best practices in presenting research findings

Research Guide

Chapter 7 presenting your findings.

Now that you have worked so hard in your project, how to ensure that you can communicate your findings in an effective and efficient way? In this section, I will introduce a few tips that could help you prepare your slides and preparing for your final presentation.

7.1 Sections of the Presentation

When preparing your slides, you need to ensure that you have a clear roadmap. You have a limited time to explain the context of your study, your results, and the main takeaways. Thus, you need to be organized and efficient when deciding what material will be included in the slides.

You need to ensure that your presentation contains the following sections:

Motivation : Why did you choose your topic? What is the bigger question?
Research question : Needs to be clear and concise. Include secondary questions, if available, but be clear about what is your research question.
Literature Review : How does your paper fit in the overall literature? What are your contributions?
Context : Give an overview of the issue and the population/countries that you analyzed
Study Characteristics : This section is key, as it needs to include your model, identification strategy, and introduce your data (sources, summary statistics, etc.).
Results : In this section, you need to answer your research question(s). Include tables that are readable.
Additional analysis : Here, include any additional information that your public needs to know. For instance, did you try different specifications? did you find an obstacle (i.e. your data is very noisy, the sample is very small, something else) that may bias your results or create some issues in your analysis? Tell your audience! No research project is perfect, but you need to be clear about the imperfections of your project.
Conclusion : Be repetitive! What was your research question? How did you answer it? What did you find? What is next in this topic?

7.2 How to prepare your slides

When preparing your slides, remember that humans have a limited capacity to pay attention. If you want to convey your convey your message in an effective way, you need to ensure that the message is simple and that you keep your audience attention. Here are some strategies that you may want to follow:

Have a clear roadmap at the beginning of the presentation. Tell your audience what to expect.
Number your slides. This will help you and your audience to know where you are in your analysis.
Ensure that each slide has a purpose
Ensure that each slide is connected to your key point.
Make just one argument per slide
State the objective of each slide in the headline
Use bullet points. Do not include more than one sentence per bullet point.
Choose a simple background.
If you want to direct your audience attention to a specific point, make it more attractive (using a different font color)
Each slide needs to have a similar structure (going from the general to the particular detauls).
Use images/graphs when possible. Ensure that the axes for the graphs are clear.
Use a large font for your tables. Keep them as simple as possible.
If you can say it with an image, choose it over a table.
Have an Appendix with slides that address potential questions.

7.3 How to prepare your presentation

One of the main constraints of having simple presentations is that you cannot rely on them and read them. Instead, you need to have extra notes and memorize them to explain things beyond what is on your slides. The following are some suggestions on how to ensure you communicate effectively during your presentation.

Practice, practice, practice!
Keep the right volume (practice will help you with that)
Be journalistic about your presentation. Indicate what you want to say, then say it.
Ensure that your audience knows where you are going
Avoid passive voice.
Be consistent with the terms you are using. You do not want to confuse your audience, even if using synonyms.
Face your audience and keep an eye contact.
Do not try reading your slides
Ensure that your audience is focused on what you are presenting and there are no other distractions that you can control.
Do not rush your presentation. Speak calmly and controlled.
Be comprehensive when answering questions. Avoid yes/no answers. Instead, rephrase question (to ensure you are answering the right question), then give a short answer, then develop.
If you lose track, do not panick. Go back a little bit or ask your audience for assistance.
Again, practice is the secret.

You have worked so hard in your final project, and the presentation is your opportunity to share that work with the rest of the world. Use this opportunity to shine and enjoy it.

Since this is the first iteration of the Guide, I expect that there are going to be multiple typos and structure issues. Please feel free to let me know, and I will correct accordingly. ↩︎

Note that you would still need to refine some of the good questions even more. ↩︎

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What you need to know about research dissemination

Last updated

5 March 2024

Reviewed by

In this article, we'll tell you what you need to know about research dissemination.

Understanding research dissemination

Research that never gets shared has limited benefits. Research dissemination involves sharing research findings with the relevant audiences so the research’s impact and utility can reach its full potential.

When done effectively, dissemination gets the research into the hands of those it can most positively impact. This may include:

Politicians

Industry professionals

The general public

What it takes to effectively disseminate research will depend greatly on the audience the research is intended for. When planning for research dissemination, it pays to understand some guiding principles and best practices so the right audience can be targeted in the most effective way.

Core principles of effective dissemination

Effective dissemination of research findings requires careful planning. Before planning can begin, researchers must think about the core principles of research dissemination and how their research and its goals fit into those constructs.

Research dissemination principles can best be described using the 3 Ps of research dissemination.

This pillar of research dissemination is about clarifying the objective. What is the goal of disseminating the information? Is the research meant to:

Persuade policymakers?

Influence public opinion?

Support strategic business decisions?

Contribute to academic discourse?

Knowing the purpose of sharing the information makes it easy to accurately target it and align the language used with the target audience.

The process includes the methods that will be used and the steps taken when it comes time to disseminate the findings. This includes the channels by which the information will be shared, the format it will be shared in, and the timing of the dissemination.

By planning out the process and taking the time to understand the process, researchers will be better prepared and more flexible should changes arise.

The target audience is whom the research is aimed at. Because different audiences require different approaches and language styles, identifying the correct audience is a huge factor in the successful dissemination of findings.

By tailoring the research dissemination to the needs and preferences of a specific audience, researchers increase the chances of the information being received, understood, and used.

Types of research dissemination

There are many options for researchers to get their findings out to the world. The type of desired dissemination plays a big role in choosing the medium and the tone to take when sharing the information.

Some common types include:

Academic dissemination: Sharing research findings in academic journals, which typically involves a peer-review process.

Policy-oriented dissemination: Creating documents that summarize research findings in a way that's understandable to policymakers.

Public dissemination: Using television and other media outlets to communicate research findings to the public.

Educational dissemination: Developing curricula for education settings that incorporate research findings.

Digital and online dissemination: Using digital platforms to present research findings to a global audience.

Strategic business presentation: Creating a presentation for a business group to use research insights to shape business strategy

Major components of information dissemination

While the three Ps provide a convenient overview of what needs to be considered when planning research dissemination, they are not a complete picture.

Here’s a more comprehensive list of what goes into the dissemination of research results:

Audience analysis: Identifying the target audience and researching their needs, preferences, and knowledge level so content can be tailored to them.

Content development: Creating the content in a way that accurately reflects the findings and presents them in a way that is relevant to the target audience.

Channel selection: Choosing the channel or channels through which the research will be disseminated and ensuring they align with the preferences and needs of the target audience.

Timing and scheduling: Evaluating factors such as current events, publication schedules, and project milestones to develop a timeline for the dissemination of the findings.

Resource allocation: With the basics mapped out, financial, human, and technological resources can be set aside for the project to facilitate the dissemination process.

Impact assessment and feedback: During the dissemination, methods should be in place to measure how successful the strategy has been in disseminating the information.

Ethical considerations and compliance: Research findings often include sensitive or confidential information. Any legal and ethical guidelines should be followed.

Crafting a dissemination blueprint

With the three Ps providing a foundation and the components outlined above giving structure to the dissemination, researchers can then dive deeper into the important steps in crafting an impactful and informative presentation.

Let’s take a look at the core steps.

1. Identify your audience

To identify the right audience for research dissemination, researchers must gather as much detail as possible about the different target audience segments.

By gathering detailed information about the preferences, personalities, and information-consumption habits of the target audience, researchers can craft messages that resonate effectively.

As a simple example, academic findings might be highly detailed for scholarly journals and simplified for the general public. Further refinements can be made based on the cultural, educational, and professional background of the target audience.

2. Create the content

Creating compelling content is at the heart of effective research dissemination. Researchers must distill complex findings into a format that's engaging and easy to understand. In addition to the format of the presentation and the language used, content includes the visual or interactive elements that will make up the supporting materials.

Depending on the target audience, this may include complex technical jargon and charts or a more narrative approach with approachable infographics. For non-specialist audiences, the challenge is to provide the required information in a way that's engaging for the layperson.

3. Take a strategic approach to dissemination

There's no single best solution for all research dissemination needs. What’s more, technology and how target audiences interact with it is constantly changing. Developing a strategic approach to sharing research findings requires exploring the various methods and channels that align with the audience's preferences.

Each channel has a unique reach and impact, and a particular set of best practices to get the most out of it. Researchers looking to have the biggest impact should carefully weigh up the strengths and weaknesses of the channels they've decided upon and craft a strategy that best uses that knowledge.

4. Manage the timeline and resources

Time constraints are an inevitable part of research dissemination. Deadlines for publications can be months apart, conferences may only happen once a year, etc. Any avenue used to disseminate the research must be carefully planned around to avoid missed opportunities.

In addition to properly planning and allocating time, there are other resources to consider. The appropriate number of people must be assigned to work on the project, and they must be given adequate financial and technological resources. To best manage these resources, regular reviews and adjustments should be made.

Tailoring communication of research findings

We’ve already mentioned the importance of tailoring a message to a specific audience. Here are some examples of how to reach some of the most common target audiences of research dissemination.

Making formal presentations

Content should always be professional, well-structured, and supported by data and visuals when making formal presentations. The depth of information provided should match the expertise of the audience, explaining key findings and implications in a way they'll understand. To be persuasive, a clear narrative and confident delivery are required.

Communication with stakeholders

Stakeholders often don't have the same level of expertise that more direct peers do. The content should strike a balance between providing technical accuracy and being accessible enough for everyone. Time should be taken to understand the interests and concerns of the stakeholders and align the message accordingly.

Engaging with the public

Members of the public will have the lowest level of expertise. Not everyone in the public will have a technical enough background to understand the finer points of your message. Try to minimize confusion by using relatable examples and avoiding any jargon. Visual aids are important, as they can help the audience to better understand a topic.

10 commandments for impactful research dissemination

In addition to the details above, there are a few tips that researchers can keep in mind to boost the effectiveness of dissemination:

Master the three Ps to ensure clarity, focus, and coherence in your presentation.

Establish and maintain a public profile for all the researchers involved.

When possible, encourage active participation and feedback from the audience.

