviewed participants and put together evaluation materials for them. I was also responsible for data entry, analysis, and summarizing. This experience gave me the skills and the knowledge that allowed me to exceed expectations for my final research project in undergraduate school.

One of my undergraduate degree requirements was to complete a small independent study under the supervision of a professor. I chose to study music's effect on children's vocabulary development. Several studies look for ways to decrease the million-word gap, and I wanted to see if this thing that I am so passionate about, music, had any effect at all. I compiled multiple literature reviews and analyzed their results, and I found that there is indeed a correlation between the number of words that a child spoke and the amount of music that they were exposed to.

This research is currently being explored on a larger scale by Prof. John Doe at X university and learning from him is one of the many reasons I have applied to this program. I took several research methodology courses throughout my degree, and I would love to enroll in the Applied Statistics for Psychology course he is currently teaching to build upon the foundational knowledge I already have. There are several other faculty members in the brain and language department with whom learning from would be a dream come true. In addition to that, working with them is a real possibility because the research they are currently doing and the research I hope to pursue are greatly matched.

I genuinely believe that X university has the curriculum and facilities that I need to meet my long-term goals and research commitments. I also believe that my academic achievements, eagerness to learn, and passion make me the perfect candidate for your program.

A research interest statement is essential for most graduate school, post-graduate, and academic job applications . Sometimes, it may be referred to it as a " statement of intent " or "description of research interests." While they are similar, a research interest statement may require some additional information.

Generally, your statement will pride a brief overview of your research background, including your past research experience, the current state of your research, and the future research you'd like to complete.

Research interest statements are usually written in the form of a short essay. However, different graduate programs can have specific requirements , so make sure to check the program you are applying to and read their particular instructions.

The exact requirements of the research interest statement can vary depending on where you are applying and for what position. Most faculty positions will need you to produce a separate file for your statement, and most of the time, for an academic program, you can simply include your statement within your CV for graduate school .

What is the Point of a Research Interest Statement?

Your research statement plays a big role in the committee's decision of whether to accept you. Undergraduate programs are centered around classes and grades, but graduate and post-graduate programs are all about your research and what your research contributes to your program of choice.

Ultimately, they are trying to figure out if you, as a person, and your research, would be a good fit for their program. A strong statement will showcase your passion for research, the connection between your future interests and the program, and the extent of your writing skills.

Writing a strong statement can be helpful to you, as well. Having to explain your research and talk about your goals coherently will give you a chance to define your future research and career plans, as well as academic interests. Additionally, once you are accepted you may reuse parts of your research interest statement to apply for graduate school scholarships or grants .

Looking for tips on getting into grad school? This infographic is for you:

What To Include in Your Research Interest Statement?

Unless otherwise stated by the program or faculty that you are applying to, your statement should be one to two pages long or between 500 and 1,000 words.

There is rarely a specific question or prompt but they might ask for a particular detail to be included in your interest statement. For example, a university’s requirements may look something like this:

“In your statement of interest, you should detail your study and/or research interests and reasons for seeking admission. You must identify a faculty member from the Anthropology Department with whom you are interested in being your advisor. The length of a statement of intent should be 2 pages in length (single-spaced, Times New Roman font size 12 point)”

Your research statement should be in an academic essay format. It needs to be concise, well-organized, and easy to read. For graduate school, PhD or post-doc positions , your research interest statement will usually be a part of your grad school resume . We recommend that you stick to the following things when it comes to the format:

Your statement should include a brief history of your past and/or current research such as your undergraduate research experience .

The statement should also address your proposed research in the program you are applying to. What questions do you want to solve and why are you applying to this specific institution to solve these problems?

Finally, you want to talk about the future of your research and how will your proposed research lead to bigger questions.

How to Write a Strong Research Interest Statement

Outline the content of your research interest statement.

Introduction: This is a functional academic document, unlike college essays or personal statements, so you want to go straight to the point and focus on the key information that needs to be conveyed. You want to use this paragraph to tell the committee why you are writing this statement. In other words, you should clearly state what kind of research you are interested in pursuing at the institution in question and explain why you are drawn to the subject.
Body: This is your “why and how” paragraphs. In 2 or 3 paragraphs, you should expand on your interest, background, accomplishments, and plans in the field of research. Depending on your level of experience, you may use this time to talk about your previous or current research. If you do not have much experience, then you may use this paragraph to talk about any skills or academic achievements that could be relevant to your future research.
Conclusion: To conclude, you should restate your interest and tie it back to the research you intend to continue at the university. Be specific about the direction you’d like to take the research in, who you’d like to work with, and what the institution has that would help you. We also suggest including a concise statement that reiterates your unique suitability for the program, and what you can contribute to it and your chosen field.

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Tips for Writing Your Statement

Give Yourself Ample Time: Much like with other components of your application, like your CV or a graduate school interview question , preparation is the key to success. You should give yourself enough time to thoroughly research the program or faculty you are applying to, gather all the information or documents that can aid you in writing, and then write and rewrite as many times as you need to. Give yourself at least 6 weeks to draft, redraft, and finalize your statement. You may also want to consider investing in a graduate school admissions consultant as they have more experience writing these types of essays and may see things that you can’t.
Research the Program/Faculty: The purpose of your research interest statement is to tell the committee all about your research plans, how it will contribute to the field and convince them that not only is their institution is the best place for it, but that you will be an asset to them as a candidate. You should have a good idea of the research interests of the professors in the institutions you are applying to, any specialized equipment or laboratories that could aid in your research, and more broadly how your research goals fit in with their goals.

Common Pitfalls to Avoid

Being Too Personal: Often, students will confuse the grad school statement of purpose and the research interest statement or statement of intent. It is essential to understand the difference between these two documents because some programs will ask for both of these documents. There is quite a bit of overlap between the two essays, so they are very easy to mix up. Both documents ask applicants to focus on their research interests, relevant past academic and professional experiences, and their long-term goals in the field. However, a statement of purpose is more like a personal statement that describes your overall journey and suitability for a program. In contrast, a research interest statement is a more formal academic document about the research you intend to pursue in a program. It will include many details such as the faculty members you want to work with, the program facilities and resources you wish to use, etc.
Not Following Guidelines: As mentioned earlier, these statements can vary depending on the discipline and the faculty. It is crucial that you review all the institution's guidelines and follow them. Some schools will have a specific word count, others may simply give you a maximum and minimum word count. Others may even have a specific prompt or question that you will need to answer with your essay. You want to make sure that you are following the instructions exactly as they are provided by the program.
Using Too Much Academic Jargon: Your statement will be read by people who are most likely knowledgeable, but they might not be from your specific field or specialty. We understand that it may not be possible to be clear about your research without using a few niche words, but try to keep them at a minimum and avoid using acronyms that are not well known outside of your specialty.
Having One Generic Statement: The requirements of your research statement are different from one school to another, and you should tailor your letter to the program you are writing to. We know that the research and experience you are talking about are still the same, but the qualities and aspects of that experience you play up should be tailored to the school you are applying to. You should be mentioning specific professors, specialized labs, or other unique aspects of the program you are applying to.

It is essentially an essay that provides a brief overview of your research experience and goals. It is also sometimes referred to as a "statement of intent" or "description of research interests."

This statement tells the admissions committee more about you as an applicant. This includes your past research experience, the current state of your research, and the future research you'd like to complete.

No. Some graduate school programs might ask for a statement of purpose or a writing sample instead. You should always check the requirements of the specific program that you’re applying to.

Generally, your statement should be 400 to 1000 words or about two pages long. That said, most programs will give you guidelines so make sure you check those and follow them.

You certainly can but we do not recommend it. You should always tailor your statement to the program you are applying to.

We recommend that you doublecheck the information provided by your chosen program as they often have specific instructions for the format of the letter. If none exist, stick to easily legible fonts, a decent font size, spacing, margins, etc.

We recommend giving yourself at least 6 weeks to write your statement. This will give you ample time to brainstorm, write a strong letter, read it again and edit it as many times as necessary. It also gives you enough time to get expert eyes on your letter and work with them to improve it if you wish.

No. Research interest statements are often required for post-graduate school applications and for other positions in academic faculties.

Absolutely! You can always reach out to admissions professionals, such as graduate school admissions consultants or grad school essays tutors .

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Thank you for your excellent site

BeMo Academic Consulting

You are very welcome, Rasool!

Sadia Sultana

hello, thanks for providing guide line for Research Interest statement, the important aspect of scholarship application. Kindly guide me, What should be the title of the Research Statement. Thanks

Hi Sadia! Check the requirements of your school first. They might provide some info on whether a title is even needed.

Sadia Tasnim Epa

I'm very pleased that you have mentioned every detail of research interest which helped me to clear all of my doubts.... Thank you very much.

Hi Sadia! Glad you found this helpful!

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/images/cornell/logo35pt_cornell_white.svg" alt="the research area of interest"> Cornell University --> Graduate School

Research statement, what is a research statement.

The research statement (or statement of research interests) is a common component of academic job applications. It is a summary of your research accomplishments, current work, and future direction and potential of your work.

The statement can discuss specific issues such as:

funding history and potential
requirements for laboratory equipment and space and other resources
potential research and industrial collaborations
how your research contributes to your field
future direction of your research

The research statement should be technical, but should be intelligible to all members of the department, including those outside your subdiscipline. So keep the “big picture” in mind. The strongest research statements present a readable, compelling, and realistic research agenda that fits well with the needs, facilities, and goals of the department.

Research statements can be weakened by:

overly ambitious proposals
lack of clear direction
lack of big-picture focus
inadequate attention to the needs and facilities of the department or position

Why a Research Statement?

It conveys to search committees the pieces of your professional identity and charts the course of your scholarly journey.
It communicates a sense that your research will follow logically from what you have done and that it will be different, important, and innovative.
It gives a context for your research interests—Why does your research matter? The so what?
It combines your achievements and current work with the proposal for upcoming research.
areas of specialty and expertise
potential to get funding
academic strengths and abilities
compatibility with the department or school
ability to think and communicate like a serious scholar and/or scientist

Formatting of Research Statements

The goal of the research statement is to introduce yourself to a search committee, which will probably contain scientists both in and outside your field, and get them excited about your research. To encourage people to read it:

make it one or two pages, three at most
use informative section headings and subheadings
use bullets
use an easily readable font size
make the margins a reasonable size

Organization of Research Statements

Think of the overarching theme guiding your main research subject area. Write an essay that lays out:

The main theme(s) and why it is important and what specific skills you use to attack the problem.
A few specific examples of problems you have already solved with success to build credibility and inform people outside your field about what you do.
A discussion of the future direction of your research. This section should be really exciting to people both in and outside your field. Don’t sell yourself short; if you think your research could lead to answers for big important questions, say so!
A final paragraph that gives a good overall impression of your research.

Writing Research Statements

Avoid jargon. Make sure that you describe your research in language that many people outside your specific subject area can understand. Ask people both in and outside your field to read it before you send your application. A search committee won’t get excited about something they can’t understand.
Write as clearly, concisely, and concretely as you can.
Keep it at a summary level; give more detail in the job talk.
Ask others to proofread it. Be sure there are no spelling errors.
Convince the search committee not only that you are knowledgeable, but that you are the right person to carry out the research.
Include information that sets you apart (e.g., publication in Science, Nature, or a prestigious journal in your field).
What excites you about your research? Sound fresh.
Include preliminary results and how to build on results.
Point out how current faculty may become future partners.
Acknowledge the work of others.
Use language that shows you are an independent researcher.
BUT focus on your research work, not yourself.
Include potential funding partners and industrial collaborations. Be creative!
Provide a summary of your research.
Put in background material to give the context/relevance/significance of your research.
List major findings, outcomes, and implications.
Describe both current and planned (future) research.
Communicate a sense that your research will follow logically from what you have done and that it will be unique, significant, and innovative (and easy to fund).

Describe Your Future Goals or Research Plans

Major problem(s) you want to focus on in your research.
The problem’s relevance and significance to the field.
Your specific goals for the next three to five years, including potential impact and outcomes.
If you know what a particular agency funds, you can name the agency and briefly outline a proposal.
Give broad enough goals so that if one area doesn’t get funded, you can pursue other research goals and funding.

Identify Potential Funding Sources

Almost every institution wants to know whether you’ll be able to get external funding for research.
Try to provide some possible sources of funding for the research, such as NIH, NSF, foundations, private agencies.
Mention past funding, if appropriate.

Be Realistic

There is a delicate balance between a realistic research statement where you promise to work on problems you really think you can solve and over-reaching or dabbling in too many subject areas. Select an over-arching theme for your research statement and leave miscellaneous ideas or projects out. Everyone knows that you will work on more than what you mention in this statement.

Consider Also Preparing a Longer Version

A longer version (five–15 pages) can be brought to your interview. (Check with your advisor to see if this is necessary.)
You may be asked to describe research plans and budget in detail at the campus interview. Be prepared.
Include laboratory needs (how much budget you need for equipment, how many grad assistants, etc.) to start up the research.

Samples of Research Statements

To find sample research statements with content specific to your discipline, search on the internet for your discipline + “Research Statement.”

University of Pennsylvania Sample Research Statement
Advice on writing a Research Statement (Plan) from the journal Science

Research Process Guide

Step 1 - Identifying and Developing a Topic
Step 2 - Narrowing Your Topic
Step 3 - Developing Research Questions
Step 4 - Conducting a Literature Review
Step 5 - Choosing a Conceptual or Theoretical Framework
Step 6 - Determining Research Methodology
Step 6a - Determining Research Methodology - Quantitative Research Methods
Step 6b - Determining Research Methodology - Qualitative Design
Step 7 - Considering Ethical Issues in Research with Human Subjects - Institutional Review Board (IRB)
Step 8 - Collecting Data
Step 9 - Analyzing Data
Step 10 - Interpreting Results
Step 11 - Writing Up Results

Step 1: Identifying and Developing a Topic

Whatever your field or discipline, the best advice to give on identifying a research topic is to choose something that you find really interesting. You will be spending an enormous amount of time with your topic, you need to be invested. Over the course of your research design, proposal and actually conducting your study, you may feel like you are really tired of your topic, however, your interest and investment in the topic will help you persist through dissertation defense. Identifying a research topic can be challenging. Most of the research that has been completed on the process of conducting research fails to examine the preliminary stages of the interactive and self-reflective process of identifying a research topic (Wintersberger & Saunders, 2020). You may choose a topic at the beginning of the process, and through exploring the research that has already been done, one’s own interests that are narrowed or expanded in scope, the topic will change over time (Dwarkadas & Lin, 2019). Where do I begin? According to the research, there are generally two paths to exploring your research topic, creative path and the rational path (Saunders et al., 2019). The rational path takes a linear path and deals with questions we need to ask ourselves like: what are some timely topics in my field in the media right now?; what strengths do I bring to the research?; what are the gaps in the research about the area of research interest? (Saunders et al., 2019; Wintersberger & Saunders, 2020).The creative path is less linear in that it may include keeping a notebook of ideas based on discussion in coursework or with your peers in the field. Whichever path you take, you will inevitably have to narrow your more generalized ideas down. A great way to do that is to continue reading the literature about and around your topic looking for gaps that could be explored. Also, try engaging in meaningful discussions with experts in your field to get their take on your research ideas (Saunders et al., 2019; Wintersberger & Saunders, 2020). It is important to remember that a research topic should be (Dwarkadas & Lin, 2019; Saunders et al., 2019; Wintersberger & Saunders, 2020):

Interesting to you.
Realistic in that it can be completed in an appropriate amount of time.
Relevant to your program or field of study.
Not widely researched.

