research proposal goldsmith university

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Research degrees

With a world-class reputation for creativity and innovation, and a commitment to encouraging interdisciplinary collaboration, Goldsmiths provides researchers with a unique intellectual environment.

Primary page content

Research community.

We are a leading research-intensive university, we're in the UK's top 10 universities our research intensity ( The Complete University Guide League Tables 2022 ), and nearly three-quarters of the research carried out by academics at Goldsmiths was rated as ‘world-leading’ or ‘internationally excellent’ in the last Research Excellence Framework (2014)

Research opportunities

Most of our  academic departments  offer research opportunities - you can either get in touch with a member of staff directly to discuss your options, or alternatively  browse our postgraduate listing  for details of our MPhil/PhD degrees. 

Research centres and units

Our  research centres and units  aim to encourage research collaboration by bringing together academics and students from different departments and disciplines. They organise seminar programmes and conferences, house research projects, and act as a base for research students.

Enterprise Office

The Enterprise Office at Goldsmiths works with staff and students to connect people and organisations outside the University with the research and know-how to address their unique challenges. These connections enhance the work of businesses, government, charities, non-governmental organisations and the community, as well as our own researchers.

Graduate School

‌Our  Graduate School  has been created in response to increasing numbers of postgraduate students, changing needs for research training, and Goldsmiths’ growing research profile.

It provides a strong and supportive infrastructure for postgraduates at Goldsmiths by offering facilities and training, and encouraging intellectual and social contact across disciplines. Information about postgraduate training and funding, academic and social events, and support is also available.

An introduction to the Graduate School at Goldsmiths and what it can offer postgraduate students

Starting your research studies

Before you start.

If your application for research study is accepted, you will be sent full enrolment instructions. Your department will arrange an  induction programme  for you, including an introduction to departmental, library and computer facilities; where appropriate, you will also be introduced to laboratory and technical support, and to language-learning resources.

Each September, there is a week-long university-wide induction programme for first year postgraduate research students in all academic disciplines; this introduces you to some of the essentials of research and gives you the opportunity to ask general questions. Research students usually follow a programme of training tailored to their needs, which may include dedicated training programmes.

When you're here

Your supervisor helps you in the initial  planning of your research , offering advice and suggestions as the project evolves, and maintaining regular contact through individual tutorials. Having discussed your needs with your supervisor, in the first year you undertake training to develop your research skills and techniques. You're responsible for maintaining progress according to your agreed plan of study, as outlined on your registration form, and at the end of the year you produce a formal progress report.

Research can be an isolating process, so we give you the opportunity to participate in  departmental research seminars  and programmes of taught options, which enable you to meet other research students.

You begin by registering as an MPhil student, while you undertake research training, develop your research skills, and complete the initial stages of your PhD. You can apply to upgrade to PhD registration when you have satisfactorily completed an agreed part of the research and training programme: usually after 18 months if you are studying full-time, or 24 months if you are studying part-time.

You should aim to complete and submit your PhD thesis within an agreed period, usually three to four years for full-time students or seven to eight years for part-time students. If you decide not to upgrade to PhD registration, you can submit your thesis for an MPhil after two years if you are studying fulltime, or after three years if part-time. You can change your registration from full- to part-time or vice versa with the agreement of your supervisor. 

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About the author  (2019), bibliographic information.

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Library blog

Primary page content, exploring goldsmiths’ theses collection.

Over the summer, the Online Research Collections team in the Library, along with our cataloguing colleagues Diana Stevenson and Joanna Martin have been working on a project to make all Goldsmiths theses from 2020 to July 2021 available on our institutional repository Goldsmiths Research Online (GRO) . Providing access to our theses from the last two years has been delayed due to a variety of factors relating to COVID-19 so it is great to finally make them available.

The PhD theses we hold are a unique record of the academic, intellectual and research culture at Goldsmiths from the 1960s onwards. Our thesis collection is one of our most heavily used digital collections, so now that our most recent theses are accessible online, we thought it would be a good time to provide an overview of our collection and highlight its richness and diversity.

PhD research at Goldsmiths

In the 1960s and 1970s Goldsmiths rapidly expanded its portfolio of courses and started to offer postgraduate studies and research opportunities across the arts and humanities.

The earliest doctorate thesis that we hold is Marie Cecilia Wragg’s The development of emotional and social maturity in boys and girls in certain grammar, comprehensive and modern schools awarded in 1964. Dr Wragg was an educational psychologist and teacher who worked extensively in England and around the world. During her PhD research Dr Wragg clearly made much use of the Library, noting the help of ‘the assistant librarians at Goldsmiths’ College’ in her acknowledgements. While completing her PhD in the 1960s, she worked at Goldsmiths as a senior lecturer in the Education department and as a Hall of Residence Head. Following the completion of her PhD, Dr Wragg travelled widely in India, writing a number of journal articles about her investigations into educational psychology , teacher training and higher education in the country.