Use real-time platforms to enable communication and feedback from viewers.

Leverage open-access platforms to reach as many people as possible.

Make use of visual aids and infographics to share information effectively.

Take into account the cultural diversity of your audience.

Rather than considering only one dissemination medium, consider the best tool for a particular job, given the audience and research to be delivered.

Continually assess and refine your dissemination strategies as you gain more experience.

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12 Proven Tips to Make an Effective Research Presentation as an Invited Speaker

Tips to Make an Effective Research Presentation

Research presentation tip #1: start confidently, research presentation tip #2: eye to eye contact with the audience, research presentation tip #3: welcome your audience, research presentation tip #4: adjust your voice.

Research Presentation Tip #5: Memorize your Opening Line
Research Presentation Tip #6: Use the words “ 'Think for while', 'Imagine', 'Think of', 'Close Your Eyes' ”

Research Presentation Tip #7: Story Telling

Research presentation tip #8: facts and statistics.

Research Presentation Tip #9: Power of "Pause"

Research Presentation Tip #10: Quote a Great Researcher

Research presentation tip #11: begin with a video, research presentation tip #12: avoid using filler words, side benefits of giving great research presentations, how should i dress for my invited talk at a research conference, can i share my conference presentation slides after my talk with the audience, shall i entertain questions in between my presentation as an invited speaker to a research conference, can you give some tips for a successful q&a session:.

How to handle questions where I don't know the answers in my presentation?

Introduction

As an invited speaker, delivering an effective research presentation is essential to engage and inform your audience. A well-crafted presentation can help you communicate your research findings, ideas, and insights in a clear, concise, and engaging manner.

However, many presenters face challenges when it comes to delivering a successful presentation. Some of these challenges include nervousness, lack of confidence, and difficulty connecting with the audience.

In this article, we will discuss tips to help you make an effective research presentation as an invited speaker. We will cover strategies to prepare for your presentation, ways to deliver your presentation with confidence and impact, and common mistakes to avoid. By following these tips, you can improve your presentation skills and create a compelling and engaging talk that resonates with your audience.

Tip 1: Start confidently
Tip 2: Eye To Eye Contact With the Audience
Tip 3: Welcome Your Audience
Tip 4: Adjust your Voice
Tip 5: Memorize your Opening Line
Tip 6: Use the words “ ‘Think for while’, ‘Imagine’, ‘Think of’, ‘Close Your Eyes’ ”
Tip 7: Story Telling
Tip 8: Facts and Statistics
Tip 9: Power of “Pause”
Tip 10: Quote a Great Researcher
Tip 11: Begin with a Video
Tip 12: Avoid using Filler Words

Starting your presentation confidently is essential as it sets the tone for the rest of your presentation. It will help you grab your audience’s attention and make them more receptive to your message. Here are a few ways you can start confidently.

Begin with a self-introduction: Introduce yourself to the audience and establish your credibility. Briefly mention your educational background, your professional experience, and any relevant achievements that make you an authority on the topic. For example, “Good morning everyone, my name is John and I’m a researcher at XYZ University. I have a Ph.D. in molecular biology, and my research has been published in several reputable journals.”
Introduce the topic: Clearly state the purpose of your presentation and provide a brief overview of what you’ll be discussing. This helps the audience understand the context of your research and what they can expect from your presentation. For example, “Today, I’ll be presenting my research on the role of DNA repair mechanisms in cancer development. I’ll be discussing the current state of knowledge in this field, the methods we used to conduct our research and the novel insights we’ve gained from our findings.”
Start with a strong opening statement: Once you’ve introduced yourself and the topic, start your presentation confidently with a statement that captures the audience’s attention and makes them curious to hear more. As mentioned earlier, you could use a strong opening statement, a powerful visual aid, or show enthusiasm for your research. For example:
“Have you ever wondered how artificial intelligence can be used to predict user behaviour? Today, I’ll be sharing my research on the latest AI algorithms and their potential applications in the field of e-commerce.”
“Imagine a world where cybersecurity threats no longer exist. My research is focused on developing advanced security measures that can protect your data from even the most sophisticated attacks.”
“Think for a moment about the amount of data we generate every day. My research focuses on how we can use machine learning algorithms to extract meaningful insights from this vast amount of data, and ultimately drive innovation in industries ranging from healthcare to finance.”

By following these steps, you’ll be able to start your research presentation confidently, establish your credibility and expertise, and create interest in your topic.

Speaking confidently as an invited speaker can be a daunting task, but there are ways to prepare and feel more confident. One such way is through practising yoga. Yoga is a great tool for reducing stress and anxiety, which can be major barriers to confident public speaking.

By practising yoga, you can learn to control your breathing, calm your mind, and increase your focus and concentration. All of these skills can help you feel more centred and confident when it’s time to give your presentation.

If you’re interested in learning more about the benefits of yoga, check out our blog post on the subject YOGA: The Ultimate Productivity Hack for Ph.D. Research Scholars and Researchers .

If you’re ready to dive deeper and start your own yoga practice, be sure to download my e-book on :

Unlock Your Research Potential Through Yoga: A Research Scholar’s Companion

A large number of audiences in the presentation hall make you feel jittery and lose your confidence in no time. This happens because you are seeing many of the audience for the first time and you don’t know their background and their knowledge of the subject in which you are presenting.

The best way to overcome this fear is to go and attack the fear itself. That is come at least 10-15 minutes early to the conference room and start interacting with the people over there. This short span of connectivity with a few of the audience will release your tension.

When you occupy the stage for presenting, the first thing you need to do is gaze around the room, establish one-to-one eye contact, and give a confident smile to your audience whom you had just met before the start of the presentation.

Just gazing around the presentation hall will make you feel connected to everyone in the hall. Internally within your mind choose one of the audience and turn towards him/her make eye contact and deliver a few sentences, then proceed to the next audience and repeat the same set of steps.

This will make everyone in the room feel that you are talking directly to them. Make the audience feel that you are engaging with them personally for this topic, which makes them invest fully in your topic.

The third tip for making an effective research presentation is to welcome your audience. This means taking a few minutes to greet your audience, introduce yourself, and set the tone for your presentation. Here are a few ways you can welcome your audience:

Greet your audience: Start by greeting your audience with a smile and a warm welcome. This will help you establish a connection with your audience and put them at ease.
Introduce yourself: Introduce yourself to the audience and give a brief background on your expertise and how it relates to your presentation. This will help your audience understand your qualifications and why you’re the right person to be delivering the presentation.
Explain the purpose of your presentation: Explain to your audience why you’re presenting your research and what they can expect to learn from your presentation. This will help your audience understand the context of your research and what they can expect from your presentation.
Set the tone: Set the tone for your presentation by giving a brief overview of your presentation structure and what your audience can expect throughout your presentation. This will help your audience understand what to expect and keep them engaged.

Here are a few examples of how you can welcome your audience:

If you’re presenting to a group of industry professionals, welcome them by acknowledging their expertise and experience. This will show that you value their knowledge and experience.
If you’re presenting to a group of students or academics, welcome them by acknowledging their interest in your research area. This will help you establish a connection with your audience and show that you’re excited to share your research with them.
If you’re presenting to a mixed audience, welcome them by acknowledging their diversity and the different perspectives they bring to the presentation. This will help you set an inclusive tone and show that you’re open to different viewpoints.

Overall, welcoming your audience is an important aspect of delivering an effective research presentation. It helps you establish a connection with your audience, set the tone for your presentation, and keep your audience engaged throughout your presentation.

In my earlier days of presentations, I just used to go on stage and start my presentations without greeting anyone. Later I learned stage etiquette with the help of my fellow research scholars and underwent professional etiquette courses .

The fourth tip for making an effective research presentation is to adjust your voice. This means using your voice effectively to convey your message and engage your audience. Here are a few ways you can adjust your voice during your research presentation:

Speak clearly: Speak clearly and enunciate your words so that your audience can understand what you’re saying. Avoid speaking too fast or mumbling, which can make it difficult for your audience to follow your presentation.
Use a varied pace: Use a varied pace to keep your audience engaged. Speak slowly and clearly when you’re making important points, and speed up when you’re discussing less important points. This will help you maintain your audience’s attention throughout your presentation.
Use a varied pitch: Use a varied pitch to convey emotion and emphasize important points. Lower your pitch when you’re discussing serious or important topics, and raise your pitch when you’re excited or enthusiastic.
Use pauses: Use pauses to emphasize important points and give your audience time to reflect on what you’re saying. Pausing also helps to break up your presentation and make it easier for your audience to follow.

Here are a few examples of how you can adjust your voice during your research presentation:

If you’re discussing a complex or technical topic, speak slowly and clearly so that your audience can understand what you’re saying. Use pauses to emphasize important points and give your audience time to reflect on what you’re saying.
If you’re discussing an exciting or enthusiastic topic, raise your pitch and use a varied pace to convey your excitement to your audience. This will help you engage your audience and keep them interested in your presentation.
If you’re discussing a serious or emotional topic, lower your pitch and use a slower pace to convey the gravity of the situation. Use pauses to emphasize important points and give your audience time to process what you’re saying.

Overall, adjusting your voice is an important aspect of delivering an effective research presentation. It helps you convey your message clearly, engage your audience, and keep their attention throughout your presentation.

Many researchers are less talkative and speak with a very low voice and this makes their concepts unheard by other researchers. To overcome this drawback, they go for vocal coaching to improve their voice modulation.

Research Presentation Tip #5: Memorize your Opening Line

The fifth tip for making an effective research presentation is to memorize your opening line. This means having a powerful and memorable opening line that will grab your audience’s attention and set the tone for your presentation. Here are a few ways you can create a memorable opening line:

Use a quote or statistic: Start your presentation with a powerful quote or statistic that relates to your research. This will grab your audience’s attention and show them why your research is important.
Use a story or anecdote: Use a personal story or anecdote to illustrate the importance of your research. This will help you connect with your audience on an emotional level and show them why your research is relevant to their lives.
Ask a question: Ask your audience a thought-provoking question that relates to your research. This will help you engage your audience and get them thinking about your topic.