Dwarkadas, S., & Lin, M. C. (2019, August 04). Finding a research topic. Computing Research Association for Women, Portland State University. https://cra.org/cra-wp/wp-content/uploads/sites/8/2019/04/FindingResearchTopic/2019.pdf

Saunders, M. N. K., Lewis, P., & Thornhill, A. (2019). Research methods for business students (8th ed.). Pearson.

Wintersberger, D., & Saunders, M. (2020). Formulating and clarifying the research topic: Insights and a guide for the production management research community. Production, 30 . https://doi.org/10.1590/0103-6513.20200059

Last Updated: Jun 29, 2023 1:35 PM
URL: https://libguides.kean.edu/ResearchProcessGuide

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Writing, Publishing and Presenting

How to Write a Killer Research Interest Statement

A strong research interest statement can be the difference between being considered for a position and your application ending up in the bin. Check out these tips on how to make your statement stand out from the crowd.

Published December 6, 2023

Serena obtained her PhD in Neuroscience/Human Medicine from the MUI in 2013, for which she was awarded the Wilhelm-Auerswald-Prize from Bayer . She is a Freelance Scientific Writer and Medical Affairs Manager for Denk Pharma GmbH & Co. KG .

A young man making a top-notch sign to his eyes to represent writing a research interest statement.

A research interest statement, essential for academic job applications, should concisely outline past, current, and future research within 1–3 pages. It must include a compelling introduction, detailed research plans, alignment with the targeted lab or department, and a strong conclusion. Personalization for each application, clear and concise writing, and incorporating feedback are key. For faculty roles, emphasize long-term goals and potential research contributions.

Listen to one of our scientific editorial team members read this article. Click here to access more audio articles or subscribe.

The day will come when your job contract ends or you feel like applying for a new and exciting position. You may feel a bit lost preparing all the documents you need for that new job post but don’t worry, help is out there!

When applying for a PhD, post-doc , or faculty position, you will need to provide your curriculum vitae (CV), including the contact information of two or more references, sometimes specific certificates (e.g., language certificate), and a research interest statement. A statement of research interests is a 1–3 page document (if the required length is not clearly stated) that describes your research until now, your interests, and your future plans.

Why Do You Need a Research Interest Statement?

This document is helpful for the lab/department that wants to hire you, as well as for yourself. A potential employer will learn about:

your interests and experience;
your passion for research;
the match between your interests and the employer’s research;
your ability to think logically;
your independence from your supervisor;
the extent of your writing skills (important for paper and grant writing) .

You will have the chance to:

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think about and define your future plans and research interests;
gain confidence, and visualize your future career path.

Depending on where you are applying and for what position, there will be some differences in the requirements for the research interest statement. Sometimes you’ll need to produce a separate file, which is often required for faculty positions, and other times you can simply include your statement within your CV. Let’s start by defining what to do when applying for a PhD or post-doc position.

Research Interest Statement for PhD or Post-doc Positions

When the research interest statement is part of your CV, aim for one page or around 400 words. Pay attention: do not rewrite your CV—instead, clearly define your research interests. Highlight your scientific skills, your passion, and your ideas!

How to Write a Statement of Research Interests

How should you structure it? Think about how you would tell a story or write your thesis. You need an introduction, a main paragraph, future research ideas, and a conclusion.

Introduction

This summarizes the contents and guides the reader through your application.

Main Paragraph

This is the core of your statement. It contains your recent and current research, as well as your planned future research. If you have worked on several projects, make the connection between them. Write about how you became interested in what you have done and why it still interests you.

Capture your reader’s attention by telling a story, and your statement will be easy to remember. In this section, you can briefly describe any important recognition, such as papers, presentations, awards, and grants.

An important tip: your statement will be more powerful if you place your work in a broader context. Let your reader visualize the ‘big picture’.

Future Prospective Research

This describes your short-term goals (2–5 years). This section will differ depending on whether you’re applying for a PhD or post-doc position. For the former, write about additional technical skills you are planning to learn or how you want to broaden your knowledge in a certain field.

For the latter, try to be a bit more detailed and include how you plan to develop as an independent scientist. State how your research goals will align with the employer’s research, which collaborations you could bring to the department, and which departments on campus you could benefit from working with.

Use one sentence that essentially says why you deserve the job.

Research Interest Statement for Faculty Positions

Applying for faculty positions requires a bit more detail, and sometimes the research interest statement has a precise length (2–5 pages). The structure above is still valid; however, you will need to add long-term goals (5+ years).

You can think of it as comparable to writing a grant application . Include some preliminary data, if you can, and be detailed and precise. It’s crucial, in this case, to be able to visualize the ‘big picture’ without being too vague!

How will your research bring innovation into the field? Make sure you mention any potential funding your research could bring to the department and which laboratory equipment and space the department should provide you with.

You can mention any common campus facilities you plan to use. Include the potential applications of your research; collaborations with industrial partners can strengthen your application.

Important Reminders

Customize your statement.

A very common mistake is to use a basic template for each application. Your application will be better if you customize your statement.

Highlight Why You Are a Good Match for the Lab

Describe the match between your experience and interests and the lab/department you are applying for.

Sometimes it can seem really difficult to find a suitable match, but don’t despair; you need just one or two points of contact between your research/interests and the employer’s research.

Focus on Format

Write clearly, and be concise. Use single or 1.5 line spacing, short bullet lists, and clear subject headings. The clearer your statement, the more powerful your application!

Give it Time

One last tip: give yourself time to write. Leave the statement in your drawer for a few days and come back to it. This will help you obtain a different perspective on what you wrote. If you can, send your statement to friends and colleagues to get suggestions. Someone who isn’t from your field can also bring helpful insights.

Crafting Your Research Interest Statement Summarized

Creating an effective research interest statement for academic positions demands a well-structured approach, showcasing your research journey from past accomplishments to future goals.

This crucial document must be tailored for each application to demonstrate a clear alignment with the intended department or lab. Emphasizing clarity, conciseness, and compelling storytelling, with a strong opening and conclusion is vital.

For faculty roles, detailing long-term ambitions and potential contributions is key. A meticulously crafted research interest statement serves as a powerful tool in your academic career progression.

I hope this article will help you with your applications. Remember: stay calm and keep writing!

Additional Resources

Writing A Research Statement . Carnegie Mellon University Global Communication Center.

Originally published June 21, 2017. Reviewed and updated January 2021. Reviewed and updated November 2023.

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Identifying an Area of Research Interest

First Online: 15 September 2021

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Robert S. Fleming 3 &
Michelle Kowalsky 4

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The most enjoyable and memorable trips are planned in advance in accordance with the personal interests of the traveler. Taking the time to identify your travel interests will enable you to make good decisions regarding where you will travel and what you want to see and do during your trip.

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Bibliography

Brause, Rita S. (2012). Writing your doctoral dissertation: invisible rules for success . New York: Taylor & Francis.

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Thomas, Gary. (2017). How to do your research project (revised ed). Thousand Oaks, CA: Sage.

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Fleming, R.S., Kowalsky, M. (2021). Identifying an Area of Research Interest. In: Survival Skills for Thesis and Dissertation Candidates. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80939-3_10

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How to Write a Statement of Interest for Research

If you are applying for a research program, one of the key components of your application package is a statement of interest. Your statement of interest or statement of purpose is an important document that allows you to showcase your skills, achievements, and passion for research. In this article, we will provide you with a comprehensive guide on how to write a statement of interest for research.

Understanding the Purpose of a Statement of Interest

Before you start writing your statement of interest, it is important to understand its purpose. Your statement of interest should provide the admissions committee with an understanding of your research interests, qualifications, and motivation. It is an opportunity for you to demonstrate your passion for research and convince the committee that you are the right candidate for the program.

A statement of interest is a crucial component of your graduate school application. It is your chance to showcase your research interests and explain why you are the ideal candidate for the program. The statement of interest is often the first thing the admissions committee will read, so it is essential to make a good first impression.

Importance of a well-crafted statement

A well-crafted statement of interest can make a big difference in the outcome of your application. It can help you stand out among other applicants, showing the admissions committee that you are a dedicated and passionate researcher. Therefore, investing time in writing a high-quality statement of interest is crucial to the success of your application.

When crafting your statement of interest, it is important to keep in mind that the admissions committee is looking for candidates who are passionate about their research interests. They want to see that you have a clear understanding of your field and that you are committed to advancing knowledge in that area. A well-crafted statement of interest can help you demonstrate these qualities.

Differentiating between a statement of interest and a personal statement

It is important to recognize that a statement of interest is different from a personal statement. While a personal statement is more general and can focus on various aspects of your personality, a statement of interest should solely focus on your research interests and goals.

When writing your statement of interest, you should avoid discussing personal details that are not relevant to your research interests. Instead, focus on your academic achievements, research experience, and future goals. This will help you demonstrate to the admissions committee that you are a serious candidate who is committed to advancing knowledge in your field.

Keep in mind that the statement of interest is not just a summary of your academic achievements. It is an opportunity for you to explain why you are passionate about your research interests and how you plan to contribute to your field in the future. A well-crafted statement of interest can help you stand out from other applicants and increase your chances of being accepted into your desired graduate program.

Preparing to Write Your Statement of Interest

Before you start writing, it is essential to prepare and conduct thorough research. Here are some tips to help you get started:

Researching the institution and program

Research the institution and program you're applying to. Look into the research interests of faculty members and research projects they're currently working on. This information will help you tailor your statement of interest to the specific program and demonstrate your alignment with the program's research goals.

Identifying your research interests and goals

Reflect on your research interests and goals. Think about what you want to achieve through the research program. Carefully consider your past research experiences and how they have contributed to your goals.

Reflecting on your relevant experiences and skills

Identify your relevant experiences and skills by reflecting on your academic and professional achievements. This will help you highlight your strengths, qualifications, and potential contributions to the program.

Structuring Your Statement of Interest

The following structure can help you organize your statement of interest:

Introduction: Grabbing the reader's attention

Your introduction should be compelling, engaging, and concise. Aim to grab the reader's attention and make them want to continue reading. Introduce your research interests and motivation for applying to the program. Explain what inspired you to pursue further studies in this field.

Body: Showcasing your research interests and qualifications

In the body of your statement, elaborate on your research interests and qualifications. Demonstrate your knowledge of the program and its research goals. Provide specific examples of your academic and professional achievements that relate to your research interests. Make sure that the body is well-structured, easy to read, and clearly expresses your goals and motivation.

Conclusion: Summarizing your goals and motivation

Your concluding paragraph should summarize your key points. Reiterate your research interests and goals and their alignment with the program. Highlight your passion for research and your potential contributions to the program. End on a positive note, showing enthusiasm for the opportunity to join the program.

Tips for Writing an Effective Statement of Interest

Be concise and clear.

Avoid wordiness and ensure your statement is concise and clear. Focus on expressing your ideas effectively in a manner that is easy to understand. Keep your sentences short and to the point, avoiding jargon and technical language that might confuse the reader.

Tailor your statement to the specific program

Your statement of interest should be tailored to the specific research program. Remember to highlight how your research interests and goals align with the program's research goals and demonstrate that you have a thorough understanding of the program and its faculty members.

Demonstrate your passion for research

Your statement should be a reflection of your passion for research. Show the admissions committee that you are committed to your field of study and are dedicated to advancing knowledge in your area of interest.

Proofread and revise

Ensure your statement is error-free by proofreading and revising it after writing. Read it out loud to ensure it flows smoothly and makes sense. Have someone else read your statement and provide feedback on its clarity, structure, grammar, and punctuation.

ChatGPT Prompt for Writing a Statement of Interest for Research

Chatgpt prompt.

Please compose an in-depth and well-articulated description of your interest in conducting research, highlighting the specific topic or area you intend to investigate and the significance of this research. Your statement should demonstrate your understanding of the research process and your ability to contribute meaningfully to the field.

[ADD ADDITIONAL CONTEXT. CAN USE BULLET POINTS.]

Writing an effective statement of interest requires research, planning, and careful consideration of your qualifications, experience, and goals. By following the tips and guidelines provided in this article, you can create a compelling statement that showcases your passion for research and convinces the admissions committee that you are the right candidate for the program.

September 2023

Top tip: how to write a strong statement of interest.

A statement of interest, also known as statement of intent and description of research interests, is an important component of most graduate school applications. According to one of our faculty members, “The statement of interest is your opportunity to provide more evidence that you will succeed in your program.”

So how to get it right?

Read the instructions. Visit the website of the graduate program you’re interested in and check what their guidelines might be. These may include page and word count limitations, document upload specifications and specific questions.

Demonstrate fit. Show an understanding of the type of work done in the department, and provide an explanation of what you want to study, which should match up with some of the research interests in the faculty.

Be specific. Why UBC? Why this program? Be clear about what you want to do in the program and how the program can support you.

Be flexible. Indicate your well thought out and informed ideas, but allow them to be malleable. Sketch out a potential research agenda with room for further developmentand show interest in both a particular research area as well as alternative projects.

Be clear. Avoid repetition. Watch out for spelling mistakes and typos, irrelevant personal information, information already contained in other parts of your application, as well as general statements of enthusiasm, empty loyalty, and vague references without any details. Most importantly, don’t forget to proofread.

And if you feel stuck, start with these questions:

Why are you interested in this field of study?
What is your background and how does it relate?
Can you describe your previous research experience and how it has formed your current interests?
What is your motivation for proposing a particular research path?
Are you able to connect your area of interest to work being done in the program?
Is there anything the admissions committee should be aware of that is not addressed in other parts of your application?
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Research interests statement

How to write your statement of research interests

Eleanor C Sayre

A statement of research interests is a way for you to articulate what you are interested in, your relevant past experience, and your concise future plans for research. You can think of it like a teaching philosophy, but for research; a future-oriented bio statement; or a narrative account of your research activity and plans.

Why write a statement of research interests?