It was only in the 1980s that a large volume of theses started to be produced at Goldsmiths, with the Library holding 114 theses from the decade. In the 1990s, 138 theses were produced and in the 2000s the number had risen to 486, with numbers now averaging around 100 theses per year.

Our theses collection

The Library holds over 1,500 bound copies of theses. Our full collection of hard bound theses is available on Library Search . In normal circumstances, all bound theses on the catalogue can be consulted in the Library but due to COVID-19 restrictions this service is currently suspended.

The requirement to submit both an electronic and bound copy of a thesis has been in place at Goldsmiths since 2010, with our electronic thesis collection held on our institutional repository Goldsmiths Research Online (GRO) . In addition to that, we have retrospectively digitised theses from earlier years, as a part of the British Library’s EThOS service . Due to COVID-19 adjustments, PhD candidates in 2020-21 have been asked to submit their final thesis in digital format only.

In total, there are over 1,300 theses available in GRO  (these are also accessible through Library Search) . To browse our full digital collection on GRO just go to the browse menu and select ‘Item Type’ followed by ‘Thesis’. A range of FAQs on accessing digital theses on GRO is available here .

Moving from a collection of hard bound theses held in our store, to a digital collection accessible to anyone in the world with an internet connection has increased the visibility of our thesis collection and reduced barriers to accessing these valuable and unique resources. Providing free, online access also benefits our authors by increasing the reach of their work and the potential that it will be cited, as well as helping to promote their research during the early stages of their academic career.

Highlights from the collection

Our earliest electronic thesis  dates back to 1982 . Some of our earliest electronic theses from the 1980s include work produced by researchers still associated with Goldsmiths including Alan Pickering , Sophie Day , and Heidi Safia Mirza  , who wrote a short account of her experiences completing a PhD as a single mother in the 1980s which is well worth a read.

Our repository collection covers a huge range of areas and includes creative writing and practice research theses. The collection includes work by a number of former and current Library colleagues, along with theses by notable alumni such as the art historian and broadcaster David Dibosa , the Booker Prize winning author Bernardine Evaristo , the 2021 Turner Prize nominee Daniel Fernandes Pascual , and the joint winner of the Turner Prize in 2019 Lawrence Abu Hamdan.

Theses are amongst the most downloaded items in GRO. Over the past year our most downloaded thesis Valerie Welbanks’ Foundations of Modern Cello Technique; Creating the Basis for a Pedagogical Method has been accessed over 3,320 times. Our next most downloaded thesis, Rosa Crepax’s The Aesthetics of Mainstream Androgyny: A Feminist Analysis of a Fashion Trend has 1,470 downloads, followed by Jennifer May Brand’s From Design to Decline: Boosey & Hawkes and Clarinet Manufacturing in Britain, 1879-1986  with 1,268 downloads.

Our list of the most downloaded theses of all time gives a sense of the diverse range of postgraduate research taking place ate Goldsmiths and emphasises the value to authors of making their thesis open access.

Statistics collected 16 August 2021

  Further help and resources

If you wish to explore theses produced outside Goldsmiths, our Open Access Libguide includes links to a range of resources that will help you access theses produced in other UK universities and beyond.

As well as providing access to our PhD collection Library Search also includes many theses from other UK universities that are available through the British Library EThOS service.

For further guidance or questions about accessing our thesis collection, please get in touch with the Online Research Collections team at [email protected]

Pieter Sonke,  Online Research Collections team

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Research Proposal Example/Sample

Detailed Walkthrough + Free Proposal Template

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

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

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

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

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

FAQ: Research Proposal Example

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

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

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

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

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

How do I get the research proposal template?

You can access our free proposal template here .

Is the proposal template really free?

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

Where can I learn more about proposal writing?

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

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

Psst… there’s more!

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

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

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

Table of Contents

How To Write a Research Proposal

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

1. Title and Abstract

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

2. Introduction:

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

3. Research Objectives

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

4. Literature Review:

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

5. Methodology:

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

6. Timeline:

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

7. Resources:

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

8. Ethical Considerations:

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

9. Expected Outcomes and Significance:

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

10. References:

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

11. Appendices:

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

Research Proposal Format

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

1. Title Page:

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

2. Abstract:

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

3. Introduction:

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

5. Research Objectives:

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

6. Methodology:

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

7. Timeline:

8. Resources:

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

9. Ethical Considerations:

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

10. Expected Outcomes and Significance:

11. References:

12. Appendices:

Research Proposal Template

Here’s a template for a research proposal:

1. Introduction:

2. Literature Review:

3. Research Objectives:

4. Methodology:

5. Timeline:

6. Resources:

7. Ethical Considerations:

8. Expected Outcomes and Significance:

9. References:

10. Appendices:

Research Proposal Sample

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

1. Introduction

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

2. Objectives

The main objectives of this research are as follows:

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

3. Methodology

3.1 Study Design

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

3.2 Participants

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

3.3 Data Collection

The research will employ the following data collection methods:

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

3.4 Data Analysis

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

4. Ethical Considerations

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

5. Significance and Expected Outcomes

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

6. Timeline

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

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

8. Conclusion

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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EUNIC: Training Framework Proposal

Figueira, Carla . 2023. EUNIC: Training Framework Proposal . Technical Report. EUNIC – European Union National Institutes for Culture, Brussels. [Report]

Abstract or Description

[Confidential Report, 6453 words excluding references] This document submitted in October 2023 presents a training proposal developed for EUNIC with the aim to help the network develop mutual learning and sharing of knowledge which is at the core of its mission (to support the working together of its members in designing, developing, and implementing activities within a cultural relations approach). To inform this proposal, surveys and a series of interviews designed to map the training needs of EUNIC members took place between February and July 2023 – the findings of this exercise are summarised in another separate confidential combined report.

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Organizing Your Social Sciences Research Assignments

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• Acknowledgments

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

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

How to Approach Writing a Research Proposal

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

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

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

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

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

Common Mistakes to Avoid

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

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

Structure and Writing Style

Beginning the Proposal Process

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

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

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

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

Most proposals should include the following sections:

I.  Introduction

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

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

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

II.  Background and Significance

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

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

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

III.  Literature Review

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

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

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

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

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

IV.  Research Design and Methods

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

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

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

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

V.  Preliminary Suppositions and Implications

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

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

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

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

VI.  Conclusion

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

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

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

VII.  Citations

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

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

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

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

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

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Regulating Artificial Intelligence Proposal for a Global Solution

• Computer Science
• Center for Computational Sciences

Research output : Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Given the ubiquity of artificial intelligence (AI) in modern societies, it is clear that individuals, corporations, and countries will be grappling with the legal and ethical issues of its use. As global problems require global solutions, we propose the establishment of an international AI regulatory agency that - drawing on interdisciplinary expertise - could create a unified framework for the regulation of AI technologies and inform the development of AI policies around the world. We urge that such an organization be developed with all deliberate haste, as issues such as cryptocurrencies, personalized political ad hacking, autonomous vehicles and autonomous weaponized agents are already a reality, affecting international trade, politics, and war.

Publication series

Bibliographical note.

• hard/soft law
• international governance
• international organizations
• transnational legal ordering

ASJC Scopus subject areas

• Artificial Intelligence

Access to Document

• 10.1145/3278721.3278731

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• Link to publication in Scopus
• Link to the citations in Scopus

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• International Trade Economics, Econometrics and Finance 100%
• Regulatory Agency Economics, Econometrics and Finance 100%
• Cryptocurrency Economics, Econometrics and Finance 100%
• Ethical Issue Economics, Econometrics and Finance 100%
• Regulation Economics, Econometrics and Finance 100%
• Artificial Intelligence Social Sciences 100%
• Intelligence Medicine and Dentistry 100%
• Problem Social Sciences 20%

T1 - Regulating Artificial Intelligence Proposal for a Global Solution

AU - Erdélyi, Olivia J.

AU - Goldsmith, Judy

N1 - Publisher Copyright: © 2018 ACM.

PY - 2018/12/27

Y1 - 2018/12/27

N2 - Given the ubiquity of artificial intelligence (AI) in modern societies, it is clear that individuals, corporations, and countries will be grappling with the legal and ethical issues of its use. As global problems require global solutions, we propose the establishment of an international AI regulatory agency that - drawing on interdisciplinary expertise - could create a unified framework for the regulation of AI technologies and inform the development of AI policies around the world. We urge that such an organization be developed with all deliberate haste, as issues such as cryptocurrencies, personalized political ad hacking, autonomous vehicles and autonomous weaponized agents are already a reality, affecting international trade, politics, and war.

AB - Given the ubiquity of artificial intelligence (AI) in modern societies, it is clear that individuals, corporations, and countries will be grappling with the legal and ethical issues of its use. As global problems require global solutions, we propose the establishment of an international AI regulatory agency that - drawing on interdisciplinary expertise - could create a unified framework for the regulation of AI technologies and inform the development of AI policies around the world. We urge that such an organization be developed with all deliberate haste, as issues such as cryptocurrencies, personalized political ad hacking, autonomous vehicles and autonomous weaponized agents are already a reality, affecting international trade, politics, and war.