Once you’ve created a memorable opening line, it’s important to memorize it so that you can deliver it confidently and without hesitation. Here are a few examples of powerful opening lines:

“In the United States, someone dies of a drug overdose every seven minutes. Today, I want to talk to you about the opioid epidemic and what we can do to prevent it.”
“When I was a child, my grandmother was diagnosed with Alzheimer’s disease. Today, I want to share with you the latest research on Alzheimer’s and what we can do to slow its progression.”
“Have you ever wondered why some people are more resilient than others? Today, I want to talk to you about the science of resilience and how we can use it to overcome adversity.”

Overall, memorizing your opening line is an important aspect of delivering an effective research presentation. It helps you grab your audience’s attention, set the tone for your presentation, and establish your credibility as a speaker.

Remembering the concepts at the right time and in the right sequence is critical for every researcher. Few of my research scholars face the problem of forgetting everything once they reach the stage for presentation. To overcome this difficulty I gift them with one of my favourite books on improving memory power: “Limitless by Jim Quick” . This book has changed many lives. You can also try.

Research Presentation Tip #6: Use the words “ ‘Think for while’, ‘Imagine’, ‘Think of’, ‘Close Your Eyes’ ”

The sixth tip for making an effective research presentation is to use specific phrases that encourage your audience to think, imagine, and engage with your presentation. Here are a few examples of phrases you can use to encourage your audience to engage with your presentation:

“Think for a moment about…” This phrase encourages your audience to reflect on a particular point or idea that you’ve just discussed. For example, “Think for a moment about the impact that climate change is having on our planet.”
“Imagine that…” This phrase encourages your audience to visualize a particular scenario or idea. For example, “Imagine that you’re living in a world without access to clean water. How would your daily life be affected?”
“Think of a time when…” This phrase encourages your audience to reflect on their own experiences and relate them to your presentation. For example, “Think of a time when you felt overwhelmed at work. How did you manage that stress?”
“Close your eyes and picture…” This phrase encourages your audience to use their imagination to visualize a particular scenario or idea. For example, “Close your eyes and picture a world without poverty. What would that look like?”

By using these phrases, you can encourage your audience to actively engage with your presentation and think more deeply about your research. Here are a few examples of how you might incorporate these phrases into your presentation:

“Think for a moment about the impact that our use of plastics is having on our environment. Each year, millions of tons of plastic end up in our oceans, harming marine life and polluting our planet.”
“Imagine that you’re a scientist working to develop a cure for a deadly disease. What kind of research would you conduct, and what challenges might you face?”
“Think of a time when you had to overcome a significant challenge. How did you persevere, and what lessons did you learn from that experience?”
“Close your eyes and picture a world where renewable energy is our primary source of power. What benefits would this have for our planet, and how can we work together to make this a reality?”

Overall, using phrases that encourage your audience to think and engage with your presentation is an effective way to make your research presentation more impactful and memorable.

The seventh tip for making an effective research presentation is to incorporate storytelling into your presentation. Storytelling is a powerful way to connect with your audience, illustrate your points, and make your research more engaging and memorable.

People love stories, but your story has to be relevant to your research. You can craft a story about an experience you had and tell how you could able to define your research problem based on the experience you had. This makes your presentation both interesting and incorporates information about the work you are carrying out.

Storytelling or sharing your own experience is the best way to connect with your audience. Many researchers use this technique and it remains one of the most critical pieces to becoming an effective presenter.

Here are a few examples of how you can incorporate storytelling into your presentation:

Personal stories: Use a personal story to illustrate the importance of your research. For example, if you’re researching a new cancer treatment, you might share a story about a friend or family member who has been affected by cancer. This personal connection can help your audience relate to your research on a more emotional level.
Case studies: Use a case study to illustrate how your research has been applied in the real world. For example, if you’re researching the impact of a new educational program, you might share a case study about a school that has implemented the program and seen positive results.
Historical examples: Use a historical example to illustrate the significance of your research. For example, if you’re researching the impact of climate change, you might share a story about the Dust Bowl of the 1930s to illustrate the devastating effects of drought and soil erosion.
Analogies: Use an analogy to explain complex concepts or ideas. For example, if you’re researching the workings of the brain, you might use the analogy of a computer to help your audience understand how neurons communicate with each other.

By incorporating storytelling into your presentation, you can help your audience connect with your research on a more personal level and make your presentation more memorable. Here are a few examples of how you might incorporate storytelling into your presentation:

“When my mother was diagnosed with cancer, I felt helpless and afraid. But thanks to the groundbreaking research that is being done in this field, we now have more treatment options than ever before. Today, I want to share with you the latest research on cancer treatments and what we can do to support those who are fighting this disease.”
“Imagine for a moment that you’re a small business owner trying to grow your online presence. You’ve heard that search engine optimization (SEO) is important for driving traffic to your website, but you’re not sure where to start. That’s where my research comes in. By analyzing millions of search queries, I’ve identified the key factors that search engines use to rank websites. Using this information, I’ve developed a new algorithm that can help businesses like yours optimize their websites for better search engine rankings. Imagine being able to reach more customers and grow your business, all thanks to this new algorithm. That’s the power of my research.”

In these examples, the speaker is using storytelling to help the audience understand the real-world impact of their research in a relatable way. By framing the research in terms of a relatable scenario, the speaker is able to engage the audience and make the research feel more relevant to their lives. Additionally, by highlighting the practical applications of the research, the speaker is able to demonstrate the value of the research in a tangible way.

Here I recommend without any second thought “ Storytelling with Data: A Data Visualization Guide for Business Professionals ” by Cole Nussbaumer Knaflic. This is one of the powerful techniques to showcase data in the form of graphs and charts.

The eighth tip for making an effective research presentation is to incorporate facts and statistics into your presentation. Facts and statistics can help you communicate the significance of your research and make it more compelling to your audience.

Make your audience curious about your topic with a fact they didn’t know. Explaining the importance of your topic to your audience is essential. Showcasing data and statistics to prove a point remains a critical strategy not just at the beginning but also throughout. Statistics can be mind-numbing but if there is some compelling information that can help further the conversation.

Here are a few examples of how you might use facts and statistics in your research presentation:

Contextualize your research: Use statistics to provide context for your research. For example, if you’re presenting on the prevalence of a particular disease, you might start by sharing statistics on how many people are affected by the disease worldwide.
Highlight key findings: Use facts and statistics to highlight the key findings of your research. For example, if you’re presenting on new drug therapy, you might share statistics on the success rate of the therapy and how it compares to existing treatments.
Support your arguments: Use facts and statistics to support your arguments. For example, if you’re arguing that a particular policy change is needed, you might use statistics to show how the current policy is failing and why a change is necessary.
Visualize your data: Use graphs, charts, and other visual aids to help illustrate your data. This can make it easier for your audience to understand the significance of your research. For example, if you’re presenting on the impact of climate change, you might use a graph to show the rise in global temperatures over time.

Here’s an example of how you might use facts and statistics in a research presentation:

“Did you know that over 80% of internet users own a smartphone? That’s a staggering number when you think about it. And with the rise of mobile devices, it’s more important than ever for businesses to have a mobile-friendly website. That’s where my research comes in.

By analyzing user behaviour and website performance data, I’ve identified the key factors that make a website mobile-friendly. And the results are clear: mobile-friendly websites perform better in search engine rankings, have lower bounce rates, and are more likely to convert visitors into customers. By implementing the recommendations from my research, businesses can improve their online presence and reach more customers than ever before.”

In this example, the speaker is using statistics to provide context for their research (the high prevalence of smartphone ownership) and to support their argument (that businesses need to have mobile-friendly websites).

By emphasizing the benefits of mobile-friendly websites (better search engine rankings, lower bounce rates, and higher conversion rates), the speaker is able to make the research more compelling to their audience. Finally, by using concrete examples (implementing the recommendations from the research), the speaker is able to make the research feel actionable and relevant to the audience.

In my blog posts on the benefits of using graphs and tables in research presentations, I have presented different ways that these tools can enhance the impact and effectiveness of your research presentation. By incorporating graphs and tables, you can help your audience to engage more deeply with your research and better grasp the significance of your findings. To learn more about the benefits of using graphs and tables in research presentations, check out my blog posts listed below, on the subject.

Maximizing the Impact of Your Research Paper with Graphs and Charts
Best Practices for Designing and Formatting Tables in Research Papers

You can also refer the book “Information Visualization: An Introduction” for getting more clarity on the representation of facts and statistics.

Research Presentation Tip #9: Power of “Pause”

The ninth tip for making an effective research presentation is to use the power of “pause.” Pausing at key moments in your presentation can help you emphasize important points, allow your audience to process information, and create a sense of anticipation.

We are all uncomfortable when there is a pause. Yet incorporating pause into your presentation can be a valuable tool causing the audience to be attentive to what you are going to say next.

A pause is an effective way to grab attention. There are two ways you might use this technique. After you are introduced, walk on stage and say nothing. Simply pause for three to five seconds and wait for the full attention of the audience. It’s a powerful opening. Depending on the audience, you might need to pause for longer than five seconds.

At another point in your presentation, you might be discussing the results or you are about to provide important information, that’s when you pause to grab attention. You’ll probably feel uncomfortable when you first try this technique, but it’s worth mastering.

Here are a few examples of how you might use the power of the pause in your research presentation:

Emphasize key points: Pause briefly after making an important point to allow your audience to absorb the information. For example, if you’re presenting on the benefits of a new product, you might pause after stating the most compelling benefits to give your audience time to reflect on the information.
Create anticipation: Pause before revealing a key piece of information or making a surprising statement. This can create a sense of anticipation in your audience and keep them engaged. For example, if you’re presenting on the results of a study, you might pause before revealing the most surprising or unexpected finding.
Allow time for reflection: Pause after asking a thought-provoking question to give your audience time to reflect on their answer. This can help create a more interactive and engaging presentation. For example, if you’re presenting on the impact of social media on mental health, you might pause after asking the audience to reflect on their own social media use.
Control the pace: Use pauses to control the pace of your presentation. Pausing briefly before transitioning to a new topic can help you signal to your audience that you’re about to move on. This can help prevent confusion and make your presentation more organized.