Broadly speaking, statements of research interest are used in three ways:

As part of your application package for graduate school or for a faculty job which includes research (1-2pp)
As generative writing to clarify to yourself and your immediate (prospective) collaborators what you want to do. (1p)
As part of an advertisement for you and your work, such as in a bio statement or on your website. (0.5p)

Let’s focus on the middle way right now, as it’s a good place to start. Your goal in this statement is to clarify to yourself about what kind of (research) work you want to be doing, and how it connects to the work you’ve already done.

Getting started

What are you curious about.

Research is fundamentally about creating new knowledge. It is a creative, inventive process. If you’re new to research, it can be a bit intimidating to start. Some options:

Spend some time working through the research design exercises to familiarize yourself with questions, access, methods, and theories. Instead of planning a specific research project, though, your goal is to design an ideal project.

When you read a paper, particularly a paper published in the last 18 months, ask yourself what is interesting or cool about this paper. It might not be their conclusions; it might be the clever way they connected hypotheses or the surprising population they worked with.

I am curious about how people develop professional identity as scientists. I’m not particularly interested in student learning of specific topics in physics, except inasmuch as they are indicative of student learning across multiple topics.

Don’t worry if someone else might have already done the research you want to do. If there’s already a large body of literature around your chosen topics, that means you have a lot of opportunity to look for nuance and compare other people’s ideas against each other.

Conversely, if nobody has ever done the research you want to do and you don’t know of anyone doing anything similar, then your interests are probably too esoteric and/or your keywords are too narrow. That’s ok eventually, but right now you need to describe your interests in more general terms.

Some people have a hard time imagining what they’re curious about. They want someone else to tell them what project to work on, how to move forward, and which topics to focus on. If that’s you, now is a good time for introspection: why do you want to do research?

How would you like to change the world?

This is a really big question about the intended impact of your research. Some people want the knowledge they generate to have practical, immediate applications. For example, you might be curious about how first generation college students fare in your program because you want increase their completion rate. Or you might be curious about how students understand topic X because you want to teach it better. The world is a really big place; you don’t have to change all of it. How would you like to change your teaching practice, your department, your town, etc?

I would like academic science to be a more equitable and just place, which means that some of my research is about how marginalized students navigate occasionally hostile pathways through undergraduate degrees. Separately, I want to help emerging researchers learn how to do research in education, so I do research on the best ways to teach graduate students and faculty about how to do education research. These two interests are not the same, but I can pursue both of them in the same project.

It’s ok if you want to change the world in multiple different ways at different scales. For example, you might want to do research on how physics students in general operate in lab classes because you want to develop a vision of undergraduate labs that better prepare students for research, while at the same time you want to improve the learning of students in the classes at your institution.

Who do you want to work with, and in what capacity?

For some researchers, this is a highly constrained topic; for others, it is quite open. Think about the following questions:

Do you want local or remote collaborators on the same project?
Do you want to be part of a research group of people on related projects?
Do you want to be the sole PI with many students? One of a few PIs? Not a PI?
How much time, realistically, can you devote to research endeavors?
How many projects do you want to keep going at the same time?
How much money do you have access to? Do you need to be externally funded? Who should be responsible for acquiring your funding?

I thrive when I have a large collaborative research group to talk to. Some of the people in it should be working on the same projects as me, but some of them can be working on different things in similar ways. I thoroughly enjoy being one PI of many, though I’m ok being a sole-PI or occasional consultant. I need to have several projects going at the same time, and it’s ok with me if that means engaging substantially in multiple research groups.

Some of my collaborators thrive when they can focus on one main project and keep some other things on the back burner. Other collaborators are primarily interested in advising projects that their students are interested in, while still others only want to work on projects that closely align with their own interests.

The best options are the ones that make you happy. There’s no right answer that works for everyone.

What experience do you have?

Even though these are called statements of research interests, they’re often used as to link your past experience with your future plans. Past experience is a pretty good indicator of future plans, so think about what you’ve already done. You can start with just talking about each project: the major goals, the work you personally performed, the products that have (or are planned to) come out of it.

You can use your past experience to teach you about what you like about the research process, and also to teach you what you don’t want your future work to look like. Did you learn that you strongly dislike sitting alone in front of a computer? love working closely with one person? Rather like the idea of observational astronomy but not that particular project? Love computational work but find computational biophysics not as appealing as you previously thought?

Be reflective here, and honest. You are learning about you. In the next stage you’ll work on refining your reflections into a statement for a particular audience.

Write your statement

Generative writing.

Write about one page for each of these questions. It’s ok to leave out questions you’re not sure about the answers for, but strive to be thorough. If you have multiple interests or past projects, it’s ok to write a paragraph about each of them. Look for similarities across projects and experiences to help you synthesize across projects.

Using the ideas in the flow handout , reverse outline your generative writing. A common structure for research statements is:

Big idea about interests and changing the world
Your experience & past work on this topic
Future plans for this topic
Another topic? Link and repeat.
Closing thoughts about who you want to work with and in what capacity.

Most statements of research interests are 1-2 pages long. Your generative writing is a lot longer than that! Use the refining process to make your statement more concise.

Many students’ statements of research interests start with a paragraph about how much they have always loved this topic. Something like “ever since I was a young child, I have loved science.” Don’t do this. Our narratives about what “has always been true” are constructed in the present, and they are generally only selectively accurate renditions of the past.

Another common opening is to quote some famous scientist, usually Einstein or Feynman, about the wonder of the natural world or the majesty of science. Don’t do this. It’s trite and boring.

Think about audience

If you have a lot of ideas or interests, the audience for your research statement can help you decide what to focus on.

For example, if you’re writing an application essay to graduate school, your future plans probably aren’t very detailed. You can still have a big idea for changing the world, but it might be difficult to link your prior experience to your research interests. Many undergraduate research experiences teach participants that they enjoy research, just not that kind of research. In this statement, you need to name potential advisors in the department, and link their work to your interests. For help with that linking, I very strongly encourage you to email with and have an informational interview with each prospective advisor after your generative writing, but before you polish your statement. Receiving emails from prospective grad students is a totally normal part of being a research advisor, and I do it pretty much every week in application season. As an advisor and member of my department’s grad admissions committee, I look more favorably on applications which clearly fit the kinds of research we do in the department.

Alternately, if you are applying to faculty jobs , linking your past experience and future plans is very important. You will need to adjust your future plans so that they fit well into the kind of job you’re applying for, and specifically into the interests and resources of the department. Depending on the department, you might need to emphasize your goals around working with undergraduate students, attracting external funding, working with k12 teachers, or developing lab materials. In my department, to get tenure you need to demonstrate intellectual independence from your grad/postdoc work, so it is important that applicants’ research plans are not merely a continuation of their dissertations.

If you’re writing your statement of research interests for internal purposes only, to clarify what you’re looking for in your research life, then you should focus on whatever parts of the statement you need to work through to bring clarity to yourself. At different times in my life, I’ve focused on how to make my different projects sound like a coherent whole, how to finesse bad research experiences as learning opportunities, particular funding opportunities, and who I want to work with (both number and names).

Make it pretty

With your audience in mind, go through the last two exercises on the flow handout . You’re looking to make your statement feel like a cohesive whole that best shows off your goals, experience, and future plans, as moderated by the resources available in a particular context.

When it feels reasonably ok – not perfect! – send it to a trusted beta-reader to get feedback on your writing. This could be your advisor, a mentor in the field, or someone you know that knows a lot about the kind of position you’re looking for. You can also visit with your university writing center or career center (even after graduation!) for help with flow. They’re not usually specialized into statements of research interests, but they are good at general writing help.

Sometimes people ask me if I would be willing to read their statements ahead of time. For my current and former students (& collaborators), the answer is always yes. I will always help you do the thing you want to do next in your professional life. For prospective students, prospective collaborators, or other community members this is a little more complicated. Among these groups, I prioritize statements from BIPOC, women, and people whose research interests are aligned with my own. My availability for this kind of service to the community is limited, especially during application season. You should contact me to ask before you send your statement.

Additional topics to consider

Generative writing.

How to make the first draft of your research paper.

Writing better papers

How to make a coherent and easy-to-read research paper.

Planning research projects

How to develop a timeline for an education research project that makes space for emergence.

This article was first written on June 1, 2018, and last modified on May 30, 2024.

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Knowledge Base
Starting the research process

How to Choose a Dissertation Topic | 8 Steps to Follow

Published on November 11, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.

Choosing your dissertation topic is the first step in making sure your research goes as smoothly as possible. When choosing a topic, it’s important to consider:

Your institution and department’s requirements
Your areas of knowledge and interest
The scientific, social, or practical relevance
The availability of data and resources
The timeframe of your dissertation
The relevance of your topic

You can follow these steps to begin narrowing down your ideas.

Step 1: check the requirements, step 2: choose a broad field of research, step 3: look for books and articles, step 4: find a niche, step 5: consider the type of research, step 6: determine the relevance, step 7: make sure it’s plausible, step 8: get your topic approved, other interesting articles, frequently asked questions about dissertation topics.

The very first step is to check your program’s requirements. This determines the scope of what it is possible for you to research.

Is there a minimum and maximum word count?
When is the deadline?
Should the research have an academic or a professional orientation?
Are there any methodological conditions? Do you have to conduct fieldwork, or use specific types of sources?

Some programs have stricter requirements than others. You might be given nothing more than a word count and a deadline, or you might have a restricted list of topics and approaches to choose from. If in doubt about what is expected of you, always ask your supervisor or department coordinator.

Start by thinking about your areas of interest within the subject you’re studying. Examples of broad ideas include:

Twentieth-century literature
Economic history
Health policy

To get a more specific sense of the current state of research on your potential topic, skim through a few recent issues of the top journals in your field. Be sure to check out their most-cited articles in particular. For inspiration, you can also search Google Scholar , subject-specific databases , and your university library’s resources.

As you read, note down any specific ideas that interest you and make a shortlist of possible topics. If you’ve written other papers, such as a 3rd-year paper or a conference paper, consider how those topics can be broadened into a dissertation.

After doing some initial reading, it’s time to start narrowing down options for your potential topic. This can be a gradual process, and should get more and more specific as you go. For example, from the ideas above, you might narrow it down like this:

Twentieth-century literature Twentieth-century Irish literature Post-war Irish poetry
Economic history European economic history German labor union history
Health policy Reproductive health policy Reproductive rights in South America

All of these topics are still broad enough that you’ll find a huge amount of books and articles about them. Try to find a specific niche where you can make your mark, such as: something not many people have researched yet, a question that’s still being debated, or a very current practical issue.

At this stage, make sure you have a few backup ideas — there’s still time to change your focus. If your topic doesn’t make it through the next few steps, you can try a different one. Later, you will narrow your focus down even more in your problem statement and research questions .

There are many different types of research , so at this stage, it’s a good idea to start thinking about what kind of approach you’ll take to your topic. Will you mainly focus on:

Collecting original data (e.g., experimental or field research)?
Analyzing existing data (e.g., national statistics, public records, or archives)?
Interpreting cultural objects (e.g., novels, films, or paintings)?
Comparing scholarly approaches (e.g., theories, methods, or interpretations)?

Many dissertations will combine more than one of these. Sometimes the type of research is obvious: if your topic is post-war Irish poetry, you will probably mainly be interpreting poems. But in other cases, there are several possible approaches. If your topic is reproductive rights in South America, you could analyze public policy documents and media coverage, or you could gather original data through interviews and surveys .

You don’t have to finalize your research design and methods yet, but the type of research will influence which aspects of the topic it’s possible to address, so it’s wise to consider this as you narrow down your ideas.

It’s important that your topic is interesting to you, but you’ll also have to make sure it’s academically, socially or practically relevant to your field.

Academic relevance means that the research can fill a gap in knowledge or contribute to a scholarly debate in your field.
Social relevance means that the research can advance our understanding of society and inform social change.
Practical relevance means that the research can be applied to solve concrete problems or improve real-life processes.

The easiest way to make sure your research is relevant is to choose a topic that is clearly connected to current issues or debates, either in society at large or in your academic discipline. The relevance must be clearly stated when you define your research problem .

Before you make a final decision on your topic, consider again the length of your dissertation, the timeframe in which you have to complete it, and the practicalities of conducting the research.

Will you have enough time to read all the most important academic literature on this topic? If there’s too much information to tackle, consider narrowing your focus even more.

Will you be able to find enough sources or gather enough data to fulfil the requirements of the dissertation? If you think you might struggle to find information, consider broadening or shifting your focus.

Do you have to go to a specific location to gather data on the topic? Make sure that you have enough funding and practical access.

Last but not least, will the topic hold your interest for the length of the research process? To stay motivated, it’s important to choose something you’re enthusiastic about!

Most programmes will require you to submit a brief description of your topic, called a research prospectus or proposal .

Remember, if you discover that your topic is not as strong as you thought it was, it’s usually acceptable to change your mind and switch focus early in the dissertation process. Just make sure you have enough time to start on a new topic, and always check with your supervisor or department.

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

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

Researchability
Feasibility and specificity
Relevance and originality

All research questions should be:

Focused on a single problem or issue
Researchable using primary and/or secondary sources
Feasible to answer within the timeframe and practical constraints
Specific enough to answer thoroughly
Complex enough to develop the answer over the space of a paper or thesis
Relevant to your field of study and/or society more broadly

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

Who is the author? Are they an expert?
Why did the author publish it? What is their motivation?
How do they make their argument? Is it backed up by evidence?

A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.

It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.

Note that some departments require a defense component, where you present your prospectus to your committee orally.

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.

Cite this Scribbr article

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

McCombes, S. & George, T. (2023, November 20). How to Choose a Dissertation Topic | 8 Steps to Follow. Scribbr. Retrieved August 26, 2024, from https://www.scribbr.com/research-process/dissertation-topic/

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Home » Research Topics – Ideas and Examples

Research Topics – Ideas and Examples

Table of Contents

Research Topic

Definition:

Research topic is a specific subject or area of interest that a researcher wants to investigate or explore in-depth through research. It is the overarching theme or question that guides a research project and helps to focus the research activities towards a clear objective.

How to Choose Research Topic

You can Choose a Research Topic by following the below guide:

Identify your Interests

One of the most important factors to consider when choosing a research topic is your personal interest. This is because you will be spending a considerable amount of time researching and writing about the topic, so it’s essential that you are genuinely interested and passionate about it. Start by brainstorming a list of potential research topics based on your interests, hobbies, or areas of expertise. You can also consider the courses that you’ve enjoyed the most or the topics that have stood out to you in your readings.

Review the Literature

Before deciding on a research topic, you need to understand what has already been written about it. Conducting a preliminary review of the existing literature in your field can help you identify gaps in knowledge, inconsistencies in findings, or unanswered questions that you can explore further. You can do this by reading academic articles, books, and other relevant sources in your field. Make notes of the themes or topics that emerge and use this information to guide your research question.

Consult with your Advisor

Your academic advisor or a mentor in your field can provide you with valuable insights and guidance on choosing a research topic. They can help you identify areas of interest, suggest potential research questions, and provide feedback on the feasibility of your research proposal. They can also direct you towards relevant literature and resources that can help you develop your research further.