KW - hard/soft law

KW - international governance

KW - international organizations

KW - transnational legal ordering

UR - http://www.scopus.com/inward/record.url?scp=85055699089&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85055699089&partnerID=8YFLogxK

U2 - 10.1145/3278721.3278731

DO - 10.1145/3278721.3278731

M3 - Conference contribution

AN - SCOPUS:85055699089

T3 - AIES 2018 - Proceedings of the 2018 AAAI/ACM Conference on AI, Ethics, and Society

BT - AIES 2018 - Proceedings of the 2018 AAAI/ACM Conference on AI, Ethics, and Society

T2 - 1st AAAI/ACM Conference on AI, Ethics, and Society, AIES 2018

Y2 - 2 February 2018 through 3 February 2018

Generation Delta Goldsmiths Studentships: Call for Applicants

Generation Delta Goldsmiths Studentships:   Call for Applicants for Entry, September 2022.

Deadline for receipt of applications, 17:00 on Friday, 10 June.

The Graduate School is very pleased to announce the call for applications for two Generation Delta Goldsmiths Studentships, for doctoral study. This initiative builds on and contributes to the recently launched OFS / Research England project Generation Delta: Building Routes into Professorship for Black, Asian and Minority Ethnic Women  that seeks to redress barriers to access and participation in doctoral study for racialised students generally and women of colour in particular. While Generation Delta Goldsmiths Studentships are open to all eligible applicants from Black, Asian and Minority Ethnic backgrounds in any field of study at Goldsmiths, University of London, it is anticipated that at least one award will be made to a woman of colour who are the group most underrepresented nationally in terms of doctoral study and studentship funding.  Applicants must be new or continuing doctoral students who will not have completed more than 1 year Full-time or 2 years Part-time registration by September, 2022.  Awards may be held on a full or part-time basis, pro-rata, over 3 years (FT) and 6 years (PT) and are equivalent to fully funded UKRI studentships which cover Home fees and offer an annual FT stipend of £18,062, together with a small annual research training and support fund of £750 (£350 for PT study). The studentships are not available for those with overseas tuition fee status and applicants who have already completed an initial period of registration will normally only be awarded a studentship for the period of the registration period remaining (exclusive of the completion/writing up period).

Application procedure and deadline

To apply for a studentship, you will need to complete the Generation Delta Scholarship application form, via the online form.

The following is a summary of the information and attachments that will be requested on the form. If you have any queries about these scholarships, please email the Graduate School [email protected] using the subject heading ‘Generation Delta Goldsmiths Application – [Your Surname].

1. Applicant details:

You will be asked to supply your name, contact address, email and mobile numbers. You will also be asked to confirm the following:

a) that you have applied for or been accepted on to a place to study for the MPhil/PhD at Goldsmiths by the deadline for receipt of applications. Please provide your applicant number.

b) that you are a home student, i.e.

• Are a UK National (meeting residency requirements), or
• Have settled status, or
• Have pre-settled status (meeting residency requirements), or
• Have indefinite leave to remain or enter

c) your gender identification and preferred form of address together with confirmation that you qualify as an applicant from a BAME background

2. Proposal :

Please upload a proposal of no more than 2000 words outlining briefly a) the programme of research including research questions, practice and methodology, as well as ethical considerations; b) contribution to field of study, practice and/or policy and social impact; c) timeline and schedule of work.

3. Personal Statement:

Please upload a personal statement of no more than 500 words describing how your previous work/life/educational experiences to date has prepared you for and/or informs the research work proposed and how you will benefit from and contribute to the research environment at Goldsmiths.

4. Two references (one of whom must be from a proposed or current supervisor):

References should comment, as appropriate, on your academic record to date, your research plans and your preparedness for doctoral study, as well as in the case of proposed supervisor, the suitability of the supervisory team and wider research environment.

Selection Criteria

• Research proposal’s quality and feasibility of work plan as outlined in research proposal and in references.
• Preparedness for and commitment to research as outlined in the personal statement and references.
• Appropriateness of supervisory team and potential contribution to research environment at Goldsmiths as indicated in personal statement and supervisor reference.
• As a reminder, it is anticipated that at least one award will be made to a woman of colour who will be invited to become a Generation Delta Champion and contribute to the work and networking activities of the Generation Delta Project.

Selection Process

• All applications will be reviewed by an internal selection panel chaired by Prof Farzana Shain.

All candidates will be notified of the outcome of the selection process by Friday, 1 July.

Thursday, 19 May (1-2pm UK time) - Applicant information session  Click here to join the meeting

Friday, 10 June (5pm UK time) - Deadline for receipt of Applications

Week commencing 20 June - Selection Panel Meets

Friday 1 July - All candidates notified of outcome.

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Goldsmith Research Group

Auburn university, department of chemistry and biochemistry.