Here’s an example of how you might use the power of the pause in a research presentation:

“Imagine being able to reduce the risk of heart disease by 50%. That’s the potential impact of my research. By analyzing the diets and lifestyles of over 10,000 participants, I’ve identified the key factors that contribute to heart disease. And the results are clear: by making a few simple changes to your diet and exercise routine, you can significantly reduce your risk of heart disease. So, what are these changes? Pause for effect. It turns out that the most important factors are a diet rich in fruits and vegetables, regular exercise, and limited alcohol consumption.”

In this example, the speaker is using the pause to create anticipation before revealing the most important findings of their research. By pausing before revealing the key factors that contribute to heart disease, the speaker is able to create a sense of anticipation and emphasize the importance of the information. By using the power of the pause in this way, the speaker is able to make their research presentation more engaging and memorable for the audience.

The tenth tip for making an effective research presentation is to quote a great researcher. By including quotes from respected researchers or experts in your field, you can add credibility to your presentation and demonstrate that your research is supported by other respected professionals.

Quoting someone who is a well-known researcher in your field is a great way to start any presentation. Just be sure to make it relevant to the purpose of your speech and presentation. If you are using slides, adding a picture of the person you are quoting will add more value to your presentation.

Here are a few examples of how you might use quotes in your research presentation:

Begin with a quote: Starting your presentation with a quote from a respected researcher can help set the tone and establish your credibility. For example, if you’re presenting on the benefits of exercise for mental health, you might begin with a quote from a well-known psychologist or psychiatrist who has researched the topic.
Use quotes to support your argument: Including quotes from experts who support your argument can help reinforce your ideas and add credibility to your presentation. For example, if you’re presenting on the importance of early childhood education, you might include a quote from a respected educational psychologist who has studied the topic.
Challenge conventional wisdom: Including quotes from experts who challenge conventional wisdom can help you make a more compelling argument and stand out from other presenters. For example, if you’re presenting on the effects of technology on social interaction, you might include a quote from a respected sociologist who argues that technology can actually improve social connections.
Add a personal touch: Including quotes from researchers who have inspired you personally can help you connect with your audience and add a more personal touch to your presentation. For example, if you’re presenting on the importance of diversity in the workplace, you might include a quote from a researcher who has inspired you to pursue your own research on the topic.

Here’s an example of how you might use a quote in a research presentation:

“As the great psychologist Abraham Maslow once said, ‘What a man can be, he must be.’ This quote perfectly captures the essence of my research on human potential. By analyzing the lives of highly successful individuals, I’ve identified the key factors that contribute to success. And the results are clear: by cultivating a growth mindset, setting ambitious goals, and surrounding yourself with supportive people, you can unlock your full potential and achieve greatness.”

In this example, the speaker is using a quote from a respected psychologist to support their argument about human potential. By including the quote, the speaker is able to add credibility to their presentation and demonstrate that their research is supported by other respected professionals in the field. By using quotes in this way, the speaker is able to make their research presentation more engaging and persuasive for the audience.

The eleventh tip for making an effective research presentation is to begin with a video. Using a video at the beginning of your presentation can capture the audience’s attention and help establish the theme of your talk

Video remains a powerful mechanism to begin a presentation. Limit your videos to 2–3 minutes. People like video, and it can capture their attention, but they can also tire of it easily. It gives the presenter and the attendees a break from each other. Sometimes, you just look for visible reactions from the audience that might provide a transition from video back to speaking. Conversely, for the attendees, the video provides a break from the speaker.

Here are a few examples of how you might use a video in your research presentation:

Introduce a new technology: Use a video to introduce a new technology or innovation that is related to your research. For example, if you’re presenting on the potential of artificial intelligence in healthcare, you might use a video that shows how AI is being used to detect cancer early.
Demonstrate a problem: Use a video to demonstrate a problem or challenge that your research is trying to solve. For example, if you’re presenting on the importance of cybersecurity in the finance industry, you might use a video that shows how easily hackers can gain access to sensitive financial information.
Showcase your research: Use a video to showcase your own research and the methods you used to conduct it. For example, if you’re presenting on a new algorithm for image recognition, you might use a video that shows how the algorithm works in action.
Add a personal touch: Use a video to share a personal story or experience that relates to your research. For example, if you’re presenting on the impact of technology on society, you might use a video that shows how technology has changed your own life.

Here’s an example of how you might use a video at the beginning of a research presentation in computer science:

“Before I dive into my research on the potential of blockchain technology in supply chain management, I want to show you a video that demonstrates the challenges that the industry currently faces. As you’ll see, there are numerous pain points that blockchain could help to address, from tracking the provenance of goods to reducing fraud and counterfeiting. By leveraging the power of blockchain, we can create a more transparent, efficient, and secure supply chain for everyone involved.”

In this example, the speaker is using a video to demonstrate a problem or challenge that their research is trying to solve. By showing the audience the current pain points in supply chain management, the speaker is able to establish the need for blockchain technology and capture the audience’s attention. By using a video in this way, the speaker is able to make their research presentation more engaging and impactful for the audience.

One sincere piece of advice while preparing the video is not to install the full video and start searching for the clip to be displayed to the audience. If you show this side or that side of the video content not relevant to the context, the audience may lose patience and drift away from the presentation. This shows your unpreparedness for the presentation. I suggest you go ahead with professional video editing software to edit your video before showing it to your audience.

When giving a research presentation, it’s important to sound confident and knowledgeable. However, using too many filler words such as “ok”, “so”, and “umms” can make you sound unsure of yourself and can distract from the content of your presentation.

Here are a few tips to help you avoid using too many filler words:

Practice your presentation: One of the best ways to reduce the use of filler words is to practice your presentation. By rehearsing what you want to say, you’ll become more comfortable with the content and won’t need to rely on filler words as much.
Use a script: If you’re prone to using filler words, consider writing out a script for your presentation. This will help you stay on track and avoid unnecessary pauses or verbal crutches.
Record yourself: Another helpful strategy is to record yourself giving your presentation. By listening back to the recording, you can identify any filler words or other verbal tics and work on eliminating them in future presentations.
Take pauses: Instead of relying on filler words to fill pauses in your presentation, try taking intentional pauses. This will help you gather your thoughts and emphasize important points.

Here’s an example of how to avoid using too many filler words in a research presentation:

“Today, I want to talk to you about the impact of machine learning on cybersecurity. Ok, so, umm, as you all know, cybersecurity is a critical issue for businesses and organizations. But did you know that machine learning can help to identify and mitigate cyber threats before they become a major problem? By using algorithms to analyze data, we can create more effective security protocols and protect sensitive information from being compromised. So, in conclusion, machine learning has the potential to revolutionize the way we approach cybersecurity.”

In this example, the speaker is using several filler words throughout the presentation, which can detract from the content and make them sound less confident. By practising their presentation and focusing on eliminating filler words, the speaker can deliver a more polished and engaging presentation that highlights the important points.

Many presenters, though have good content fail to impress the audience by using too many “ok” “so” and “umms” which shows a lack of good communication skills. This can be due to stage fear/poor preparation/happen unconsciously.

Such filler words can ruin your credibility despite how innocent they look. One tip for avoiding this annoying habit is to practice your speech or presentation multiple times beforehand in front of your supervisor/research scholars / yourself in front of the mirror. If you are hesitant then the best option is to record your speech on your mobile and check for the mistakes unconsciously you make.

Giving a good research presentation as a keynote speaker is an excellent opportunity to showcase your expertise and knowledge in your research domain. As a keynote speaker, you can communicate your research findings, methodologies, and the impact of your research to a wider audience.

A well-delivered presentation can also demonstrate your ability to engage with diverse stakeholders and effectively communicate complex ideas. This can be an advantage when looking for research consultancy work, as potential clients or employers can assess your ability to deliver quality work, understand their needs, and provide innovative solutions to their problems.

If you are interested in exploring research consultancy jobs, check out the link Research Consultancy: An Alternate Career for Researchers to discover some exciting opportunities in your research domain.

Delivering a successful research presentation requires careful planning, practice, and attention to detail. By starting confidently, making eye contact with your audience, and using effective communication techniques like storytelling and statistics, you can engage your audience and communicate your research findings in a compelling way.

Remember to adjust your voice, avoid filler words, and take intentional pauses to keep your audience engaged and focused. By following these tips and incorporating your own unique style and perspective, you can deliver a powerful and memorable research presentation that showcases your expertise and leaves a lasting impression.

Frequently Asked Questions

As a speaker at a research conference, it’s important to dress professionally and appropriately to make a positive impression on the audience and fellow researchers. Here are some general guidelines for what to wear: Business Formal Attire : Most research conferences have a business formal dress code. This typically means wearing a suit or dress pants/skirt with a collared shirt/blouse. For men, a suit with a tie is appropriate, and for women, a pantsuit or a skirt/dress with a blazer is a good choice. Neutral and Classic Colors : Stick to neutral and classic colours like black, navy, grey, or beige for a polished and sophisticated look. Avoid loud or overly bright colors and patterns that may distract from your presentation. Comfortable and Well-Fitted Clothing : Ensure that your clothing fits well and is comfortable to wear for an extended period. This will help you feel more at ease during your presentation. Appropriate Footwear : Wear closed-toe shoes that are comfortable and complement your outfit. For men, dress shoes are ideal, and for women, low-heeled pumps or flats are a good choice. Minimal Accessories : Keep your accessories simple and minimal. A wristwatch, small earrings, and a modest necklace can add a touch of elegance without being distracting. Grooming and Hygiene : Pay attention to personal grooming and hygiene. Make sure your hair is well-groomed, and avoid heavy cologne or perfume, as some attendees may be sensitive to strong scents. Bring Layers : Conference venues can sometimes be chilly due to air conditioning, so consider bringing a light sweater or jacket that complements your outfit. Check the Conference Theme : Occasionally, research conferences may have specific themes or cultural considerations. In such cases, you can subtly incorporate elements related to the theme or culture into your outfit if appropriate. You can visit my blog post on ” How to dress for academic / research conferences ” for further details.