Consider the Scope and Feasibility

The research topic you choose should be manageable within the time and resource constraints of your project. Be mindful of the scope of your research and ensure that you are not trying to tackle a topic that is too broad or too narrow. If your topic is too broad, you may find it challenging to conduct a comprehensive analysis, while if it’s too narrow, you may struggle to find enough material to support your research.

Brainstorm with Peers

Discussing potential research topics with your peers or colleagues can help you generate new ideas and perspectives. They may have insights or expertise that you haven’t considered, and their feedback can help you refine your research question. You can also join academic groups or attend conferences in your field to network with other researchers and get inspiration for your research.

Consider the Relevance

Choose a research topic that is relevant to your field of study and has the potential to contribute to the existing knowledge. You can consider the latest trends and emerging issues in your field to identify topics that are both relevant and interesting. Conducting research on a topic that is timely and relevant can also increase the likelihood of getting published or presenting your research at conferences.

Keep an Open Mind

While it’s essential to choose a research topic that aligns with your interests and expertise, you should also be open to exploring new ideas or topics that may be outside of your comfort zone. Consider researching a topic that challenges your assumptions or introduces new perspectives that you haven’t considered before. You may discover new insights or perspectives that can enrich your research and contribute to your growth as a researcher.

Components of Research Topic

A research topic typically consists of several components that help to define and clarify the subject matter of the research project. These components include:

Research problem or question: This is the central issue or inquiry that the research seeks to address. It should be well-defined and focused, with clear boundaries that limit the scope of the research.
Background and context: This component provides the necessary background information and context for the research topic. It explains why the research problem or question is important, relevant, and timely. It may also include a literature review that summarizes the existing research on the topic.
Objectives or goals : This component outlines the specific objectives or goals that the research seeks to achieve. It should be clear and concise, and should align with the research problem or question.
Methodology : This component describes the research methods and techniques that will be used to collect and analyze data. It should be detailed enough to provide a clear understanding of how the research will be conducted, including the sampling method, data collection tools, and statistical analyses.
Significance or contribution : This component explains the significance or contribution of the research topic. It should demonstrate how the research will add to the existing knowledge in the field, and how it will benefit practitioners, policymakers, or society at large.
Limitations: This component outlines the limitations of the research, including any potential biases, assumptions, or constraints. It should be transparent and honest about the potential shortcomings of the research, and how these limitations will be addressed.
Expected outcomes or findings : This component provides an overview of the expected outcomes or findings of the research project. It should be realistic and based on the research objectives and methodology.

Purpose of Research Topic

The purpose of a research topic is to identify a specific area of inquiry that the researcher wants to explore and investigate. A research topic is typically a broad area of interest that requires further exploration and refinement through the research process. It provides a clear focus and direction for the research project, and helps to define the research questions and objectives. A well-defined research topic also helps to ensure that the research is relevant and useful, and can contribute to the existing body of knowledge in the field. Ultimately, the purpose of a research topic is to generate new insights, knowledge, and understanding about a particular phenomenon, issue, or problem.

Characteristics of Research Topic

some common characteristics of a well-defined research topic include:

Relevance : A research topic should be relevant and significant to the field of study and address a current issue, problem, or gap in knowledge.
Specificity : A research topic should be specific enough to allow for a focused investigation and clear understanding of the research question.
Feasibility : A research topic should be feasible, meaning it should be possible to carry out the research within the given constraints of time, resources, and expertise.
Novelty : A research topic should add to the existing body of knowledge by introducing new ideas, concepts, or theories.
Clarity : A research topic should be clearly articulated and easy to understand, both for the researcher and for potential readers of the research.
Importance : A research topic should be important and have practical implications for the field or society as a whole.
Significance : A research topic should be significant and have the potential to generate new insights and understanding in the field.

Examples of Research Topics

Here are some examples of research topics that are currently relevant and in-demand in various fields:

The impact of social media on mental health: With the rise of social media use, this topic has gained significant attention in recent years. Researchers could investigate how social media affects self-esteem, body image, and other mental health concerns.
The use of artificial intelligence in healthcare: As healthcare becomes increasingly digitalized, researchers could explore the use of AI algorithms to predict and prevent disease, optimize treatment plans, and improve patient outcomes.
Renewable energy and sustainable development: As the world seeks to reduce its carbon footprint, researchers could investigate the potential of renewable energy sources such as wind and solar power, and how these technologies can be integrated into existing infrastructure.
The impact of workplace diversity and inclusion on employee productivity: With an increasing focus on diversity and inclusion in the workplace, researchers could investigate how these factors affect employee morale, productivity, and retention.
Cybersecurity and data privacy: As data breaches and cyber attacks become more common, researchers could explore new methods of protecting sensitive information and preventing malicious attacks.
T he impact of mindfulness and meditation on stress reduction: As stress-related health issues become more prevalent, researchers could investigate the effectiveness of mindfulness and meditation practices on reducing stress and improving overall well-being.

Research Topics Ideas

Here are some Research Topics Ideas from different fields:

The impact of social media on mental health and well-being.
The effectiveness of various teaching methods in improving academic performance in high schools.
The role of AI and machine learning in healthcare: current applications and future potentials.
The impact of climate change on wildlife habitats and conservation efforts.
The effects of video game violence on aggressive behavior in young adults.
The effectiveness of mindfulness-based stress reduction techniques in reducing anxiety and depression.
The impact of technology on human relationships and social interactions.
The role of exercise in promoting physical and mental health in older adults.
The causes and consequences of income inequality in developed and developing countries.
The effects of cultural diversity in the workplace on job satisfaction and productivity.
The impact of remote work on employee productivity and work-life balance.
The relationship between sleep patterns and cognitive functioning.
The effectiveness of online learning versus traditional classroom learning.
The role of government policies in promoting renewable energy adoption.
The effects of childhood trauma on mental health in adulthood.
The impact of social media on political participation and civic engagement.
The effectiveness of cognitive-behavioral therapy in treating anxiety disorders.
The relationship between nutrition and cognitive functioning.
The impact of gentrification on urban communities.
The effects of music on mood and emotional regulation.
The impact of microplastics on marine ecosystems and food webs.
The role of artificial intelligence in detecting and preventing cyberattacks.
The effectiveness of mindfulness-based interventions in managing chronic pain.
The relationship between personality traits and job satisfaction.
The effects of social isolation on mental and physical health in older adults.
The impact of cultural and linguistic diversity on healthcare access and outcomes.
The effectiveness of psychotherapy in treating depression and anxiety in adolescents.
The relationship between exercise and cognitive aging.
The effects of social media on body image and self-esteem.
The role of corporate social responsibility in promoting sustainable business practices.
The impact of mindfulness meditation on attention and focus in children.
The relationship between political polarization and media consumption habits.
The effects of urbanization on mental health and well-being.
The role of social support in managing chronic illness.
The impact of social media on romantic relationships and dating behaviors.
The effectiveness of behavioral interventions in promoting physical activity in sedentary adults.
The relationship between sleep quality and immune function.
The effects of workplace diversity and inclusion programs on employee retention.
The impact of climate change on global food security.
The role of music therapy in improving communication and social skills in individuals with autism spectrum disorder.
The impact of cultural values on the development of mental health stigma.
The effectiveness of mindfulness-based stress reduction techniques in reducing burnout in healthcare professionals.
The relationship between social media use and body dissatisfaction among adolescents.
The effects of nature exposure on cognitive functioning and well-being.
The role of peer mentoring in promoting academic success in underrepresented student populations.
The impact of neighborhood characteristics on physical activity and obesity.
The effectiveness of cognitive rehabilitation interventions in improving cognitive functioning in individuals with traumatic brain injury.
The relationship between organizational culture and employee job satisfaction.
The effects of cultural immersion experiences on intercultural competence development.
The role of assistive technology in promoting independence and quality of life for individuals with disabilities.
The impact of workplace design on employee productivity and well-being.
The impact of digital technologies on the music industry and artist revenues.
The effectiveness of cognitive behavioral therapy in treating insomnia.
The relationship between social media use and body weight perception among young adults.
The effects of green spaces on mental health and well-being in urban areas.
The role of mindfulness-based interventions in reducing substance use disorders.
The impact of workplace bullying on employee turnover and job satisfaction.
The effectiveness of animal-assisted therapy in treating mental health disorders.
The relationship between teacher-student relationships and academic achievement.
The effects of social support on resilience in individuals experiencing adversity.
The role of cognitive aging in driving safety and mobility.
The effectiveness of psychotherapy in treating post-traumatic stress disorder (PTSD).
The relationship between social media use and sleep quality.
The effects of cultural competency training on healthcare providers’ attitudes and behaviors towards diverse patient populations.
The role of exercise in preventing chronic diseases such as type 2 diabetes and cardiovascular disease.
The impact of the gig economy on job security and worker rights.
The effectiveness of art therapy in promoting emotional regulation and coping skills in children and adolescents.
The relationship between parenting styles and child academic achievement.
The effects of social comparison on well-being and self-esteem.
The role of nutrition in promoting healthy aging and longevity.
The impact of gender diversity in leadership on organizational performance.
The effectiveness of family-based interventions in treating eating disorders.
The relationship between social media use and perceived loneliness among older adults.
The effects of mindfulness-based interventions on pain management in chronic pain patients.
The role of physical activity in preventing and treating depression.
The impact of cultural differences on communication and conflict resolution in international business.
The effectiveness of eye movement desensitization and reprocessing (EMDR) in treating anxiety disorders.
The relationship between student engagement and academic success in higher education.
The effects of discrimination on mental health outcomes in minority populations.
The role of virtual reality in enhancing learning experiences.
The impact of social media influencers on consumer behavior and brand loyalty.
The effectiveness of acceptance and commitment therapy (ACT) in treating chronic pain.
The relationship between social media use and body image dissatisfaction among men.
The effects of exposure to nature on cognitive functioning and creativity.
The role of spirituality in coping with illness and disability.
The impact of automation on employment and job displacement.
The effectiveness of dialectical behavior therapy (DBT) in treating borderline personality disorder.
The relationship between teacher-student relationships and school attendance.
The effects of mindfulness-based interventions on workplace stress and burnout.
The role of exercise in promoting cognitive functioning and brain health in older adults.
The impact of diversity and inclusion initiatives on organizational innovation and creativity.
The effectiveness of cognitive remediation therapy in treating schizophrenia.
The relationship between social media use and body dissatisfaction among women.
The effects of exposure to natural light on mood and sleep quality.
The role of spirituality in enhancing well-being and resilience in military personnel.
The impact of artificial intelligence on job training and skill development.
The effectiveness of interpersonal therapy (IPT) in treating depression.
The relationship between parental involvement and academic achievement among low-income students.
The effects of mindfulness-based interventions on emotional regulation and coping skills in trauma survivors.
The role of nutrition in preventing and treating mental health disorders.

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What's the difference between 'research topic' and 'research area'?

I am writing an essay to apply for a summer research project and is supposed to write about 'general research topic that interests me' and 'area I would like to focus'. I'm kind of confused about these two terms. What's the difference?

For example, if I'm interested in computer science, where should I write it?

p.s. I have asked this question in English Language & Usage site but didn't get answer. So I suppose that these two words may only have difference in academic field?

graduate-admissions
summer-school

2 Answers 2

A research area is what a research topic is placed into, but is much broader than the scope of the topic. For example a research area can be human physiology, computer science (as you mentioned) or even relate to a specific field within these broader terms such as cardiac electrophysiology or machine learning respectively.

A research topic would be a specific question, hypothesis or problem you wish to investigate and answer which is under the scope of your research area. That is to say, my research area is in neuroscience/neurophysiology and my research topic is investigating the mechanisms of neuronal communication, as an example.

You would want to say topics that interest you which relate to a certain problem that you may be aware of, whereas in the research area you would want to outline your inclinations towards a particular field of academia.

While a topic is narrower than an area (for example, your area may be "solid state physics" and your topic "semiconductor tuning based on dopage"), it's probably true that for most people there is little difference between the two terms as far as colloquial usage is concerned.

In other words, don't obsess about the difference -- though, if you want, consider the "area" a broader term.

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Selecting Research Area

Selecting a research area is the very first step in writing your dissertation. It is important for you to choose a research area that is interesting to you professionally, as well as, personally. Experienced researchers note that “a topic in which you are only vaguely interested at the start is likely to become a topic in which you have no interest and with which you will fail to produce your best work” [1] . Ideally, your research area should relate to your future career path and have a potential to contribute to the achievement of your career objectives.

The importance of selecting a relevant research area that is appropriate for dissertation is often underestimated by many students. This decision cannot be made in haste. Ideally, you should start considering different options at the beginning of the term. However, even when there are only few weeks left before the deadline and you have not chosen a particular topic yet, there is no need to panic.

There are few areas in business studies that can offer interesting topics due to their relevance to business and dynamic nature. The following is the list of research areas and topics that can prove to be insightful in terms of assisting you to choose your own dissertation topic.

Globalization can be a relevant topic for many business and economics dissertations. Forces of globalization are nowadays greater than ever before and dissertations can address the implications of these forces on various aspects of business.

Following are few examples of research areas in globalization:

A study of implications of COVID-19 pandemic on economic globalization
Impacts of globalization on marketing strategies of beverage manufacturing companies: a case study of The Coca-Cola Company
Effects of labour migration within EU on the formation of multicultural teams in UK organizations
A study into advantages and disadvantages of various entry strategies to Chinese market
A critical analysis of the effects of globalization on US-based businesses

Corporate Social Responsibility (CSR) is also one of the most popular topics at present and it is likely to remain so for the foreseeable future. CSR refers to additional responsibilities of business organizations towards society apart from profit maximization. There is a high level of controversy involved in CSR. This is because businesses can be socially responsible only at the expense of their primary objective of profit maximization.

Perspective researches in the area of CSR may include the following:

The impacts of CSR programs and initiatives on brand image: a case study of McDonald’s India
A critical analysis of argument of mandatory CSR for private sector organizations in Australia
A study into contradictions between CSR programs and initiatives and business practices: a case study of Philip Morris Philippines
A critical analysis into the role of CSR as an effective marketing tool
A study into the role of workplace ethics for improving brand image

Social Media and viral marketing relate to increasing numbers of various social networking sites such as Facebook, Twitter, Instagram, YouTube etc. Increasing levels of popularity of social media among various age groups create tremendous potential for businesses in terms of attracting new customers.