COSAM COSAM Faculty Chemistry and Biochemistry Christian Goldsmith Christian Goldsmith Research Group Goldsmith Research Group - Auburn University, Department of Chemistry and Biochemistry

   Research in the Goldsmith Lab focuses on developing redox-active coordination complexes and using these compounds to address health- and energy-related issues. One overarching principle is the use of ligand design to enhance or even fully introduce functionality to an inorganic compound. We have three currently active projects: 1) magnetic resonance imaging (MRI) contrast agent sensors for reactive oxygen species, 2) catalysts for the degradation of superoxide and hydrogen peroxide, and 3) electrocatalysts for the reduction of dioxygen to water. Previously, we have also investigated non-heme iron compounds as catalysts for the oxidation of C-H bonds by H 2 O 2 and O 2 and gallium compounds as catalysts for olefin epoxidation. We collaborate extensively with researchers within and outside of Auburn University.

MRI Contrast Agent Sensors for Reactive Oxygen Species:

    Reactive oxygen species, such as O 2 - anions, hydrogen peroxide molecules, and hydroxyl radicals, are intricately involved in many biological processes. The body carefully controls their concentrations in order to avoid oxidative damage. Reactive oxgyen species can degrade biomolecules, and excess amounts of these oxidants have been correlated to a wide array of inflammatory, cardiovascular, and neurological disorders (e.g. Parkinson's, Alzheimer's Diseases). Current methodology for monitoring and assessing oxidative stress relies on either indirect methods, such as analyzing protein and lipid oxidation, and/or invasive tissue sampling. The development of sensors that can directly assess oxidative activity within whole-body subjects could allow us to better understand the connections between reactive oxygen species and disease and potentially allow the earlier diagnosis and treatment of several lethal and debilitating disorders. Commonly available MRI instrumentation can detect such changes within thicker biological samples without the necessity of invasive measures, making it a highly attractive diagnostic technique. The primary goal of the project is to develop MRI contrast agents that exhibit changes in their relaxivity upon reaction with a reactive oxygen species. Recent publications from the Goldsmith Group have reported manganese(II) and iron(II) complexes with redox-active ligands that exhibit changes in their T 1 -derived relaxivity upon reaction with H 2 O 2 . The changes in the relaxivity allows the coordination complexes to act as sensors for H 2 O 2 . Notably, the responses do not require a co-analyte and are not triggered by O 2 . This work is being done in collaboration with the Auburn University MRI Research Center and the Auburn University College of Veterinary Medicine , was previously supported by a grant from AURIC , and is currently supported by the NSF . The below figure appears in a manuscript published in the Journal of the American Chemical Society , with two subsequent reports appearing in Inorganic Chemistry , including one that was a featured article , and a more recent article in Chemistry - A European Journal . The project was recently highlighted by Auburn's College of Science and Mathematics .

Catalysts for Superoxide and Hydrogen Peroxide Degradation:

    Given the likely involvement of reactive oxygen species in pathology, there exists considerable interest in developing antioxidants to control their concentrations. We found that the previously described MRI sensors display strong antioxidant activity, and these or related molecules may be useful for simultaneously imaging and treat oxidative stress in vivo . Studies on the antioxidant properties of our sensors has appeared in the Journal of the American Chemical Society and Chemical Science ; this work was done in collaboration with Prof. Ivana Ivanović-Burmazović from the Ludwig Maximilian University of Munich. More recently, we found that the redox-active ligands used in our more recent sensors could serve as redox partners for O 2 - . Although the metal-free organic molecules themselves cannot catalyze O 2 - degradation, zinc(II) complexes with the ligands can. This work, which appeared in Nature Chemistry and Inorganic Chemistry , demonstrated that coordination complexes between redox-inactive metal ions and redox-active ligands can mimic the activity of superoxide dismutase. We are currently investigating how the choice of metal ion influences the antioxidant activity of coordination complexes with polydentate quinol-containing ligands. We find that in certain cases, the compounds catalyze the decomposition of H 2 O 2 rather than O 2 - , thereby mimicking catalase instead of superoxide dismutase.

Electrocatalysts for the Oxygen Reduction Reaction:

    Oxygen reduction is a key reaction not only for biology but also for energy storage technology (fuel cells, metal-air batteries). In order to work most efficiently, the electrocatalysts for the oxygen reduction reaction (ORR) need to rapidly reduce O 2 to water at a low overpotential without generating H 2 O 2 , which can damage the components of the battery or fuel cell. Recently, we have found that the redox-active quinols used in our MRI contrast agent sensors and antioxidants can improve the selectivity of ORR for water. Our first article in this field appears in the Journal of the American Chemical Society . This work resulted from a successful collaboration with Prof. Byron Farnum and his research group .

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Foreign states targeting sensitive research at UK universities, MI5 warns

Ministers considering more funding to protect important research sites, with China seen as a particular concern

MI5 has warned universities that hostile foreign states are targeting sensitive research, as ministers consider measures to bolster protections.