Absolutely! Sharing your conference presentation slides with the audience after your talk can be a great way to provide additional value to those who attended your presentation and those who couldn’t make it to the event.

As an invited speaker at a research conference, it is generally expected and encouraged to entertain questions from the audience during or after your presentation. Q&A sessions are a valuable part of academic conferences as they allow attendees to engage with the speaker, seek clarifications, and gain further insights into the research being presented. However, a few speakers as well as the audience may get distracted by the questions asked during the presentation. Check your preparedness and the mood of the audience and then decide.

Tips for a Successful Q&A Session: Be Prepared : Anticipate potential questions that may arise from your presentation and be prepared to answer them. This will boost your confidence during the Q&A. Encourage Questions : After your presentation, let the audience know that you welcome their questions. Creating a supportive and inclusive environment will encourage more participation. Active Listening : Listen carefully to each question and ensure you understand it before responding. If a question is unclear, ask for clarification to provide the best possible answer. Be Respectful and Professional : Even if you receive challenging or critical questions, respond in a respectful and professional manner. Avoid becoming defensive and maintain a positive tone. Manage Time : If there’s a specific time allocated for the Q&A session, manage it effectively so that you can address as many questions as possible without exceeding the allocated time.

How to handle questions where I don’t know the answers in my presentation?

Handling a question during your presentation when you don’t know the answer is a common scenario, and it’s essential to respond gracefully and professionally. Here’s how to handle such situations: Stay Calm and Composed : Take a deep breath and remain calm. It’s okay not to know the answer to every question, and the audience understands that. Acknowledge the Question : Show appreciation for the question and the person who asked it. You can say something like, “Thank you for the question; that’s an interesting point to consider.” Be Honest : It’s best to be honest if you don’t know the answer. Avoid making up information or guessing as it can harm your credibility. Admit You Don’t Know : You can respond with a polite acknowledgement that you don’t have the information at hand. For example, say, “I’m afraid I don’t have the answer to that question right now.” Offer to Follow Up : Express your willingness to find the answer later. You can say, “I’ll make sure to look into this further and get back to you with an answer.” Redirect the Question : If appropriate, you can redirect the question to the audience or to someone who might have more expertise on the topic. Stay Positive : Maintain a positive tone throughout your response. Avoid apologizing excessively or sounding defensive. Bridge to Related Topics : If you can’t answer the specific question, try to bridge it to related topics you are familiar with. This way, you can still contribute to the discussion. Use It as a Learning Opportunity : If the question raises a valid point you haven’t considered before, acknowledge it as a learning opportunity. You can say, “That’s an excellent question, and it gives me something to think about.” Learn for the Future : After the presentation, take note of the questions you couldn’t answer and use them as a basis for further research or study. This will help you better prepare for similar situations in the future.

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The Power of Presentation: Strategies for Presenting Your Research Like a Pro

The Ultimate Guide to Mastering Research Presentations: Proven Strategies for a Winning Delivery

7 types of research presentations, 8 strategies to improve spoken technical english, 11 best practices for a good presentation.

Presenting your research work is an essential part of the academic and scientific process. It allows you to communicate your findings to a wider audience, receive feedback on your work, and potentially open doors for future collaborations or opportunities.

However, presenting your research can also be a challenging task, especially if you’re not used to public speaking or presenting your work to others. Here at iLovePhD , you can find out everything you need to know to prepare and present your research work.

The Ultimate Guide to Mastering Thesis Research Presentations: Proven Strategies for a Winning Delivery

There are several types of research presentations that are commonly used in academic and professional settings. Some of the most common types of research presentations are:

Conference presentation : This type of presentation is delivered at a conference or symposium where researchers and academics share their work and ideas with a wider audience.
Poster presentation: This type of presentation is a visual display of research findings that are typically presented at conferences or other academic events. Posters can be used to present research in a concise and visually appealing way.
Oral presentation: This type of presentation is delivered in person, usually using visual aids such as slides or handouts. Oral presentations are often used to share research findings or to persuade an audience of a particular point of view.
Webinar presentation: This type of presentation is delivered online, typically using video conferencing software. Webinars are a convenient way to reach a large audience and to facilitate discussion and collaboration among participants.
Video presentation: This type of presentation is a pre-recorded video that can be shared online or shown at an event. Video presentations are a useful way to present research findings or to explain complex concepts in a visually engaging way.
Ignite presentation: This type of presentation consists of a series of 20 slides, each displayed for 15 seconds, for a total presentation time of five minutes. Ignite presentations are designed to be fast-paced and engaging and can be used to share research findings or to pitch a new idea or project.
Lightning talk: This type of presentation is a brief, focused presentation that typically lasts between 5 and 10 minutes. Lightning talks are often used to introduce a new concept or to provide an overview of research findings.

Improving your spoken technical English can be made easy with dedication and practice. Here are some strategies that you can use to improve your spoken technical English:

Expand Your Vocabulary: One of the best ways to improve your spoken technical English is to increase your vocabulary. You can do this by reading technical articles and books, listening to technical podcasts, and watching technical videos.
Practice with Native Speakers: One of the best ways to improve your spoken technical English is to practice with native speakers. This will help you to become more comfortable with the language, and you will also get feedback on your pronunciation and grammar.
Listen to Technical English: To improve your spoken technical English, it’s important to listen to others speak the language. This will help you to become familiar with the tone, rhythm, and intonation of technical English. You can listen to technical podcasts, watch technical videos, and attend technical seminars.
Speak Slowly and Clearly: When speaking technical English, it’s important to speak slowly and clearly. This will help ensure that your message is understood and that your pronunciation is correct.
Use Technical Vocabulary : Using technical vocabulary is important when speaking technical English. This will help you to communicate more effectively and show your understanding of technical concepts.
Record Yourself: Recording yourself can help you to identify areas where you need to improve. You can listen to your recordings and identify areas where you need to work on your pronunciation, grammar, and vocabulary.
Join Technical English Groups: Joining technical English groups can be a great way to practice your spoken technical English. You can join online groups, attend meetups or conferences, and participate in technical forums.
Seek Professional Help: Finally, if you’re struggling to improve your spoken technical English, seek professional help. A language tutor or speech coach can provide you with personalized feedback and help you to improve your spoken technical English.

iLovePhD presented you with some useful tips and guidelines on how to present your research work effectively so that you can confidently share your findings with your peers and colleagues. Presenting your research work can be done in various ways depending on the context and audience. Here are some best practices for creating and delivering effective presentations:

Determine your audience: Consider who will be attending your presentation and what their background knowledge is. This will help you tailor your presentation to their needs and interests.
Choose your presentation format: There are several formats to choose from such as oral presentation, poster presentation, or written report. Choose the format that best suits your research and your audience.
Create an outline: Develop an outline of your presentation. It will help you organize your thoughts and ensure that your presentation flows logically.
Define your objective: Define the purpose and objective of your presentation. What message do you want to convey? Once you have a clear objective in mind, you can structure your presentation accordingly.
Structure your presentation: Start with an introduction that includes a brief overview of your research question, followed by the methods you used, the results you obtained, and finally, your conclusions.
Use visual aids: Use visuals such as images, videos, and graphs to help convey your message. Visuals can help keep your audience engaged and make complex information easier to understand.
Keep it simple: Avoid using jargon or technical terms that your audience may not understand. Keep your language simple and straightforward, and use examples and anecdotes to illustrate your points.
Practice your delivery: Practice your presentation several times before you present it. This will help you feel more comfortable and confident, and it will help you identify any areas where you need to improve. Engage your audience: Engage your audience by asking questions, soliciting feedback, or using interactive elements such as polls or quizzes.
Be mindful of your body language: Be aware of your body language when presenting. Make eye contact with your audience, use appropriate hand gestures, and try to avoid nervous movements such as pacing or fidgeting.
Stay within your time limit: Be mindful of your time limit and try to stay within it. Keep your presentation focused and avoid going off on tangents.
Close with a call to action: End your presentation with a clear call to action. What do you want your audience to do next? Encourage them to take action and follow up with you if they have any questions. This will help reinforce the main takeaways of your research for your audience.

By following these best practices, you can create and deliver effective presentations that engage your audience and help you achieve your objectives. Presenting your research work is an opportunity to share your findings and knowledge with others, so be enthusiastic and confident in your delivery.

In conclusion, presenting research work effectively is a crucial skill for researchers, students, and professionals alike.

To deliver a successful presentation, one should start with a clear and concise introduction that captures the audience’s attention, and then provide a thorough and organized overview of the research problem, methodology, and findings.

Visual aids such as graphs, charts, and images can enhance the presentation and help convey complex information effectively.

It is also important to practice the presentation beforehand, keeping in mind the audience’s background and interests, and to anticipate potential questions or challenges.

Engaging with the audience, answering questions confidently, and being open to feedback can help create a positive impression and facilitate knowledge exchange.

Overall, a well-structured, engaging, and informative presentation can help disseminate research findings, establish credibility, and facilitate collaborations and partnerships in the scientific community.

Also Read: Tips to Prepare PhD viva-voce Presentation Slides

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Top tips for presenting your research effectively

Giving a short and engaging summary of your research is a vital skill for researchers. We often ask for oral presentations at our grants panels and competitions, so here the Chair of one of our grants panels shares her top tips to help you present your elevator pitch with confidence:

Be prepared

All grant panel interviews start by giving you a few minutes to introduce yourself and your project – even if you’ve not been asked to do a presentation. Knowing this and being prepared to pitch your work is key to making a strong first impression.

Know your audience

Whether you’re pitching to a grant panel or presenting at a meeting, you’re likely to be faced with a multidisciplinary audience. Adapt your pitch and make sure you can be understood by everyone present.

Get them hooked

Aim to catch the attention of everyone, not just those already interested in your research area. Start with a compelling hook that bridges the gap between something all your audience can relate to and your research.

Keep it simple

Answer the key questions: why, what and how? Doing day-to-day research can get you caught up in the fine details, but for presentations you need to be able to take a step back and communicate the essence of your research. Don’t mention technical details, caveats or contingency plans: if your audience want to know more, they’ll ask you.

Share the big picture

Show the significance of your research by putting the outcomes in context. Tell your audience how your findings could contribute to your field, and to wider society. Remember to be realistic and use positive language.