The following can be listed as potential studies in the area of social media:

A critical analysis of the use of social media as a marketing strategy: a case study of Burger King Malaysia
An assessment of the role of Instagram as an effective platform for viral marketing campaigns
A study into the sustainability of TikTok as a marketing tool in the future
An investigation into the new ways of customer relationship management in mobile marketing environment: a case study of catering industry in South Africa
A study into integration of Twitter social networking website within integrated marketing communication strategy: a case study of Microsoft Corporation

Culture and cultural differences in organizations offer many research opportunities as well. Increasing importance of culture is directly related to intensifying forces of globalization in a way that globalization forces are fuelling the formation of cross-cultural teams in organizations.

Perspective researches in the area of culture and cultural differences in organizations may include the following:

The impact of cross-cultural differences on organizational communication: a case study of BP plc
A study into skills and competencies needed to manage multicultural teams in Singapore
The role of cross-cultural differences on perception of marketing communication messages in the global marketplace: a case study of Apple Inc.
Effects of organizational culture on achieving its aims and objectives: a case study of Virgin Atlantic
A critical analysis into the emergence of global culture and its implications in local automobile manufacturers in Germany

Leadership and leadership in organizations has been a popular topic among researchers for many decades by now. However, the importance of this topic may be greater now than ever before. This is because rapid technological developments, forces of globalization and a set of other factors have caused markets to become highly competitive. Accordingly, leadership is important in order to enhance competitive advantages of organizations in many ways.

The following studies can be conducted in the area of leadership:

Born or bred: revisiting The Great Man theory of leadership in the 21 st century
A study of effectiveness of servant leadership style in public sector organizations in Hong Kong
Creativity as the main trait for modern leaders: a critical analysis
A study into the importance of role models in contributing to long-term growth of private sector organizations: a case study of Tata Group, India
A critical analysis of leadership skills and competencies for E-Commerce organizations

COVID-19 pandemic and its macro and micro-economic implications can also make for a good dissertation topic. Pandemic-related crisis has been like nothing the world has seen before and it is changing international business immensely and perhaps, irreversibly as well.

The following are few examples for pandemic crisis-related topics:

A study into potential implications of COVID-19 pandemic into foreign direct investment in China
A critical assessment of effects of COVID-19 pandemic into sharing economy: a case study of AirBnb.
The role of COVID-19 pandemic in causing shifts in working patterns: a critical analysis

Moreover, dissertations can be written in a wide range of additional areas such as customer services, supply-chain management, consumer behaviour, human resources management, catering and hospitality, strategic management etc. depending on your professional and personal interests.

[1] Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th edition, Pearson Education Limited.

John Dudovskiy

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How Does Research Start?

How does research start.

Clinical research aims to deliver healthcare advancements that are safe, beneficial, and cost-effective ( Ford & Norrie, 2016 ). Research requires a methodical approach to develop studies that generate high-quality evidence to support changes in clinical practice. The method is a step-wise process that attempts to limit the chances of errors, random and systematic, which can compromise conclusions ( Cummings, 2013 ) and invalidate findings. As healthcare professionals, nurses need to be versed in understanding the vast amount of information and available research in their field ( Pollock & Berge, 2018 ) to find the best evidence to guide their clinical practice and/or to develop their research. However, to effectively use the literature, it is imperative to understand the principles of critical appraisal and basic study designs.

There are many roles for nurses in research. Nurses can be consumers of research, by staying abreast of the current issues and trends in their specialty area; a nurse champion initiating quality improvement projects guided by the best clinical evidence ( Luz, Shadmi, & Drach-Zahavy, 2019 ) ( White, 2011 ); a member of an interprofessional research team helping to address a complex health problem; or an independent nurse scientist developing their scientific inquiry. Regardless of the nurse’s role in research, a common goal of clinical research is to understand health and illness and, to discover novel methods to detect, diagnose, treat, and prevent disease ( NCI, 2018 ).

This column is the first in a series focusing on the concepts of clinical research using a step by step approach. Each column will build upon earlier columns to provide an overview of the essential components of clinical research. The goal of the columns is to discuss the concepts that underpin evidence-based practice from research designs to data interpretation. Each article can serve as a review of the elements used to develop clinical research. The focus of this inaugural column is how to start the research process, which involves the identification of the topic of interest and the development of a well-defined research question. This article also discusses methods of how to formulate quantitative and qualitative research questions.

The inspiration for the Topic

The motivation to explore an area of inquiry often starts from an observation that leads one to question why does that occur or what if we did this instead? Speaking to patients and hearing their concerns about managing specific conditions or symptoms is another way to get inspired. Exploring new technologies, successful techniques, and procedures from other fields or disciplines and adapting them in a different area could be another source for new insights and discoveries ( Cummings, 2013 ). For example, those working in a cardiac setting may take an interest in fitness watches to monitor adherence to a walking program to reduce blood pressure and body weight. The ease of use, cost, and availability of fitness watches may be the draw to this technology. Staying curious and willing to explore ideas to solve or understand clinical issues is vital in engaging in clinical research since the goal of research is to improve the lives of patients.

Developing a research project requires knowing in depth the chosen area of inquiry (i.e., etiology, and treatment of hypertension). Methods to get immersed in the topic of interest include speaking to experts in the field and conducting a comprehensive literature review. Reading narrative review (NR) articles is one approach for updates on the latest issues and trends in the area of interest. NRs can address clinical, background, or theoretical questions. It can also summarize current findings, identify the gaps in research, and provide suggestions for the next steps in research ( Ferrari, 2015 ). On the downside, NRs can be biased based on the author(s) experience and interpretation of findings ( Pae, 2015 ). Systematic reviews (SR), another summary paper, differs from NRs, in that it uses a systematic approach to select, appraise, and evaluate the published reports ( Armstrong, Hall, Doyle, & Waters, 2011 ).

SRs start with a defined clinical question that is answered during the review ( Hoffmann et al., 2017 ). SRs use specific strategies for the inclusion criteria of papers to include or not to include. SRs help to understand what works or do not work in terms of intervention based-research ( Uman, 2011 ). SRs are excellent resources if your area of inquiry is leading towards an intervention based project. (See Table 1 for Classifications of Interventions).

Classifications Interventional Studies (Clinical Trials)

Category of Interventional Studies	Examples for Each Category
Treatment Trials	Testing of new medications, combination medications, new surgical procedure, dietary intervention
Prevention Trials	Testing of lifestyle changes, vaccines, medications
Screening Trials	Testing best approaches to screen or detect for health conditions
Diagnostic Trials	Testing procedures to diagnose specific conditions
Quality of Life Trials	Explore methods to best support individuals with chronic illness

Source: ( National Institutes of Health (NIH, 2019 )

Reviewing citations from published papers is another method to find relevant publications. Highly cited publications in a particular area could indicate a landmark paper, wherein the author(s) may have made an important discovery or identified a critical issue in the area. An essential goal of the literature review is to ensure that previously conducted studies are located and understood. Previous studies provide insight into recent discoveries, as well as dilemmas and challenges encountered in conducting the research.

The Research Question

The two branches of research methods are experimental and observational. Under the experimental methods, randomized controlled trials and non-randomized controlled trials belong in this category, while the observational methods include analytical studies with control groups and descriptive studies with no control groups. The analytical studies are cohort and case-control studies and descriptive studies are ecological, cross-sectional and case reports. Despite the differences in research methods, the common thread among the various types of research is the research question. The question helps guide the study design and is the foundation for developing the study. In the health sciences, the question needs to pass the “So what?” test. In that, is the issue relevant and lead to the advancement of the field and feasible in terms of conducting the study? Cummings and colleagues ( Cummings, 2013 ) use the mnemonic FINER (Feasible, Interesting, Novel, Ethical, Relevant) to define the characteristics of a good research question.

Feasibility

Feasibility is a critical element of research. Research questions must be answerable and focused on using methods to measure or quantify change or outcome. For example, assessing blood pressure for a study designed to lower hypertension is feasible, because methods to measure blood pressure and results associated with normal, and stages of hypertension are established. For studies requiring human study participants, approaches to recruiting and to enrolling them into the research need careful planning. Strategies must consider where and how to recruit the best study participants who fit the study population under investigation. An adequate number of study participants must be available to implement the study. The allotted timeframe to complete the study, the workforce to perform the study, and the budget to conduct the investigation must also be realistic. Research studies funded by private or public sponsors usually have timeframes to complete an investigation (2 years, three years). Funders can also request for a timeline showing when aspects of the research are achieved (institutional review board approval, recruitment of participants, data analysis).

Interesting

Several reasons may drive interest in an area of inquiry. Cummings and colleagues ( Cummings, 2013 ), use the term Interesting to refer to an area of importance for the investigator to examine. For some investigators, an experience or an observation drives them to evaluate the underpinnings of a situation or condition. While for some, obtaining financial support either through private or public funding is an important consideration, and for others, the research question is the logical next step in their program of research.

Novel research implies that new information contributes to or advances a field of inquiry. It can also mean that research confirms or refutes earlier results. Replicating past research is appropriate to validate scientific findings. When repeating studies, improving previously used research methods (i.e., increase sample size, outcome measures, increase follow-up period) can strengthen the project. For example, a study replicating a hypertension study may add a way to physiologically assess dietary sodium intake instead of only collecting dietary food records to determine sodium intake.

Ethical research is mandatory, from the protection of human and animal subjects to the data collection, storage, and reporting of research results ( Applebaum, 2005 ; Grady, 2015 ). Research studies must obtain institutional review board (IRB) approval before proceeding with the investigation. IRB is known as an ethics committee. The committee reviews the proposed research plan to ensure that it has adequate safeguards for the well-being of the study participants, as well as evaluates the risk-benefits of the proposed study. If the level of the risk outweighs the benefits of the outcome, the IRB may require changes to the research plan to improve the safety profile or reject the study. For example, an IRB will not approve a study proposing to use a placebo when well-established and effective treatments are available. The National Institutes of Health (NIH) offers an excellent educational resource, titled, Clinical Research Training . This training is a free online tutorial for ethics, patient safety, protocol implementation, and regulatory research ( https://crt.nihtraining.com/login.php ). Registration is required to enter the NIH portal, and the course takes approximately three-four hours to complete.

Relevant research questions address critical issues. It will add to the current knowledge in the field. It may also change clinical practice or influence policy. The questions must be timely and appropriate for the study population under investigation. In continuing the hypertension example from above, for individuals diagnosed with hypertension, it is recognized that reducing the dietary intake of sodium and increasing potassium can lower blood pressure and reduce the risk for heart disease and stroke ( McDonough, Veiras, Guevara, & Ralph, 2017 ). Therefore, an investigator should target both the dietary intakes of sodium and potassium if conducting a dietary study to reduce blood pressure. Focusing solely on lowering dietary sodium intake does not take into consideration the best available evidence in the field.

Guidelines for Question Development: PICO, PEO

Guidelines are available to help frame the research question that clarifies the concepts of interest; common frameworks include PICO and PEO. PICO is best suited for quantitative studies, while PEO for qualitative studies ( Methley, Campbell, Chew-Graham, McNally, & Cheraghi-Sohi, 2014 ). Quantitative and qualitative methodologies view the research approach using different lenses. In quantitative research, numerical data is produced necessitating statistical analysis. While qualitative research generates themes using words, the outcome of interest for these studies is understanding phenomena and experiences. It is essential to recognize that some topics will not fit the PICO and PEO frameworks. Novice researchers should seek consultation from a mentor or academic research advisor to formulate the research question.

PICO incorporates the following components P opulation, I ntervention, C omparison, and O utcomes. Population considers the persons or community affected with a specific health condition or problem (i.e., middle-aged adults, aged 45-65 with stage 1 hypertension; older adults, aged 65 and older with stage 1 hypertension living in nursing homes). Intervention is the process or action under investigation in a clinical study. Interventions include pharmaceutical agents, devices, and procedures, such as education about diet or exercise. The intervention under study can be investigational or already available to consumers or healthcare professionals for use ( NLM, 2019 ). Comparison is the group assessed against the intervention (i.e., vegan diet versus the Mediterranean style diet). Outcome is the planned measure to determine the effect of an intervention on the population under study. Using the vegan versus Mediterranean style diet example, the Outcome of interest could be the percent of body weight loss and reduction of blood pressure.

PEO includes the following elements P opulation, E xposure, and O utcome. Population centers on those affected and their problems (i.e., middle-aged adults who smoke with hypertension). Exposure focuses on the area of interest (i.e., experience with smoking cessation programs; triggers of smoking). The Exposure viewpoint depends on the framing or wording of the research question and the goals of the project since qualitative studies can denote a broad area of research or specific sub-categories of topics ( Creswell, 2013 ). Outcome using the PEO model might examine a person’s experience with smoking cessation and the themes associated with quitting and relapsing. Since the PEO model is best suited for qualitative studies, Outcome tends to have elements of defining a person’s experiences or discovering processes that happen in specific locations or context ( Doody & Bailey, 2016 ). (See Table 2 for Sample Questions Using PICO and PEO).

Sample Questions Using PICO and PEO

PICO – Quantitative Designs
Component	Tip	Example
opulation	Start by asking, “How would I describe the group of patients I want to study? What are their ages, symptoms, gender, etc.?”	Middle-aged adults with stage 1 hypertension
ntervention	Ask, “What intervention am I considering using?”	Lower Sodium (1,500 mg) Dietary Approaches to Stop Hypertension (DASH) diet with 4.7 mg of potassium.
omparison	Ask, “What is the other comparative intervention I want to use?”	Standard (2,300 mg of sodium) DASH diet with 4.7 mg of potassium.
utcome	Ask, “What do I want to accomplish?”	Reduction in blood pressure from the baseline level
PICO Question: How does the lower sodium DASH diet with 4.7 mg of potassium compared with the standard DASH diet with 4.7 mg of potassium in lowering blood pressure among middle-aged adults with stage 1 hypertension?
PEO – Qualitative Designs
Component	Tip	Example
opulation	Start by asking, “How would I describe the group of patients or community I want to study? What are their ages, symptoms, gender, etc.?”	Middle-aged adults with stage 1 hypertension who smoke daily
xposure	Ask, “What condition or action am I interested in studying?”	smoking behaviors
utcome	Ask, “What experiences or themes do I want to understand?”	attitude towards quitting
PEO Question: What are the attitudes of middle-aged adults who smoke daily with stage 1 hypertension towards smoking cessation?

To start in research, find an area of interest to study. For some, the inspiration for research comes from observations and experiences from the work-setting, colleagues, investigations from other fields, and past research. Before delving into developing a research protocol, master the subject of interest by speaking with experts, and understand the literature in the field. Use the FINER mnemonic as a guide to determine if the research question can pass the “So what?” test and use the PICO or PEO models to structure the research question. Formulating the appropriate research question is vital because the question is the starting point to select the design of the study, the population of interest, interventions, exposure, and outcomes.

Acknowledgments

This manuscript is supported in part by grant # UL1TR001866 from the National Center for Advancing Translational Sciences (NCATS), National Institutes of Health (NIH) Clinical and Translational Science Award (CTSA) program.