Vice-chancellors from 24 leading institutions, including Oxford, Cambridge and Imperial College London , were briefed on the threat by the domestic security service’s director general, Ken McCallum, and National Cybersecurity Centre (NCSC) chief, Felicity Oswald.

In addition, the UK government is looking at increased funding to improve security at sensitive sites. Oliver Dowden, the deputy prime minister, announced plans for a consultation on a package of measures that could include looking at key university personnel being given security clearance and a strengthened process to improve the transparency of funding, particularly with foreign institutions.

The measures will be focused on a small proportion of academic work, with a particular focus on research with potential dual uses in civilian and military life.

McCallum told the vice-chancellors that hostile states are targeting universities to steal technology that can “deliver their authoritarian, military and commercial priorities”, the Times reported.

The government ordered a review of protections for higher education in its refreshed foreign and security policy last year amid concerns that hostile states – and particularly China – were gaining undue influence over the sector.

Dowden has previously warned that some universities’ reliance on overseas funding could leave them open to being “influenced, exploited, or even coerced” by a foreign power.

After the security briefing, Dowden said: “For a millennium, our universities have thrived on being open – open to ideas, open to innovation, open to being independent of government.

“This is not about erecting fences, this is about balancing evolving threats and protecting the integrity and security of our great institutions.”

The consultation will explore proposals to protect cutting-edge technology under development in sensitive sectors that are being targeted by states intent on stealing intellectual property to enhance their own economic and military capabilities.

The NCSC and the National Protective Security Authority have also launched a tool to help universities assess their research security.

Michelle Donelan, the science and technology secretary, said: “I believe that universities are on the frontlines of a battle for information.

“Maintaining the UK’s world-leading reputation as an academic superpower relies on having strong safeguards to protect research from those who wish to do us harm.”

Tim Bradshaw, chief executive of the Russell Group of leading research universities, said: “Russell Group universities take their national security responsibilities incredibly seriously and already work closely with government and the intelligence community to help protect UK breakthroughs in fields like AI, which are important to our national interest.

“But we also recognise security is a dynamic and evolving challenge which means we need the right expertise and intelligence to keep pace with this.”

Universities UK chief executive Vivienne Stern said: “For several years, Universities UK has worked with government to ensure that universities are supported and equipped to recognise and mitigate risks to national security.

“This is important and necessary, and we welcome the government’s approach to working hand in hand with us to get the mechanisms right.”

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Dear Colleague Letter: IUCRC Proposals for Research and Thought Leadership on Insurance Risk Modeling and Underwriting Related to Terrorism and Catastrophic Cyber Risks: A Joint NSF and U.S. Department of the Treasury Federal Insurance Office Call

April 24, 2024

Dear Colleagues:

This Dear Colleague Letter (DCL) invites submission of proposals to the U.S. National Science Foundation's (NSF) Industry-University Cooperative Research Center (IUCRC) program to provide use-inspired research analysis and thought leadership on issues affecting the insurance sector's modeling and underwriting of terrorism and catastrophic cyber risks. The goal of this DCL is to stimulate research in areas that support the effective provision of insurance against terrorism and catastrophic cyber risks. Such research will, in turn, develop best practices and tools; assess policy reforms or solutions that could provide insurers, governments, and other stakeholders with new data; and develop improved modeling and underwriting tools, methodologies, and practices. The DCL is jointly sponsored by the U.S. Department of Treasury Federal Insurance Office (FIO) and the NSF's Directorates for Technology, Innovation and Partnerships (TIP), Computer and Information Science and Engineering (CISE), and Social, Behavioral and Economic Sciences (SBE).

In this partnership, NSF and FIO support their respective missions. NSF has a mission to promote the progress of science; advance the national health, prosperity, and welfare; and secure the national defense. FIO has the authority to monitor all aspects of the insurance sector and administers the Terrorism Risk Insurance Program which provides a system of shared public and private compensation for insured losses resulting from acts of terrorism and ensures continued widespread availability and affordability of terrorism risk insurance. Further, as directed by the 2023 National Cybersecurity Strategy Implementation Plan and at the recommendation of the Government Accountability Office, FIO assesses the need for and possible structures of a federal insurance response to catastrophic cyber incidents. In support of these missions, this NSF/FIO partnership fosters collaboration between industry, academic teams, and the United States government to better predict and insure against the impacts of terrorism and catastrophic cyber risks. Achieving success will depend on cutting-edge scientific research, innovations in financial resilience, and the development of related tools, analytics, and other technologies.