Stand out from the crowd

Research is a collaborative effort but it’s important to show what you bring to the table. Highlight what makes your research unique, and with team science efforts, clearly define who participated and what role you played.

Make it personal

Give your audience a feel for who you are. What interests you? What drives you? How does that shape your research?

Cut the jargon

Don’t expect the audience to understand the jargon of your field. Decide which key technical terms are vital when discussing your research and take the time to explain them. Then use lay terms wherever possible to effectively communicate the rest of your message.

Simple is beautiful

Visual aids like PowerPoint can be useful to support and enhance what you’re saying, butbe sure to avoid visual clutter and redundant information so you’re not competing for the audience’s attention.

Perfect your timekeeping

Know your time limit in advance and plan accordingly. It’s better to go under time than over time, and don’t try to fit too much in: a rushed presentation is harder to understand.

Practice makes perfect

Rehearse your presentation with both peers and non-experts – your colleagues can comment on the science, and your family and friends will tell you if it’s clear and engaging. Competitions at conferences and meetings are a great way to practice your presentation skills, so don’t hesitate to take part!

Our Grants Team were speaking to Professor Marina Botto FMedSci, Chair for our Starter Grants for Clinical Lecturers Panel. Professor Botto is Professor of Rheumatology and Director of the Centre for Complement and Inflammation Research at the Imperial College London Department of Medicine.

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Strategies for effective dissemination of research to United States policymakers: a systematic review

Laura ellen ashcraft.

1 University of Pittsburgh School of Social Work, 2117 Cathedral of Learning, 4200 Fifth Avenue, Pittsburgh, PA 15260 USA

Deirdre A. Quinn

2 Center for Health Equity Research and Promotion (CHERP), VA Pittsburgh Healthcare System, University Drive C, Building 30, Pittsburgh, PA 15240 USA

Ross C. Brownson

3 Prevention Research Center, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130 USA

4 Department of Surgery, Division of Public Health Sciences, and Alvin J. Siteman Cancer Center, Washington University School of Medicine, 660 South Euclid Avenue, Saint Louis, MO 63110 USA

Associated Data

Raw search results, citations, and abstracts available upon request.

Research has the potential to influence US social policy; however, existing research in this area lacks a coherent message. The Model for Dissemination of Research provides a framework through which to synthesize lessons learned from research to date on the process of translating research to US policymakers.

The peer-reviewed and grey literature was systematically reviewed to understand common strategies for disseminating social policy research to policymakers in the United States. We searched Academic Search Premier, PolicyFile, SocINDEX, Social Work Abstracts, and Web of Science from January 1980 through December 2019. Articles were independently reviewed and thematically analyzed by two investigators and organized using the Model for Dissemination of Research.

The search resulted in 5225 titles and abstracts for inclusion consideration. 303 full-text articles were reviewed with 27 meeting inclusion criteria. Common sources of research dissemination included government, academic researchers, the peer reviewed literature, and independent organizations. The most frequently disseminated research topics were health-related, and legislators and executive branch administrators were the most common target audience. Print materials and personal communication were the most common channels for disseminating research to policymakers. There was variation in dissemination channels by level of government (e.g., a more formal legislative process at the federal level compared with other levesl). Findings from this work suggest that dissemination is most effective when it starts early, galvanizes support, uses champions and brokers, considers contextual factors, is timely, relevant, and accessible, and knows the players and process.

Conclusions

Effective dissemination of research to US policymakers exists; yet, rigorous quantitative evaluation is rare. A number of cross-cutting strategies appear to enhance the translation of research evidence into policy.

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Contributions to the literature

This is one of the first systematic reviews to synthesize how social policy research evidence is disseminated to US policymakers.
Print materials and personal communications were the most commonly used channels to disseminate social policy research to policymakers.
Several cross-cutting strategies (e.g., start early, use evidence “champions,” make research products more timely, relevant, and accessible) were identified that are likely to lead to more effective translate of research evidence into the policy making process in the United States.

In recent years, social scientists have sought to understand how research may influence policy [ 1 , 2 ]. Interest in this area of investigation has grown with the increased availability of funding for policy-specific research (e.g., dissemination and implementation research) [ 3 ]. However, because of variation in the content of public policy, this emerging area of scholarship lacks a coherent message that specifically addresses social policy in the United States (US). While other studies have examined the use of evidence in policymaking globally [ 4 – 7 ], the current review focuses on US social policy; for the purposes of this study, social policy includes policies which focus on antipoverty, economic security, health, education, and social services [ 8 – 10 ].

Significant international research exists on barriers and facilitators to the dissemination and use of research evidence by policymakers [ 4 , 5 ]. Common themes include the importance of personal relationships, the timeliness of evidence, and resource availability [ 4 , 5 ]. Previous work demonstrates the importance of understanding policymakers’ perceptions and how evidence is disseminated. The current review builds on this existing knowledge to examine how research evidence reaches policymakers and to understand what strategies are likely to be effective in overcoming identified barriers.

Theoretical frameworks offer a necessary foundation to identify and assess strategies for disseminating research to policymakers. The Model for Dissemination of Research integrates Diffusion of Innovations Theory and Social Marketing Theory with the Mathematical Theory of Communication [ 11 , 12 ] and the Matrix of Persuasive Communication [ 13 , 14 ] to address the translation gap between research and policy. The purpose of the Model for Dissemination of Research is to highlight the gaps between research and targets audiences (e.g., policymakers) and improve dissemination through the use of a theoretical foundation and review of the literature [ 15 ]. Diffusion of Innovations Theory describes the spread and adoption of novel interventions through an “s-curve,” ordered process, and characteristics of the message and audience [ 16 ]. Additional theoretical contributions for dissemination research come from Social Marketing Theory, which postulates commercial marketing strategies summarized by the four P’s (produce, price, place, and promotion) and the understanding that communication of the message alone will not change behavior [ 17 ].

The Model for Dissemination of Research includes the four key components described by Shannon and Weaver [ 11 , 12 ] and later McGuire [ 13 , 14 ] of the research translation process: the source, message, audience, and channel (Fig. (Fig.1). 1 ). The source includes researchers who generate evidence. The message includes relevant information sent by the source on a policy topic. The audience includes those receiving the message via the channel [ 15 ]. The channel is how the message gets from the source to the audience [ 15 ].

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The Model for Dissemination of Research. The Model for Dissemination of Research integrates Diffusion of Innovations Theory, the Mathematical Theory of Communication, and Social Marketing Theory to develop a framework for conceptualizing how information moves from source to audience. Originally published by Brownson et al. in Journal of public health management and practice in 2018

While the Model for Dissemination of Research and its origins (i.e., the Mathematical Theory of Communication and Diffusion of Innovations Theory) appear linear in their presentation, Shannon and Weaver [ 11 , 12 ] and Rogers [ 16 ] clearly acknowledge that the dissemination of information is not a linear process and is effected by the environment within which it occurs. This approach aligns with the system model or knowledge to action approach proposed by Best and Holmes [ 18 ]. The systems model accounts for influence of the environment on a process and accounts for the complexity of the system [ 18 ]. Therefore, while some theoretical depictions appear linear in their presentation; it is important to acknowledge the critical role of systems thinking.

To date, lessons learned from dissemination and implementation science about the ways in which research influences policy are scattered across diverse disciplines and bodies of literature. These disparate lessons highlight the critical need to integrate knowledge across disciplines. The current study aims to make sense of and distill these lessons by conducting a systematic review of scientific literature on the role of research in shaping social policy in the United States. The results of this systematic review are synthesized in a preliminary conceptual model (organized around the Model for Dissemination of Research) with the goal of improving dissemination strategies for the translation of scientific research to policymakers and guiding future research in this area.

This systematic review aims to synthesize existing evidence about how research has been used to influence social policy and is guided by the following research questions:

What are common strategies for using research to influence social policy in the United States?
What is the effectiveness of these strategies?

We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-P) model [ 19 , 20 ] to examine and distill existing studies on strategies for using research evidence to influence social policy.

Eligibility criteria

Studies were eligible for this review if they met the following inclusion criteria: (1) occurred in the United States; (2) reported in English; (3) systematically evaluated the impact of research on social policy (this typically excluded studies focusing on policymaker dissemination preferences); (4) discussed domestic social policy (as defined above); and (5) were published in the peer reviewed literature or the grey literature (e.g., think tank research briefs, foundation research publications).

We chose to focus our review on the United States to capture the strengths and challenges of its unique, multi-level policy and political environment. The de-centralized structure of government in the United States allows significant decision-making authority at the state and local levels, with wide variation in capacity and the availability of resources across the country [ 21 ]. For example, some states have full-time legislatures while other states have part-time legislatures. In total, these factors create a fitting and complex environment to examine the dissemination of research to policymakers. The influence of lobbying in the United States also differs from other western countries. In the United States, there is more likely to be a “winner-take-all” process where some advocates (often corporations and trade associations) have disproportionate influence [ 22 ]. In addition, the role of evidence differs in the US compared with other countries, where the US tends to take a narrower focus on intervention impact with less emphasis on system-level issues (e.g., implementation, cost) [ 23 ].

Studies were excluded if they were not in English or occurred outside of the United States. We also excluded non-research sources, such as editorials, opinion pieces, and narrative stories that contain descriptions of dissemination strategies without systematic evaluation. Further, studies were excluded if the results focused on practitioners (e.g., case managers, local health department workers) and/or if results for practitioners could not be parsed from results for policymakers.

To identify studies that systematically evaluated the impact of research on social policy, we reviewed the research questions and results of each study to determine whether or not they examined how research evidence reaches policymakers (as opposed to policymaker preferences for disseminated research). For example, we would not include a research study that only describes different types of policy briefs, without also evaluating how the briefs are used by policymakers to inform policy decisions. We used the Model for Dissemination of Research, as defined above, to see if and how the studies describe and test the channels of dissemination. We built on the Model of Dissemination by also considering passive forms of knowledge, such as peer-reviewed literature or research briefs, as potential sources of knowledge and not just as channels in and of themselves.