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Government Office for Science

Writing and using Areas of Research Interest

Published 28 January 2022

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

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This publication is available at https://www.gov.uk/government/publications/writing-and-using-areas-of-research-interest/writing-and-using-areas-of-research-interest

1. Introduction

The 2015 Nurse Review of Research Councils recommended that government established a more strategic approach to its research and development programmes. This included developing a more systematic expression of its own research needs and the mechanisms in place for engagement between the Research Councils and government departments. In response, government asked departments to produce a document that sets out the most important and current research topics the department is interested in. These Areas of Research Interest ( ARI ) documents can encourage collaboration with government departments when addressing research needs, by acting as a platform for engagement with external experts, research councils, industry, and many other organisations across the R&D landscape.

This document is intended as guidance for departmental officials on formulating ARIs and compiling them into an accessible document. It has been developed by the Government Office for Science ( GOS ) with extensive collaboration with officials in departmental Chief Scientific Adviser ( CSA ) offices across government and other relevant stakeholders.

1.1 What is the aim of an ARI document?

The aim of an ARI document is to clearly set out and describe departmental areas of research interest in a series of topics or questions. These ARIs should highlight gaps in evidence and knowledge that the department needs to address:

to build a dialogue around departmental research interests with experts in academia and industry, as well as their stakeholders such as academic institutions, and the National Academies
to promote departmental research interests in a way that gives experts the opportunity to get involved in activities to identify evidence related to them
to foster a culture of using research and innovation within the department that sustains a continuous dialogue with producers of research
to communicate departmental research interests to other government departments ( OGDs ) to foster cross government work around them

1.2 Why are ARIs useful?

There are many different users of research in government, ranging from ministers and civil servants to members of advisory councils. Accessing research is crucial throughout the cycle of policy making in defining issues as well as assessing policy options and their risks. This research feeds into government in various ways, through specific requests for expert insights or through participation in advisory committees and working groups.

Clarifying the department’s research interests to the external research community facilitates conversations around them and helps build a network of interested experts that work in areas directly relevant to those research interests. Having a network like this can help when organising activities such as workshops or when convening working groups around ARIs to gather evidence or identify evidence gaps, accelerating the speed at which research and evidence informed policy can be delivered.

Laying out departmental ARIs in a document can also help policy professionals in a department consider research needs more carefully when developing policy. ARIs also help departments invest in research and engagement activities (such as organising fellowships and secondments) because of the way they give the department an opportunity to clearly state and communicate its research needs to organisations.

2. How to write an ARI document

2.1 contents of an ari document.

An ARI document should contain at least:

an introduction, including the department’s vision and objectives
a section outlining the department’s research interests with clear connections to how these address the department’s objectives
an annex for further supplementary materials

We will address these sections in turn.

Although departments are free to choose a document title that suits their strategy, it is strongly recommended to include the words ‘Areas of Research Interest’. This will help external researchers in easily being able to search for and identify departmental ARI documents and should lead to the ARIs having a greater reach and impact.

Introduction

The introduction should summarise the purpose of the ARI document and what you hope to achieve through it. The reader should gain a good sense of how the ARIs have been derived from the department’s objectives and its science system.

The introduction should contain, but need not be limited to:

background on the department’s science system (such as how the department organises its science needs and activities in relation to its policy objectives), its research and innovation strategy, and how the ARI document fits within them
the purpose of the ARI document and its aims
a description of the distinction the department makes between short-, medium- and long-term timescales of relevance for individual research interest in its ARI document
steps that experts can take if they would like to get involved with the department (this should involve highlighting a way to contact the department, information about the department’s engagement activities, or ways in which the ARI document has been used to engage with experts in the past)

Departmental research interests

The section containing the department’s research interests should encapsulate the gaps in evidence relevant to the department’s priorities, whether in policy or other projects, and which the department cannot answer through in-house specialists.

Some departments, for example Department of Transport, have found it useful to organise their departmental research and innovation strategy in a way that it contains a list of all research topics the department is interested in, and the evidence gaps around them that it needs to address. Out of this list of identified evidence gaps, those that are most relevant to the department’s priorities for that year are used as a basis for writing ARIs when it comes to updating the document.

The ARIs do not have to take the form of research questions and can be as broad or as specific as the department requires. Proposed actions that the department would like to take alongside each ARI should also be included. For example, are you seeking discussions with academics, seeking to commission new research, offering collaboration on research bids to external funders, or some other engagement activity? The ARIs should have either short-, medium-, or long-term timescales of relevance, as defined by the department listed alongside them. For each ARI , it is also helpful to state any connection to ongoing policy debates, cross-government activity which you are aware of, or other information on the genesis and lifespan of ARIs if possible.

It helps to group ARIs into overarching themes and sub-themes that are clearly connected to higher level departmental objectives and policy delivery. Providing some contextual background around the theme will aid understanding of the ARIs across government as well as externally. This aids external experts in finding ARIs relevant to their field as well as helping officials in OGDs to easily find ARIs under cross-cutting themes, such as Net Zero and Levelling Up, to facilitate any potential cross-government work on addressing them.

Supplementary materials

This section should contain any files and links that help contextualise the research topics in the ARI as well as the department’s wider research activities. This should include, but need not be limited to:

materials that supplement the research topics and themes in the document, including relevant datasets and references to any current research
links to documents providing details of the departmental research and evidence strategy, as well as current research activities

2.2 The development of an ARI document

CSA’s office drafts new research interests from department’s objectives.

Consult government and analyst teams on relevance and context of ARIs.

Consult policy and delivery teams on relevance of ARIs to policy issues.

Consult academics on the framing of ARIs in context of current research.

Consult CSA for final sign-off on the department’s ARIs.

Publish ARI document and disseminate to external experts and the academic community.

Organise evidence gathering activities such as workshops.

Assess which evidence gaps for which ARIs have now been filled.

The process of developing an ARI relies on the ability to identify where the department’s research priorities lie, in line with the department’s objectives. The key for this is to cast the net as wide as possible and consult across the department with all the relevant colleagues, including government scientists (natural and social), engineers, analysts, policy makers, and delivery teams in all relevant areas. Departments can also consult the Government Office for Science ( [email protected] ) at any stage of the process regarding advice on how to write and publish the ARI or on how the department can approach and engage with external stakeholders.

The diagram above is not prescriptive and is meant as a guide to departments on all the groups of people that could be involved in the process of drafting an ARI . The actual process that individual departments go through will vary between them according to their needs and aims. Some departments choose to consult experts throughout the entire process whereas others will see departmental analyst and policy teams best placed to draft the initial research topics rather than the CSA ’s office.

2.3 Involving government scientists, analysts, and policy teams in writing your ARI

When deciding on the topics and themes the ARI document will contain, it’s advantageous to consult government scientists, analysts, policy and delivery teams in the relevant areas at the start of the process. They are well placed in their roles to share their knowledge and expertise on the main current issues in department, their scientific context, and how they stem from department objectives, helping ensure that the ARI aligns with them. This also ensures that you create a network of interested people in department with a stake in the ARI and, when experts begin to contact the department post-publication, evidence around relevant ARIs can efficiently reach government scientists, analysts, and policy professionals to inform their work.

Building the capability amongst officials in a wide variety of roles to communicate with experts helps streamline the way research informs work in the department. Officials can directly reach out to experts when they need to procure evidence, using the ARI as a means of clearly communicating which departmental research interests they would like to address and giving their context and current state of play.

Case study 1: How to engage with academics - A guide for DWP staff

The Department for Work and Pensions (DWP) have produced a staff guide on how to engage with academics for the benefit of policy, scientist or analyst, and various other roles in the department. The guide highlights for staff the benefits of engaging with academics and the wealth of expertise it provides access to. It also outlines:

the methods the department uses to engage with academics
the methods an individual in the department could use when reaching out to them for research
general tips for engaging
examples of how different professions in the department might engage as well as examples of letters they might send to academics

A staff guide such as this that is tailored to your department’s needs can open channels of communication through a department to allow relevant evidence to efficiently inform decisions. It helps staff to be aware of the methods at their disposal when sourcing expert advice and evidence, ensuring their work is well informed and in line with current research and the latest methodologies.

2.4 Involving academics and their stakeholders in writing your ARI

Many departments work directly with academics, or with intermediaries such as the National Academies, the What Works Centres, or other knowledge brokers. Academics and other stakeholders can be engaged after publishing an ARI to procure evidence around research topics but also early on when initially formulating those research topics. Involving academics and other stakeholders during the early stages of the document can help in framing the ARIs in the style and context that academics will find familiar and clear, further encouraging them to engage. Early involvement such as this can also allow academics to help identify where there may already be evidence on a specific ARI therefore making preparation of an evidence synthesis and a roundtable discussion more appropriate than perhaps commissioning new research.

2.5 Clarifying the priority level of ARIs

The individual ARIs in your document should be assigned a clear priority level, influenced by the priority level of the departmental objectives from which they are derived. It is helpful to indicate the timeframe within which each research topic needs to be addressed. After consulting with relevant teams in department, as well as academics, the final approval on the priority of research topics should be given by the CSA .

2.6 How to refresh an ARI

A department’s ARI document should be updated regularly to reflect shifts in departmental priorities and objectives. In 2019, the ‘ Government Science Capability Review ( SCR ) ’ recommended that departments do this annually. However, publishing a new document every year may not be feasible for many departments so slightly longer periods might be needed. Departments should ideally aim to begin the process of reviewing their ARIs a year after their last publication.

The CSA’s team (alongside other relevant teams) should aim to identify which ARI research topics are no longer necessary or a priority, making most refreshes relatively quick and light-touch. More detailed refreshes of the ARI may be required when departmental objectives change, usually after a spending review. The research interests that make their way into the ARI during the refresh should be those identified as being priorities for that year. The process of refreshing an ARI should go through the same stages of consultation and clearance as the initial publication.

3. How to publish an ARI

ARI documents are owned and published by departments. The ARI needs to go through the appropriate clearance processes in department and, once cleared by ministers, you should book a grid slot for your ARI publication via your departmental communications team. Once the ARI has been fully approved within your department, you should contact the ARI team in Government Office for Science ( [email protected] ) so that they can upload it on the ARI Collection page on GOV.UK .

Publicising the ARI document to members of the academic community and its stakeholders, such as the National Academies, maximises opportunities for engagement around the research topics. Social media, such as Twitter or LinkedIn, is a low resource, high impact way to Initially publicise the ARI . Departments can also request that the Government Office for Science communications team ( [email protected] ) make a post on their social media accounts announcing the publication of the ARI document.

The published ARI should be circulated to all relevant teams in the department via newsletters and intranet communications, to embed the initiative and ensure that the ARI approach becomes a business-as-usual means of engaging with the external research community. We also recommend informing stakeholders in other departments, such as ARI teams and CSA offices when and where your ARI has been published to help foster a collaborative environment for cross government work around common research interests.

4. How to use ARIs

Departments may wish to utilise ARIs in different ways. They may use them to commission primary research or evidence syntheses, second fellows, hold roundtable discussions, or for other methods of engagement. ARIs act as a tool to communicate government research interests to external experts, encouraging a constructive dialogue around them. An ARI document can facilitate in inviting external specialists to bring their expertise to the attention of policy makers, helping uncover current and potential evidence relating to the ARIs . Experts can also help with the bigger picture and identify cross cutting ARI themes relevant to the current research landscape and the evidence gaps within these themes. Maintaining a dialogue with experts around your department’s ARIs also creates a network that remains interested in them, with some departments finding that it led to an increase in submissions for research grants directly related to their ARIs .

This section will limit its discussion to academic engagement, fostering cross government work, and influencing research funding. GOS is currently doing further work on optimising the use of ARIs that will build on this guidance.

4.1 How to find the right experts to engage with

Although experts from a variety of backgrounds, including industry, can be engaged using your ARI , this section will focus on how to find academic researchers to engage with. It is important to use multiple routes to find academics and other researchers in order to develop a diverse pool of experience to draw from. As well as diversity in gender, ethnicity and location, the academics consulted should be at various stages of their careers, bringing in a diversity of thought, perspective, and opinion. Knowledge exchange teams at HEIs (Higher Education Institutions) can be contacted directly to find academics to engage with. However, utilising other networks that span across universities can bring the diversity required. Ways in which to find academics relevant to your research interests include, but are not limited to:

National Academies

knowledge brokers
arm’s length bodies

Science Committees

personal contacts

The 4 leading National Academies are:

The Royal Society
The Royal Academy of Engineering
The British Academy
The Academy of Medical Sciences

As well as these, there also exist numerous other learned societies and professional bodies , such as the Academy of Social Sciences. All 4 National Academies and many other learned institutions and professional bodies engage strategically with government and work on shared projects with us where their interests overlap with ours; frequently by convening groups of relevant experts to tackle a current topic. GOS is developing that engagement and can introduce ARI teams to academy contacts where they have shared interests. Each academy has networks of academics and contacts in business and industry; to whom they may be willing to introduce government officials. In addition, each academy’s fellows are leading experts in their fields and may be willing to offer their expertise to government.

Knowledge brokers (and knowledge exchange teams)

These networks sit at the interface of those producing research and those using it, with an aim to develop relationships and expand networks between them. The Universities Policy Engagement Network ( UPEN ) and the Open Innovation Team in Cabinet Office are 2 such networks that can put those in government in contact with academics with the appropriate skills and expertise. Knowledge exchange teams that sit in HEIs can be similarly approached by those in government and also aim to connect research users with the relevant research producers in their institutions. Their details can usually be found on the websites of their respective universities.

Arm’s length bodies ( ALBs )

ALBs such as Public Sector Research Establishments ( PSREs ) and National Laboratories are publicly funded organisations that conduct research and disseminate that knowledge for the benefit of society and the economy. They will have network of researchers that can be contacted for their expertise when drafting ARIs and identifying evidence around them.

Science Committees and advisory groups in the department can act as a source of expert advice specifically on departmental research interests or help generate new thinking and gain a wider perspective on a research topic. Members of these groups would also themselves have a wealth of contacts in academia that can be approached for their expertise.

Personal contacts

Many officials within department will have a network of personal contacts in academia that those in department can take advantage of. These staff members include the CSA and their office, departmental heads of science, and evidence and analyst specialists, amongst others. Some of these academics will have research interests that align with those of the department and have the advantage that they may already be familiar with some departmental science needs. When selecting personal contacts to reach out to you should keep diversity in mind, allowing you to draw on a breadth of experience and perspective in any evidence gathering activities.

When contacting academic stakeholders, personal contacts are used by staff more frequently since they make for a quick and easy way to engage academics. However, less common sources of contacts (for example, knowledge broker networks) should also be used to reach unknown groups and those that are not already part of your network, capitalising on their potential expertise.