Both terrorism events and catastrophic cyber incidents (whether terrorism related or not) present serious risks that share many common modeling and underwriting challenges. Challenges include the paucity of data for such events due to their historically low frequency of occurrence. The lack of historic event data limits the ability of insurers to predict future risk based upon past loss experience. In addition, both terrorism and catastrophic cyber risk present the potential for high losses because such events are commonly intentional and designed to maximize damage, resulting in significant potential insurer liability with impacts that can spread far beyond the initial target including cascading losses across broad geographic areas and business sectors.

These challenges hinder insurers' capabilities to adequately estimate financial exposure to terrorism and catastrophic cyber risk. The lack of accurate estimates, in turn, impedes insurers from fully underwriting these risks on a commercial basis (i.e., without a government backstop or other support).

NSF and FIO have an interest in supporting an IUCRC project that will focus on developing and refining terrorism and catastrophic cyber insurance modeling and underwriting with a view to strengthening the resilience of the United States' financial system. The objectives of the new IUCRC include: (1) helping insurers to estimate risk with greater certainty, thereby improving insurance pricing, coverage, and policyholder uptake; (2) contributing to the potential expansion of reinsurance and capital markets to help support these risks; and (3) informing the treatment of terrorism and catastrophic cyber risks in government programs.

PROJECT INFORMATION

IUCRC proposals in response to this DCL should be designed to bring together the insurance sector, academic teams, government, and other stakeholders to innovate and advance current terrorism and catastrophic cyber risk modeling and underwriting in support of the goals stated above. Teams responding to this call should conduct research on practice and policy reforms and/or solutions that provide insurers and other insurance industry stakeholders with improved or additional tools, data, and methodologies to increase their assumption of terrorism and cyber risk. Proposals should include plans to bolster the insurance sector's understanding of terrorism and catastrophic cyber risks by evaluating current modeling and underwriting practices and identifying data and issues that affect terrorism and catastrophic cyber risk perception and risk exposure within the United States.

IUCRC PROGRAM OVERVIEW

IUCRCs are powerful vehicles, developed by NSF, through which university faculty and students work with an industry consortium to carry out cutting-edge, use-inspired research focused on the collective needs of a sector of the U.S. economy. Information on IUCRCs, how they work, and other relevant information about them can be found on the IUCRC website: https://iucrc.nsf.gov/about/ and the IUCRC program solicitation: https://iucrc.nsf.gov/universities/solicitation/ .

To initiate an IUCRC, interested faculty teams at one or more universities should interview members of a targeted sector to: (1) identify the most important and high priority challenges facing the sector; (2) converge on a theme of high sector and university faculty interest; and (3) identify companies and other entities willing to participate in a center on the proposed topic.

The first formal step to forming an IUCRC is submitting an IUCRC Planning Grant proposal that demonstrates the interest of the private sector and other stakeholders in the proposed center. Planning Grant proposals or waivers of the planning grant process require submission of a preliminary proposal. If awarded, the proposal team receives funding to carry out industry sector discovery to refine their center research agenda and identifies potential center members willing to pay membership fees and join an industry advisory board for the center.

Investigators responding to this DCL with a Planning Grant proposal should use the following title format: "IUCRC: NSF/FIO: (title)."

A successful planning phase is followed by submission of a proposal for a Phase I IUCRC that has the potential to run for five years. After successful completion of Phase I, the center can compete for another 5 years (Phase II). During this time, center leadership and faculty continue to recruit dues paying members for their advisory board with the goal that, by the end of Phase II, the center is self-supporting without further federal investment.

SUBMISSION and AWARD INFORMATION

Planning Grant proposals or waivers of the planning grant process require submission of a preliminary proposal. Target dates for Planning Grant preliminary proposals are the second Wednesdays in September and March. Full proposal target dates are the second Wednesdays of December and June. See the NSF IUCRC solicitation for more details.

The review of submitted proposals to this DCL and any subsequent awards will be managed by NSF. NSF may share the identities of the Principal Investigator(s) (PI and Co-PI(s)) and the universities and industrial partners as well as the Project Summary of the proposed project and the unattributed reviews with FIO in order for the agencies to discuss and coordinate award funding. No other proposal documentation will be shared. As a funding partner of the IUCRC, FIO may also request access to data, software artifacts, and information provided by the PI if their proposal is awarded. Providing such access is at the sole discretion of the PI and is not a condition of an award.

FIO will be invited to post award meetings and discussions with recipients, as appropriate. FIO understands and acknowledges that the information about PIs, their proposal, and reviewers of such proposals is protected by the Privacy Act of 1974, and is to be treated as confidential.