Information sources

We took a three-pronged approach to develop a comprehensive understanding of existing knowledge in this area. First, we searched the peer reviewed literature using the following databases: Academic Search Premier, PolicyFile, SocINDEX, Social Work Abstracts, and Web of Science. We expanded the inquiry for evidence by searching the grey literature through PolicyFile, and included recommendations from experts in the field of dissemination of research evidence to policymakers resulting in 137 recommended publications.

Search strategy

Our search strategy included the following terms: [research OR study OR studies OR knowledge] AND [policy OR policies OR law OR laws OR legislation] AND [use OR utilization OR utilisation] OR [disseminate OR dissemination OR disseminating] OR [implementation OR implementing OR implement] OR [translate OR translation OR translating]. Our search was limited to studies in the United States between 1980 and 2019. We selected this timeframe based on historical context: the 1950s through the 1970s saw the development of the modern welfare state, which was (relatively) complete by 1980. However, shifting political agendas in the 1980s saw the demand for evidence increase to provide support for social programs [ 24 ]; we hoped to capture this increase in evidence use in policy.

Selection process

All titles and abstracts were screened by the principal investigator (LEA) with 20% reviewed at random by a co-investigator (DAQ) with total agreement post-training. Studies remaining after abstract screening moved to full text review. The full text of each study was considered for inclusion (LEA and DAQ) with conflicts resolved by consensus. The data abstraction form was developed by the principal investigator (LEA) based on previous research [ 25 , 26 ] and with feedback from co-authors. Data were independently abstracted from each reference in duplicate with conflicts resolved by consensus (LEA and DAQ). We completed reliability checks on 20% of the final studies, selected at random, to ensure accurate data abstraction.

Data synthesis

Abstracted data was qualitatively analyzed using thematic analysis (LEA and DAQ) and guided by the Model for Dissemination of Research. The goal of the preliminary conceptual model was to synthesize components of dissemination for studies that evaluate the dissemination of social policy to policymakers.

Descriptive results

The search of the literature resulted in 5675 articles and 137 articles recommended by content experts for review with 5225 titles and abstracts screened after duplicates removed. Of those articles, 4922 were excluded due to not meeting inclusion criteria. Further, 303 full text articles were reviewed with 276 excluded as they did not meet inclusion criteria. Twenty-seven articles met inclusion criteria (see the Fig. Fig.2 2 for the PRISMA flow diagram).

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PRISMA flowchart. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) flow diagram reports included and excluded articles in the systematic review

Included studies are listed in Table Table1. 1 . The 27 included 6 studies using quantitative methods, 18 that employed qualitative methods, and 3 that used a mixed methods approach. The qualitative studies mostly employed interviews ( n = 10), while others used case studies ( n = 6) or focus groups ( n = 3). Most studies examined state-level policy ( n = 18) and nine studies examined federal-level policy, with some studies looking at multiple levels of government. Included studies focused on the executive and legislative branches with no studies examining the judicial branch.

Included studies

We examined dissemination based on geographic regions and/or political boundaries (i.e., regions or states). Sixteen of the 27 studies (about 59%) used national samples or multiple states and did not provide geographic-specific results [ 27 – 42 ]. Two studies (about 7%) did not specific the geographic region or state in which the study took place [ 43 , 44 ]. Of the remaining studies, four examined policymaking in the Northeastern United States [ 45 – 48 ], four in the Western US [ 49 – 52 ], and one in the South [ 53 ]. The geographic regional groups used similar channels to disseminate evidence to policymakers including publications and presentations.

We also analyzed whether dissemination at different levels of government (i.e., local, state, and federal) used unique channels. Six of included studies (about 22%) examined multiple levels of government and did not separate results based on specific levels of government [ 27 – 31 , 53 ]. One study did not specifically identify the level of government used [ 46 ]. While there is considerable overlap in dissemination channels used at each level of government, there are some unique characteristics.

Five studies (about 18.5%) examined dissemination at the federal level [ 32 – 36 ]. At the federal level, dissemination channels tended to be more formal such as congressional committee hearings [ 36 ] and legislative development [ 35 ]. Twelve studies (about 44%) evaluated dissemination at the state level [ 38 – 44 , 47 , 48 , 50 – 52 ]. State level dissemination heavily relied on printed materials including from mental health care disparity report cards [ 41 ], policy briefs [ 38 ], and effectiveness reports [ 50 ]. Another common channel was in-person communications such as one-on-one meetings [ 44 ] and presentations to stakeholders [ 51 ]. Three studies (about 11%) focused on local-level government. Dissemination channels at the local level had little consistency across the three studies with channels including public education [ 45 ], reports [ 37 ], and print materials [ 49 ].

Roughly half of studies were atheoretical ( n = 13). Four studies used the Weiss Typology [ 29 , 36 , 54 , 55 ], two studies used the operationalization framework [ 45 , 53 ], and two studies used the advocacy coalition framework [ 53 , 56 ].

Model for dissemination of research

We used the Model for Dissemination of Research to summarize the findings from the included studies into the themes of source, message, audience, and channel (i.e., strategies). We integrated themes from the studies into the Model (see Fig. Fig.3 3 ).

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A conceptual model for dissemination of research to policymakers. The populated conceptual model builds on the Model for Dissemination of Research by organizing findings from the current systematic review to build an understanding of how research is disseminated to policymakers in the United States

The sources of knowledge varied across studies with some studies including multiple sources of social policy information. The most common sources of knowledge included research, as in peer-reviewed literature ( n = 7) [ 30 , 33 , 38 , 42 , 43 , 49 , 54 ], researchers ( n = 5) [ 27 , 31 , 32 , 34 , 56 ], and research broadly defined ( n = 5) [ 36 , 39 , 47 , 48 , 55 ], the government ( n = 11) [ 29 , 36 , 41 – 44 , 47 , 50 , 54 , 56 , 57 ], and organizations ( n = 7) [ 33 , 36 , 46 , 52 – 54 , 56 ].

The majority of studies focused on health topics ( n = 12) [ 29 , 30 , 33 , 34 , 38 , 41 , 42 , 45 , 47 , 55 , 56 , 58 ] and child and family well-being ( n = 6) [ 27 , 36 , 46 , 49 , 52 , 57 ]. The remaining studies covered the topics of education ( n = 4) [ 39 , 43 , 53 , 54 ], guns [ 56 ], veterans [ 44 ], and general social research ( n = 3) [ 31 , 32 , 48 ]. Multiple studies offered specific recommendations for message framing, suggesting that the packaging of information is as critical as the information itself [ 27 ]. One study piloted multiple styles of policy briefs and found staffers preferred to use and share narrative or story-based briefs while legislators were more likely to use and share statistical, data-based briefs [ 38 ]. This finding was mirrored in two studies that found testimonial or descriptive evidence to be as effective as data-driven research [ 34 , 52 ], particularly in the context of sympathetic populations [ 52 ]. Three studies highlighted the reliance of effective message delivery on the message’s ability to capture audience interest (e.g., what the research means to the policymaker, specifically and if possible, personally) [ 27 , 34 , 41 ]. Finally, two studies emphasized creating a sense of urgency or even shock-value within the message in order to capture policymakers’ interest [ 36 , 57 ].

The audience included executive branch policymakers [ 49 ], administrators ( n = 9) [ 27 , 31 , 38 , 39 , 41 , 43 , 53 , 55 , 57 ], and staff [ 42 ]. Studies which focused on the legislative branch examined legislators ( n = 12) [ 27 , 32 , 36 , 38 , 44 – 47 , 50 , 52 , 53 , 58 ] and staff ( n = 3) [ 32 , 34 , 36 ]. Three studies examined broadly defined policymakers [ 33 , 54 , 56 ] and generalized staff [ 54 ] without indication for specific branch of government.

Included studies examined a variety of channels with many including multiple channels. Print materials was the most commonly used channel, including reports ( n = 10) [ 27 , 30 , 33 , 41 , 46 , 50 , 53 , 55 , 57 , 58 ] and policy briefs ( n = 3) [ 31 , 34 , 38 ]. Researchers examined in-person meetings and communications as a channel to disseminate research ( n = 9) [ 30 , 32 , 33 , 39 , 44 , 48 , 53 , 56 , 57 ]. Research and research summaries were also studied ( n = 7) [ 30 , 31 , 42 , 47 , 49 , 52 , 54 ]. Both traditional ( n = 6) [ 31 , 33 , 47 , 52 – 54 ] and social media ( n = 2) [ 47 , 53 ] were examined as channels to disseminate research to policymakers. Other channels include conferences and presentations ( n = 4) [ 33 , 34 , 49 , 57 ], electronic communication ( n = 2) [ 27 , 57 ], online resources ( n = 3) [ 34 , 49 , 58 ], and personal testimony ( n =2) [ 42 , 52 ].

Effectiveness and lessons learned

The majority of studies employed qualitative research methods (e.g., interviews, case studies, focus groups) to evaluate the impact of scientific research on domestic social policy. Our review of the literature also identified nine quantitative and mixed-methods studies [ 31 , 32 , 38 , 39 , 42 – 44 , 49 , 58 ]. We identified a series of cross-cutting dissemination strategies for engaging policymakers including recommendations for and barriers to research-to-policy (see Table Table2 2 ).

Start early

Four studies highlighted the importance for early and ongoing engagement with policymakers throughout the research process in order to maximize interest and applicability. Researchers are encouraged to take the initiative to contact policymakers as early as possible in the research process. Many policymakers may be interested in accessing and using research but uncertain who or how to make connections in the academic or research community [ 27 ]. Involving policymakers when designing projects and framing initial research questions increases the likelihood that key policy stakeholders will remain invested in the work by allowing their individual research interests to shine [ 34 , 41 ]. Early engagement also ensures that research products (e.g., reports, policy briefs, factsheets) will have strategic usefulness for policymakers [ 30 ].

Drum up support

In addition to early policymaker engagement, three studies highlighted the need for researchers to garner outside support for their work, ideally involving a broad pool of experts and cultivating a broader coalition of supporters than typical academic endeavors [ 47 ]. Often, policymakers appear unwilling or uninterested in considering the application of evidence to their work [ 45 , 53 ]; when researchers can demonstrate the value and relevance of their work [ 58 ], policymakers may be more likely to engage.