For example, UPEN connects university-based knowledge brokers and researchers with policy professionals and other research users working within government to promote the interchange of knowledge, talent, and people. UPEN is a member-led organisation representing over two-thirds of all higher education institutions in the United Kingdom and offers a ‘one-stop shop’ to promote academic-policy engagement opportunities. Working closely with a range of research-user communities and organisations, UPEN offers innovation-led training and support for knowledge exchange and policy engagement, through events, seminars, exchange opportunities, and special projects. UPEN also has an ARI subcommittee that can specifically facilitate collaboration in the design or communication of your ARI , offering their perspective on how to best showcase it to the research community. More information is available on the UPEN website and government officials can contact the secretariat with any questions by email ( [email protected] ).

Case study 2: Rebuilding a Resilient Britain: Using knowledge brokers to find academics

The ‘Rebuilding a Resilient Britain Programme’ in 2020 ( see case study 4 for more detail ) identified which research topics in ARIs across government were relevant to recovery from COVID-19 in the medium to long term and what evidence was available to address them. A working group was assembled for each of the 9 themes that the research topics were placed into to identify existing evidence and evidence gaps around them.

Members of working groups were chosen from a list of over 900 nominated academics with relevant expertise in the 9 working group themes, provided by UPEN member universities. Academics were chosen for the working groups based on their fit with the research topics. The large list to draw from facilitated the consideration of diversity within the working groups, relating to location, ethnicity, gender, and career stage.

The working groups successfully identified a wealth of evidence around the chosen ARI topics as well as evidence gaps where there was scope to direct future research, published in the in the ‘ Evidence gaps and knowledge exchange opportunities paper ’. Evidence gathering activities such as these foster relationships between government and the academic community and lead to academics being aware and invested in government research interests, opening the door for potential future collaboration and research.

4.2 Methods of academic engagement

Academics, other experts, and their stakeholders can be involved in activities to identify evidence around ARI research topics through various engagement mechanisms, each bringing its own benefits. Through a survey of CSA Officials in 2020, GOS identified that some common mechanisms used for engaging with academic stakeholders across government departments are:

Commissioning research – this could be new research or synthesis of existing research and included work commissioned through the Strategic Priorities Fund, European funding such as Horizon 2020, scoping and briefing, and the use of existing government data.

Investing in people – this was seen as a blend of knowledge production as well as building capability and networks through opportunities such as PhD internships, fellowships, and secondments.

Advisory systems – using existing relationships and networks such as advisory boards and structures and international partners.

Outreach – such as roadshows, visits, and events to build new connections with a wider science community.

Working with intermediaries – using existing structures such as the National Academies, Research Councils, UPEN and other academic networks to bring together academic researchers and their knowledge.

These interactions show that academic stakeholder engagement goes beyond simply commissioning research but to cultivating external relationships to build specialist capability and keep familiar with innovative and dynamic research landscapes.

Case study 3: DWP: Using ARIs to build wider research capability

DWP carried out a series of half day workshops at several UK Universities to disseminate their research questions to academics. They called this their ‘ARI Roadshow’. The universities which hosted these workshops included the Universities of Bristol, Cambridge, Sheffield, Manchester, Newcastle and Durham and further workshops planned for Universities of Leeds, Essex, Kent and East Anglia. The structure of the workshops was co-developed with members of the universities, but all included presentations and discussions with academics whose current research was relevant to the DWP ARIs; future work which DWP could contribute or advise on; and evaluating the ARI as a tool for fostering collaboration. The DWP ARI Roadshow has resulted in an expansion of DWP’s network of interested academics and the submission of research grants which related directly to research topics framed in the ARI.

Since the advent of the COVID-19 Pandemic, DWP have hosted 2 ARI workshops with academics online. The use of Microsoft Teams allowed them to run a session which took the format of talks from academics about their research interests, a Q&A session, and ‘breakout rooms’ to facilitate more in-depth conversation between smaller groups.

4.3 Cross-cutting ARI themes

ARIs can act as a powerful tool to foster cross-government work. They can be used to identify research interests that are shared by different government bodies and can help join efforts to gather new and existing evidence around common research themes. There are some cross-cutting themes that will be common across many departments such as Net Zero and Social Science. Departments can reach out to each other through the CSA Officials Network coordinated by GOS , to discuss potential common research themes.

Another common theme across departments that should be considered is National Security Risks, in particular those that your department may have on the National Security Risk Assessment. Some of these departmental risks could benefit from research, and research topics stemming from them should be considered for inclusion in the ARI .

Feedback from departments has shown that calling upon their academic networks, built through engagement with their ARI , allowed them to organise working groups to identify the current evidence and evidence gaps around these common research themes. Activities such as this can require some resource but can deliver incredible amounts of evidence in a short time, accelerating the pace of evidence-based decision and policy making.

Case study 4: Rebuilding a Resilient Britain: Identifying evidence for cross-cutting research themes

The Rebuilding a Resilient Britain (RRB) programme was launched in July 2020 and brought together researchers, funding bodies and policy makers. Its aims were to identify existing evidence and uncover gaps in this evidence around key research questions in cross-cutting ARI themes relevant to recovery from COVID-19 in the medium to long term.

Approximately 1,500 ARI questions were analysed to identify those relevant to recovery from COVID-19. Amongst these, 9 cross-cutting themes were identified and, with their relevance agreed upon by the CSAs and the Council for Science and Technology (CST), a working group was assembled for each theme to identify existing evidence and evidence gaps around the research questions.

Papers summarising the programme along with the wealth of evidence that was identified were published in February 2021. The evidence gaps uncovered across all the themes were also published in a paper, clearly highlighting where current research needed to be directed to best inform policy in the future. Through assembling the working groups, lasting connections and contacts were made, further facilitating engagement between the academic community and policy professionals. In addition, the chairs of many of the working groups came from various academic institutions, establishing reliable contacts in those institutions.

Rebuilding a Resilient Britain: summary report
Rebuilding a Resilient Britain: working group reports

4.4 Funding for research

By creating a network of academics that are aware of departmental research interests, some departments have noticed an increase in the number of submissions for research grants that related directly to departmental research interests. The Research Councils in the UK also look at the ARI documents of government departments as part of their process to allocate research funds, due to their consideration of which research will have the greatest public impact.

Departments do not always have the budget to fund large amounts of research. However, as discussed thoroughly in earlier sections of this document, an ARI can be used to convene experts to participate in activities to gather existing evidence around a research topic.

Depending on the number of requests for funding or endorsement that the department receives due to the ARI , it can sometimes be useful to highlight in your ARI document that it is not a list of funded research projects. It may be useful to reach out to your contacts in the research councils to discuss if there are any existing or upcoming investments relating to your ARIs . GOS can assist with access across UK Research & Innovation ( UKRI ).

5. Embedding your ARI in the departmental science system

The SCR recommends that departments embed their ARI into their overall science system, rather than it being an isolated document. A department’s science system, as defined by the SCR , is the system a department has for commissioning, understanding and using science and evidence. This includes people, organisational functions, and structures and should be articulated in a single document signed by the CSA and endorsed by the department’s Executive Committee. The SCR recommends that ARIs should be the central tool in promoting a culture of research and continuous learning in the civil service, placing an awareness of research at the centre of strategic policy thinking.

Further information on how your ARI should fit within the wider science system in department is available on pages 28 to 31 of the Government Science Capability Review .

6. Tracking the impact of ARIs

ARIs have impact for both department officials and researchers due to the 2-way dialogue they facilitate. Both fields benefit from the exchange of knowledge, with policy professionals able to make evidence informed decisions from the input of research, and researchers gaining insight on new policy issues and the societal impact that research around them would carry.

Departments should consider tracking the activities undertaken around individual ARIs . It can be challenging to clearly demonstrate impact on policy, but it may be possible to identify specific actions undertaken. If you have clearly identified what you want to happen around each ARI , you will be able to assess at each refresh whether that has been achieved. Examples of actions may include commissioning research, holding a policy roundtable, writing a briefing for your minister. Monitoring impact of ARIs will be valuable when it comes to refreshing the document to increase the effectiveness of future iterations. It can help decide which research areas have had the greatest impact and show the greatest potential for development, influencing where the departments research efforts are concentrated in subsequent years.

You may also wish to periodically review whether your ARIs have been cited or flagged in:

research council tenders or other research funding tenders
grant applications or awarded research funding
working papers, grey literature, or academic publications

We recommend taking a qualitative approach as the most pragmatic way to evaluate impact and also recommend building in a consideration of long-term impact into your ARI management system.

For Academics, there is benefit for them if they can demonstrate and track the impact of their engagement. The Research Excellence Framework ( REF ) is the UK’s system for assessing the quality of research in its HEIs and informs the allocation of public research funds across them. The REF considers the impact of research performed by academics at HEIs , with impact on public policy being a specific element that is investigated. It is important to give all your stakeholders feedback on what has been helpful, what has been used, and what they could do differently, as this both helps you keep track of impact, and helps stakeholders work with you more effectively in the future.

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Preventive Pharmacologic Therapy for Kidney Stone Disease

1 Department of Urology, University of California, San Francisco
Research Letter Thiazide Dose, Urine Calcium, and Symptomatic Kidney Stone Events Ryan S. Hsi, MD; Phyllis L. Yan, MS; Naim M. Maalouf, MD; Sara L. Best, MD; John R. Asplin, MD; Vahakn Shahinian, MD, MS; John M. Hollingsworth, MD, MS JAMA Network Open

Urolithiasis is a disease of morbidity, rarely resulting in mortality, with increasing prevalence and high recurrence rates. 1 Considerable time and energy have been spent on identifying and implementing strategies to prevent subsequent kidney stone episodes. As most kidney stones are calcium based, thiazide diuretics have traditionally been used to decrease urinary calcium levels and thereby reduce recurrence rates. 2 Although a recent high-profile study, the Hydrochlorothiazide for Kidney Stone Recurrence Prevention [NOSTONE] trial, appears to argue against the use of diuretics given their negative findings, subanalyses from their own study suggest that higher doses of thiazides were associated with decreased kidney stone recurrence and more pronounced decreases in urinary calcium. 3

In their study, Hsi and colleagues 4 used a unique dataset built from linking patients between Litholink and Medicare. They found that higher thiazide dosages were associated with more pronounced reductions in urinary calcium levels and that the increased reduction in urinary calcium levels was associated with decreased kidney stone recurrence rates. The main findings of their study suggest that clinicians need to first identify patients with hypercalciuria and then aggressively treat them with thiazide diuretics to yield the most benefit in reducing kidney stone recurrence.

The study by Hsi and colleagues 4 implies that patients should be aggressively screened for hypercalciuria and other urinary analyte abnormalities associated with kidney stone recurrence through tools such as the 24-hour urine test to identify those who may benefit the most from preventive pharmacologic intervention. The 24-hour urine test is cumbersome for patients to perform, and many clinicians have difficulties with interpretation due to the frequent presence of more than 1 abnormality, complex interactions between abnormalities, and borderline values. Frustratingly, patients who form kidney stones can have normal 24-hour urine collection results and those who do not form kidney stones can have abnormal 24-hour urine collection results. It is not surprising then that only 7% of patients at high risk undergo the 24-hour urine test 5 and that, among those with an initial abnormality, only 16% receive repeat testing within 6 months. 6 Dichotomizing patients into simply high and low risk of kidney stone formation may not be sensitive enough to stratify their risk of kidney stone recurrence. Finding more efficient methods to risk stratify patients for testing or iterating new testing modalities may thus be critical.

Although urine calcium levels were measured, hypercalciuria was not an inclusion criteria in many of the randomized clinical trials evaluating thiazide diuretics, including NOSTONE. 2 , 3 However, thiazides demonstrated a protective effect in most of these trials, arguing for the utility of empiric therapy. These trials, however, are heterogeneous in terms of outcomes and adjunctive dietary management; therefore, the purported benefits of empiric therapy may be overstated. Among individuals who formed kidney stones in 3 prospective cohorts of health care professionals, the rates of hypercalciuria were 45% to 54%. 7 In comparison, 63% of participants in the NOSTONE trial had hypercalciuria, which may in part explain the contradictory findings.

Directed preventive pharmacologic therapy may result in the most efficient reduction in recurrence of kidney stones, especially if higher dosages of medications are used. However, most clinicians likely prefer to start at low dosages and then titrate the dosage based on adverse effects and efficacy. In kidney stone disease, efficacy is ultimately defined by kidney stone events, which are often not a practical end point to use in practice, as symptomatic events are often separated by years or decades. Silent events, typically defined by radiographic changes, are also suboptimal as an end point because they require close, consistent monitoring with frequent radiation exposure that may have significant interobserver variability depending on the modality used. To titrate to the appropriate dosages suggested by Hsi and colleagues, 4 performing subsequent 24-hour urine testing for all patients to decide when to adjust dosing may be critical to success in modifying the disease course of recurrent nephrolithiasis.

Published: August 22, 2024. doi:10.1001/jamanetworkopen.2024.28927

Corresponding Author: Kevin Shee, MD, PhD, Department of Urology, University of California, San Francisco, 400 Parnassus Ave, A610, San Francisco, CA 94143 ( [email protected] ).

Conflict of Interest Disclosures: None reported.

See More About

Sui W , Shee K , Stoller M. Preventive Pharmacologic Therapy for Kidney Stone Disease. JAMA Netw Open. 2024;7(8):e2428927. doi:10.1001/jamanetworkopen.2024.28927

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Learning energy-based representations of quantum many-body states

Abhijith jayakumar, marc vuffray, and andrey y. lokhov, phys. rev. research 6 , 033201 – published 21 august 2024.

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INTRODUCTION
ACKNOWLEDGMENTS

Efficient representation of quantum many-body states on classical computers is a problem of practical importance. An ideal representation of a quantum state combines a succinct characterization informed by the structure and symmetries of the system along with the ability to predict the physical observables of interest. Several machine-learning approaches have been recently used to construct such classical representations, which enable predictions of observables and account for physical symmetries. However, the structure of a quantum state typically gets lost unless a specialized Ansatz is employed based on prior knowledge of the system. Moreover, most such approaches give no information about what states are easier to learn in comparison with others. Here, we propose a generative energy-based representation of quantum many-body states derived from Gibbs distributions used for modeling the thermal states of classical spin systems. Based on the prior information on a family of quantum states, the energy function can be specified by a small number of parameters using an explicit low-degree polynomial or a generic parametric family such as neural nets and can naturally include the known symmetries of the system. Our results show that such a representation can be efficiently learned from data using exact algorithms in a form that enables the prediction of expectation values of physical observables. Importantly, the structure of the learned energy function provides a natural explanation for the difficulty of learning an energy-based representation of a given class of quantum states when measured in a certain basis.

Received 5 July 2023
Accepted 3 July 2024

DOI: https://doi.org/10.1103/PhysRevResearch.6.033201

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.