POINTS OF CONTACT

Jeffrey Stanton - NSF/Directorate for Technology, Innovation and Partnerships (TIP), ( [email protected] )

Mohan Kumar - NSF/Directorate for Computer and Information Science and Engineering ( [email protected] )

Andy DeSoto - NSF/Directorate for Social, Behavioral, and Economic Sciences ( [email protected] )

Dr. Erwin Gianchandani Assistant Director for Technology, Innovation and Partnerships (TIP) NSF

Dr. Dilma Da Silva Acting Assistant Director for Computer Information Science and Engineering (CISE) NSF

Dr. Kaye Husbands Fealing Assistant Director for Social, Behavioral and Economic Sciences (SBE) NSF

Steven Seitz Director FIO

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Most of our  academic departments  offer research opportunities - you can either get in touch with a member of staff directly to discuss your options, or alternatively  browse our postgraduate listing  for details of our MPhil/PhD degrees. 

Research centres and units

Our  research centres and units  aim to encourage research collaboration by bringing together academics and students from different departments and disciplines. They organise seminar programmes and conferences, house research projects, and act as a base for research students.

Enterprise Office

The Enterprise Office at Goldsmiths works with staff and students to connect people and organisations outside the University with the research and know-how to address their unique challenges. These connections enhance the work of businesses, government, charities, non-governmental organisations and the community, as well as our own researchers.

Graduate School

‌Our  Graduate School  has been created in response to increasing numbers of postgraduate students, changing needs for research training, and Goldsmiths’ growing research profile.

It provides a strong and supportive infrastructure for postgraduates at Goldsmiths by offering facilities and training, and encouraging intellectual and social contact across disciplines. Information about postgraduate training and funding, academic and social events, and support is also available.

An introduction to the Graduate School at Goldsmiths and what it can offer postgraduate students

Starting your research studies

Before you start.

If your application for research study is accepted, you will be sent full enrolment instructions. Your department will arrange an  induction programme  for you, including an introduction to departmental, library and computer facilities; where appropriate, you will also be introduced to laboratory and technical support, and to language-learning resources.

Each September, there is a week-long university-wide induction programme for first year postgraduate research students in all academic disciplines; this introduces you to some of the essentials of research and gives you the opportunity to ask general questions. Research students usually follow a programme of training tailored to their needs, which may include dedicated training programmes.

When you're here

Your supervisor helps you in the initial  planning of your research , offering advice and suggestions as the project evolves, and maintaining regular contact through individual tutorials. Having discussed your needs with your supervisor, in the first year you undertake training to develop your research skills and techniques. You're responsible for maintaining progress according to your agreed plan of study, as outlined on your registration form, and at the end of the year you produce a formal progress report.

Research can be an isolating process, so we give you the opportunity to participate in  departmental research seminars  and programmes of taught options, which enable you to meet other research students.

You begin by registering as an MPhil student, while you undertake research training, develop your research skills, and complete the initial stages of your PhD. You can apply to upgrade to PhD registration when you have satisfactorily completed an agreed part of the research and training programme: usually after 18 months if you are studying full-time, or 24 months if you are studying part-time.

You should aim to complete and submit your PhD thesis within an agreed period, usually three to four years for full-time students or seven to eight years for part-time students. If you decide not to upgrade to PhD registration, you can submit your thesis for an MPhil after two years if you are studying fulltime, or after three years if part-time. You can change your registration from full- to part-time or vice versa with the agreement of your supervisor. 

Research & Innovation Office

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University of Minnesota Launches New Grants Management System

Today, the University of Minnesota launched a new grants management system— MN-GEMS (Minnesota Grants Electronic Management System)—that will bring the UMN's proposal submission and award process in line with other top-25 research universities. MN-GEMS will include automated functionality, process transparency, and system integrations that will expand capabilities in all aspects of grants management. MN-GEMS replaces EGMS (Electronic Grants Management System), the UMN's 25-year-old custom grants management system, which was developed in 1998.

Pamela Webb, associate vice president for research administration, who for many years advocated for developing a new system, said, "We are most grateful to have had EGMS, a custom-designed system just for UMN, for 25 years, but its technology had become severely out-dated and our business needs much greater than it could provide. The MN-GEMS system will free up research administrators at all levels to assist investigators in new ways and reduce administrative burden on faculty, helping them to focus on research and be even more competitive with peers at other institutions."

The University's Sponsored Projects Administration (SPA), a unit within the Research and Innovation Office (RIO), oversaw the MN-GEMS implementation. SPA works directly with more than 3,000 faculty and administrative staff to process proposal submissions, grants, contracts, clinical trials, subawards, material transfer agreements, and other agreements across the UMN system. SPA processes more than 20,000 transactions a year representing more than $1.2 billion in annual research expenditures.

The years-long effort to secure funding for and implement the new grants management system was led by SPA and involved the collaboration and partnership of many groups and units across the University, including University leadership, the Office of Information Technology (OIT), the Controller’s Office, RIO leadership, and many other colleges and units.

To learn more about MN-GEMS and access the login to the system visit research.umn.edu/mngems .