Published by the American Physical Society

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Physical Systems

Authors & Affiliations

1 Theoretical Division, Los Alamos National Laboratory , Los Alamos, New Mexico 87545, USA
2 Center for Nonlinear Studies, Los Alamos National Laboratory , Los Alamos, New Mexico 87545, USA
* Contact author: [email protected]

Article Text

Vol. 6, Iss. 3 — August - October 2024

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Summary of our approach to learning of energy-based representations for quantum states. Our framework contains three modules in which different choices are possible. First, the choice of positive operator valued measure (POVM) defines a mapping from the quantum state to the corresponding classical representation. Second, the choice of the parametric family is related to the complexity of the energy function as well as to the choice of the respective learning algorithm from the family of interaction screening estimators. Finally, once the energy function is learned, a suitable sampling algorithm can be used to generate samples and estimate observation values using the conditional probabilities obtained during the learning process. As mentioned in the introduction, neural nets are advantageous to use when no prior information is available about the quantum state. Polynomials are advantageous to use if the quantum state exhibits a low-degree structure, as seen for the transverse Ising model. If we know a priori that the state is fully symmetric, then the symmetric function Ansatz is advantageous to use.

Learning classical energy-based representations for permutation invariant systems. (a) We use the tetrahedral positive operator valued measure (POVM) rotated by a fixed 1 qubit Haar random unitary for learning Greenberger-Horne-Zeilinger state. (b) Given prior information about the symmetry of the state, we can use a fully permutation-invariant function in the interaction screening (IS) method. (c) The total variation distance (TVD) of the learned distribution from the true distribution obtained by measuring a 7 qubit GHZ state in the tetrahedral POVM. The x axis here is the number of samples drawn from a learned model to estimate the TVD. The dotted line is the sampling error, which is TVD estimated from the exact classical representation of the state given by the POVM. We see that the symmetric function Ansatz performs much better than the neural net Ansatz learned with NeurISE [ 29 ] without any symmetry assumptions. Both models are learned using 10 6 state measurements. The neural net has 1043 trainable parameters, while the symmetric function has 840 parameters. (d) Comparison of the fidelity between ρ n , p for p ∈ [ 0 , 1 ] with | GHZ + n 〉 estimated from a symmetric energy-based model (EBM) for ρ n , p . The symmetric EBM can produce the correct fidelity behavior here even when p → 1 . It has been reported that, for this benchmark, neural net quantum states (NNQS) methods which compute a classical upper bound for quantum fidelity cannot reproduce the correct behavior when p gets close to 1 [ 15, 17 ]. All the models here are learned using 6 × 10 4 samples.

Learning classical energy-based representations for quantum thermal states. (a) Energy-based model (EBM) learned from the transverse field Ising model (TIM) thermal state measured using the tetrahedral positive operator valued measures (POVM). (b) The strength of interactions at each order for a third-order polynomial energy function exactly representing the thermal state of a 5 qubit TIM on a line measured using the tetrahedral POVM. Here, the absolute value of the largest coefficient in the polynomial representation at each order is plotted against the inverse temperature. For these experiments, we fix g = 1 . We see that terms at all orders in the energy function are not negligible. (c) A neural net representation is most appropriate, given the presence of higher-order terms in the polynomial representation. (d) One-body and (e) two-body expectation values inferred from the neural net representation for the ferromagnetic one-dimensional (1D) TIM at β = 1 , g = 1 , with open boundary conditions. The EBM representation is learned using m = 10 5 samples, and observables are computed by drawing 4 × 10 5 samples from the learned model. (f) TIM thermal state measured in the computational basis only. (g) Strength of interactions at each order for an EBM exactly representing the thermal state of a 5 qubit ferromagnetic TIM using measurements in the computational basis. We see that the second-order terms dominate over other terms. (h) This means that the energy function can be well approximated using a second-order polynomial. Z Z expectations estimated from EBMs represented using (i) neural nets and (j) quadratic polynomials, respectively. Both representations are learned for a 30 spin thermal TIM at β = 2 , g = 1 , with m = 10 6 samples, with periodic boundary conditions. The neural net model has 28 380 trainable parameters, while the polynomial model has only 900. Further details about the numerical experiments are given in Appendix pp4 .

Scaling results for the classical representations of thermal states of the transverse field Ising model (TIM). Error in ZZ expectation of the polynomial representation for the one-dimensional (1D) TIM at β = 1 : (a) number of qubits (b) number of measurements (i.e., training samples). We see that increasing the number of measurements has decreased the error significantly. On the other hand, the error does not increase appreciably if the number of qubits in the system is increased. (c) Error in ZZ expectation of the polynomial representation for the two-dimensional (2D) TIM at β = 1 , with g = 1 . (d) The same but for g = 3.5 . The chosen g values are on either side of the zero-temperature critical point ( g c = 3.044 ) [ 47 ]. We see that the model is easier to learn for the larger value of g .

Learning classical energy-based representations for ground states of quantum systems. (a) Here, we study energy-based model (EBM) representation of a ground state of the antiferromagnetic transverse field Ising model (TIM) measured in the tetrahedral basis. (b) Strength of interactions at each order for an EBM exactly learned from the ground state of a 6 qubit antiferromagnetic TIM on a line. The figure shows that a second-order representation cannot capture all the features of this model. The relative importance of all orders is especially pronounced when the Ising term dominates the transverse field. (c) Because of these higher-order terms, we find that a neural net Ansatz is necessary to capture all the features of the model. (d) Two-body expectation values for a 50 spin model at g = 1 . The EBM learned from this state can accurately learn the long-range behavior of the ground state at the critical point. All results from a neural net Ansatz are trained from samples drawn from a matrix product states (MPS) representation of the ground state, found using the density matrix renormalization group (DMRG) [ 6, 46 ]. The EBM was learned using m = 10 5 training samples. Further details about the numerical experiments are given in Appendix pp4 .

Scaling results for the classical representations of ground states of the transverse field Ising model (TIM). (a) Error in one- and two-body reduced states as a function of the number of qubits for the ground state of one-dimensional (1D) TIM. The average error goes down in this case, as most errors occur when the spins are close together in the lattice. These energy-based models (EBMs) are learned using m = 10 5 samples. (b) For a 60 qubit 1D TIM model, we see the effect of g on learning. The low- g state here is hard to learn, as it is close to the ground state of a classical model. This implies that the effective temperature of the EBM is low, and the sample complexity of learning is high [ 36 ]. On the other hand, higher g states are easier to learn, as evidenced by the decreasing error as the number of training samples is increased. Presented is the error (average trace distance between 1 and 2 qubit reduced states) as a function of the number of training samples m .

Learning classical energy-based model (EBM) representation for the ground state of a two-dimensional (2D) Heisenberg model. (a) Comparison of Z Z and X X expectation values learned by the NeuRISE algorithm with values obtained from the density matrix renormalization group (DMRG), m = 4 × 10 6 . The Hamiltonian here is the antiferromagnetic Heisenberg model on a 5 × 5 lattice. (b) Error between expectation values learned by NeuRISE and DMRG. We see good agreement in local observables for learning this 2D model. Just like for the one-dimensional (1D) models discussed in the main text, we also see improved predictions while increasing the training values of m . The neural net used here has only 23 250 free parameters compared with the Hilbert space dimension of ≈ 3 × 10 7 .

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Alternate RNA decoding results in stable and abundant proteins in mammals

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Amino acid substitutions may substantially alter protein stability and function, but the contribution of substitutions arising from alternate translation (deviations from the genetic code) is unknown. To explore it, we analyzed deep proteomic and transcriptomic data from over 1,000 human samples, including 6 cancer types and 26 healthy human tissues. This global analysis identified 60,024 high confidence substitutions corresponding to 8,801 unique sites in 1,990 proteins. Some substitutions are shared across samples, while others exhibit strong tissue-type and cancer specificity. Surprisingly, products of alternate translation are more abundant than their canonical counterparts for hundreds of proteins, suggesting sense codon recoding. Recoded proteins include transcription factors, proteases, signaling proteins, and proteins associated with neurodegeneration. Mechanisms contributing to substitution abundance include protein stability, codon frequency, codon-anticodon mismatches, and RNA modifications. We characterize sequence motifs around alternatively translated amino acids and how substitution ratios vary across protein domains, tissue types and cancers. Both the sequence and the tissue-specificity of alternatively translated proteins are conserved between human and mouse. These results demonstrate the contribution of alternate translation to diversifying mammalian proteomes, and its association with protein stability, tissue-specific proteomes, and diseases.

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Nikolai Slavov is a founding director and CEO of Parallel Squared Technology Institute, which is a non-profit research institute.

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Learn about SF Fed’s Research Associate program

Caroline Paulson

Being a research associate (RA) at the San Francisco Fed means getting a chance to work with economists doing exceptional research and policy work. We are currently accepting applications and are seeking motivated candidates interested in diving into economic research, honing their analytical and technical skills, and learning more about the Federal Reserve and the people it serves.

What is economic research and policy?

You could say that the core of economics is examining the effects of one event on another. For instance, you might wonder:

How do changes in interest rates set by the Federal Reserve spread throughout the financial system to affect the activities of community banks, local businesses, and families?
How does price inflation for different goods and services impact people’s daily lives and choices?
How can public policies offset the consequences of job losses for individuals and the economy?

In Economic Research, we rely on high-quality data and a variety of methods to analyze and inform our investigation of these types of questions. At the SF Fed, we are particularly curious about economic and policy questions that relate to the Federal Reserve’s dual mandate of price stability and full employment.

What types of research are SF Fed RAs involved in?

The Economic Research Department is arranged in six sections: macroeconomics, microeconomics, international economics, financial economics, macroeconomic analysis and economic geography, and sustainable growth. SF Fed RAs are each assigned to one of these sections but can engage with any of the subfields while they’re in the program. This flexibility allows RAs to explore research projects on a variety of topics and better understand what specialized areas they might want to learn more about.

As an RA, you work closely with staff economists in all stages of the research process. RAs frequently coauthor with economists on Economic Letters and sometimes even working papers that are submitted to professional peer-reviewed journals.

RAs also gain exposure to research through our involvement in department-sponsored events. Economic Research hosts seminars and conferences about various topics, including monetary policy, labor markets, finance, and climate risk. RAs often assist with and attend these events, which allows us to learn about cutting-edge research in different fields from top scholars and leaders. For example, in March 2024, our Department welcomed Federal Reserve Chair Jerome H. Powell and Kai Ryssdal of Marketplace for opening remarks at our annual Macroeconomics and Monetary Policy Conference .

How do RAs contribute to the Fed’s work on monetary policy?

RA policy work primarily revolves around preparing for Federal Open Market Committee (FOMC) cycles. We assist economists with briefings by analyzing data, creating figures and tables, fact-checking, and doing related research work. RAs also have opportunities to sit in on policy briefings presented to the San Francisco Fed president in advance of the FOMC meetings.

In addition to briefings, RAs are involved in other department policy tasks. For example, RAs help maintain the SF Fed Data Explorer , a tool that allows the public to interact with our labor market and inflation databases. RAs on the forecasting team assist with developing our District’s projections for statistics like GDP growth, inflation, and the unemployment rate. These forecasts are regularly featured in our FedViews series.

What sets the SF Fed apart from other institutions?

The SF Fed is a unique place to work as it sits at the intersection of rigorous economic research and meaningful public service. We are a dynamic institution that adapts to the financial, technological, and social landscapes of the District we serve and beyond.

For example, in collaboration with the Federal Reserve System Innovation Office, we recently launched the EmergingTech Economic Research Network , an initiative that brings academics, policymakers, and business leaders together to examine the impacts of emerging technologies on our economies. The SF Fed also houses the Center for Pacific Basin Studies , which promotes collaborative research and policymaking across central banks in the Pacific Basin.

The SF Fed also invests heavily in the well-being of its employees. With tuition and student loan assistance, many RAs continue their learning, taking classes at nearby universities to help them prepare for graduate school. The SF Fed also offers volunteer time off to promote community engagement and Employee Resource Groups to help create an open and accepting professional environment.

Why be a research associate?

As an RA, you develop advanced skills in statistical analysis, data visualization, communication, and collaboration, which are valuable no matter where you may go next. RAs can use the program as an opportunity to decide whether to pursue graduate school, in economics or other disciplines. Since 2020, our research associates have joined PhD programs at MIT, Princeton, Stanford, Michigan, NYU, Boston University, Maryland, UT Austin, UCLA, UC San Diego, UC Davis, and UC Irvine. Six of those RAs were awarded National Science Foundation Graduate Research Fellowships. The research and policy experience gained here can be helpful in preparing for continued higher education and can set a candidate apart in the admissions process.

What are some potential career paths?

The RA program also opens doors to many professional opportunities. In addition to pursuing advanced studies, former RAs have gone on to work in various fields including economics, finance, law, public policy, data science, and more, working at the Federal Reserve System, universities, organizations, and private industry.

What makes a successful RA?

A successful RA embodies what our current bank president, Mary C. Daly, calls being an “early student.” This describes someone who is eager to learn and actively seeks out new knowledge.

Training in economics and related fields, combined with a quantitative background in mathematics, statistics, and computer science, are typical qualifications of an RA. Additionally, experience with Stata, R, Python, and MATLAB is a plus.

Good communication and organizational skills are essential as well. RAs collaborate frequently with economists and other RAs about complex topics and complete projects with many steps. Strong communication abilities prevent unnecessary frictions in the research process.

How do I apply?

Apply for the San Francisco Fed’s research associate program online . To learn about all Federal Reserve System RA programs, check out Fed Econ Jobs .

Featured photo of research associates with Chair Jerome H. Powell, President Mary C. Daly, and economists Huiyu Li and Andrew Foerster at the 2024 Macroeconomics and Monetary Policy Conference.

Photo by Sean Qui.

Research Associates program

The SF Fed is looking for exceptional college graduates to join the Economic Research team as Research Associates.

The views expressed here do not necessarily reflect the views of the management of the Federal Reserve Bank of San Francisco or of the Board of Governors of the Federal Reserve System.

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Here are the two things that a great statement of research interests or SOP will do: It will clearly illustrate to the admissions committee that you possess a depth of interest and comprehension in your field and that you understand what goes into research. You will sound naïve if you talk about ideas that are too vague or nebulous, or ones ...
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Phys. Rev. Research 6, 033201 (2024)
Efficient representation of quantum many-body states on classical computers is a problem of practical importance. An ideal representation of a quantum state combines a succinct characterization informed by the structure and symmetries of the system along with the ability to predict the physical observables of interest. Several machine-learning approaches have been recently used to construct ...
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Amino acid substitutions may substantially alter protein stability and function, but the contribution of substitutions arising from alternate translation (deviations from the genetic code) is unknown. To explore it, we analyzed deep proteomic and transcriptomic data from over 1,000 human samples, including 6 cancer types and 26 healthy human tissues. This global analysis identified 60,024 high ...
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