Use research evidence “champions” or “brokers”

A common strategy for garnering support (as recommended above) is the use of evidence champions or brokers ; these are intermediary individuals or organizations who connect research suppliers (e.g., individual researchers, academic institutions) to research demand (e.g., policymakers) [ 53 ]. These champions can broker important connections; however, researchers and policymakers alike must remember that these intermediaries are not neutral carriers of information, and may spin research in support of personal agendas [ 45 , 52 , 53 ]. Individual biases may also present a barrier in research-to-policy translation, as individuals or organizations are empowered to select the “best” research evidence to share with policymakers [ 29 ]. One study found that nearly half of state policymakers named professional associations as trusted sources for research information, specifically because the organization is perceived not to have a stake in the final policy outcome [ 58 ].

Two studies specifically addressed the role of intermediary organizations or brokers in the translation of research evidence to policy. Hopkins et al. [ 39 ] explored the exchange of research evidence among state education agency (SEA) leaders, while Massell et al. [ 43 ] examined more broadly the origins of research evidence use in three SEAs. Both studies found that external brokers played a role in connecting SEA policymakers to relevant research, as well as in the conceptualization and development of policy.

Focus on context

Multiple studies stressed the importance of research evidence being contextually relevant to the specific policy audience [ 29 , 54 , 55 , 57 ]. For some policymakers, the needs and interests of local constituents will drive the use of research and the specifics of the policy agenda; for others, discussions that integrate research evidence into the broader sociopolitical context will be more effective [ 45 ]. For state- and local-level policymakers, policies may be most effective when based on the evidence-based understanding of local stakeholders, rather than imposed from the federal level without local contextual details [ 29 ].

Ideology of external advisors and brokers (as discussed above) and policymakers’ own personal beliefs and experiences [ 54 ] and the prevailing political ideology of a particular geographic region [ 55 ] are critical components of context. Ideological beliefs, often deeply held and personal, may create a barrier between researchers and policymakers [ 41 ], though differentiating ideology from other factors that affect individual position-taking is difficult in most situations [ 44 ]. McGinty et al. [ 56 ] suggest that in polarized contexts involving strong ideological beliefs, research may add legitimacy to a particular viewpoint, though as with brokers, that research is likely to be carefully curated to support the desired message. Purtle et al. [ 55 ] concur, reporting that some county health officials were wary of the potential to spin research findings to make a case for certain programs over others and noted the need to avoid the challenge of distorting evidence. Two studies recommend positional neutrality as a researcher’s best approach to handling potential ideological differences, suggesting that presenting research findings as simple fact, rather than making specific recommendations for action, may help avoid conflict and also help researchers gain credibility across the ideological spectrum [ 27 , 50 ].

Make research products timely, relevant, and accessible

As with all research endeavors, timeliness and relevance are paramount. However, the typical timeline for academic research (years) is often too long for policymakers whose window for championing a policy action is much shorter (weeks or months) [ 27 , 52 ]. A frequently reported barrier in research-to-policy translation is the complexity of research and concerns about the quality of research evidence [ 29 , 41 , 56 ]; one strategy for combating this concern is the use of clear, careful language [ 27 ], and tailored, audience-specific products that meet the needs of a diverse population of end users [ 27 , 34 , 58 ]. Research that is presented in commonly used, accessible formats (e.g., briefs, factsheets, videos) [ 48 ] may also be more effective, though one study found that use of these formats was dependent on job type, with legislators and staffers preferring different formats [ 58 ].

Multiple studies engaged with policymakers in an effort to determine how they receive research evidence and what strategies or formats are most desirable or effective [ 38 ]. After piloting four different styles of policy briefs (on the same research topic) with state-level policymakers, Brownson et al. [ 38 ] found that while all styles of brief were considered understandable and credible, opinions on the usefulness of the brief varied by the style of the brief and by the level of policymaker (e.g., legislative staff, legislators, and executive branch administrators). These findings suggest that targeted, audience-specific research evidence materials may be more likely to be used by policymakers than generic research evidence. One study explored the usefulness of electronic vs. printed research material and again found differences by type of policymaker—legislators were more likely to read hard copy printed material, while staffers gave higher ratings to online content. Not surprisingly, the age of the policymaker also played a role in the choice to access electronic or printed material, with younger policymakers much more likely to read electronic copy than were their older peers [ 58 ].

A study on state policymakers’ perceptions of comparative effectiveness research (CER) found that the most useful research is that which is consistent and specific to the needs of the policymakers [ 42 ]. The same study identified related barriers to the use of CER in policy decision-making, citing a lack of relevant high quality or conclusive research [ 42 ].

Finally, two studies described pilot projects focused on the delivery of research evidence directly to policymakers. The first cultivated researchers’ capacity to accelerate the translation of research evidence into useable knowledge for policymakers through a rapid response researcher network [ 32 ]. This model was shown to be effective for both researchers (in mobilizing) and policymakers (in eliciting requests for research evidence to bolster a policy conversation or debate) [ 32 ]. The second implementation study reported on a field experiment in which state legislators randomly received relevant research about pending policy proposals [ 44 ]. Findings from this study suggest that having relevant research information increases policymakers’ co-sponsorship of proposals by 60% and highlights the importance of research access in the policy process [ 44 ].

Know the players and the process

Policymakers are as much experts in their arena as researchers are in their academic fields. In order to build lasting working relationships with a target policymaking audience and maximize the relevance of research products for policy work, researchers must first understand the policy process [ 27 , 30 , 34 ]. One study examined the role of researchers themselves in disseminating findings to policymakers and identified individual- and organizational-level facilitators and barriers to the process [ 31 ]. Researchers’ familiarity with the policy process, the relevance of policy dissemination to individual programs of research, and the expectation of dissemination (from higher institutional or funding bodies) facilitated the research-to-policy exchange, while lack of familiarity with effective dissemination strategies and lack of financial and institutional support for dissemination emerged as primary barriers in the research-to-policy exchange [ 31 ].

Public policy, whether legislative, executive, or judicial, affects all areas of daily life in both obvious and subtle ways. The policy process (i.e., the steps from an idea to policy enactment) does not exist in a vacuum; it is influenced by many factors, including public opinion [ 59 , 60 ], special interest groups [ 61 ], personal narratives [ 62 ], expressed needs of constituents [ 1 ], the media [ 63 – 65 ], and corporations [ 66 , 67 ]. Research may also play a role in shaping policy and has the potential to add objectivity and evidence to these other forces [ 1 , 2 , 68 ]. The current study synthesizes existing knowledge to understand dissemination strategies of social policy research to policymakers in the United States.

Many channels exist to disseminate evidence to policymakers, with the most common being print materials (i.e., reports and policy briefs). This finding is surprising in our current digital age, as print materials are necessarily time-bound and rapidly evolving technology has created more channels (e.g., social media, videos) which may be preferred by policymakers. This shift creates an opportunity to optimize the content of print materials to disseminate in new mediums; it also offers a chance for authors to improve the accessibility of their work for broader audiences (e.g., via more visual presentation formats) [ 15 , 69 – 71 ].

Our review found strategies to increase effectiveness of research dissemination to policymakers includes starting early, drumming-up support, using champions and brokers, understanding the context, ensuring timeliness, relevance, and accessibility of research products, and knowing the players and the process. These themes align with existing knowledge about policymaker preferences including face-to-face engagement [ 72 , 73 ], contextual considerations (e.g., timeliness and budget) [ 2 , 72 ], and existing barriers and facilitators to research evidence use [ 4 , 5 ]. Our study adds to what we already know about policymakers’ desire for research evidence and their varying preferences as to the context and form of that knowledge [ 2 , 72 , 74 ] and supports existing efforts to bridge the gap between researchers and policymakers.

Many of the barriers and facilitators to research dissemination that we identified in this review mirror those cited by policymakers as barriers and facilitators to evidence use; this overlap reasonably suggests that efforts to expand research dissemination may improve the other. Particularly relevant lessons from the evidence use literature that also emerged from our review include emphasis on the benefit of building personal relationships between researchers and policymakers [ 5 , 75 , 76 ], narrowing the perceived gap between the two groups [ 77 , 78 ], and changing the culture of decision making to increase appreciation for the value of research in policy development [ 5 , 75 – 77 ]. Considering the multiple pathways through which research evidence is used in policy, from providing direct evidence of a program’s effectiveness to informing or orienting policy makers about relevant issues [ 23 ], these shared lessons around barriers and facilitators may better inform researchers, policymakers, and staff as to best practices for future communication and collaboration.

Our findings also highlight several unique elements of the US policy landscape, wherein significant power is reserved from the federal-level and afforded to state-level government. In some states, this power is further distributed to county and local governments. This system creates major variation across the country in both policy decisions and in resource availability for social policy implementation. Despite our relatively unique government structure, however, many of the effective strategies for dissemination we identified mirror strategies found in other countries [ 79 , 80 ].

Studies that focused on a specific level of government had some unique characteristics such as formality and reliance on print materials. For example, federal dissemination relied more heavily on formal legislative testimony while state level material relied on written policy materials (e.g., policy briefs, report cards). However, these results are limited by small sample sizes and limited evidence about effectiveness.

A wide range of contextual variables may influence policy dissemination in the US at different levels of government. In the federal legislative context alone, multiple committees and subcommittees of both the U.S. House of Representatives and the U.S. Senate may exercise some control over programs and policies related to a single social policy issue (e.g., child and family services) [ 81 ]. At the federal level, the Congressional Research Service (CRS) provides non-partisan research support to legislators in multiple formats including reports on major policy issues, expert testimony, and responses to individual inquiries; the Domestic Social Policy Division offers Congress interdisciplinary research and analysis on social policy issues [ 82 ]. While there may be fewer decision-makers for each issue on the state level, policymaking is further complicated by the extensive rules and reporting requirements attached to state use of federal funding as well as competing priorities or needs at the local level within each state [ 83 , 84 ]. Another dissemination influence may include geographic proximity; for example, geographical proximity may increase the likelihood of university-industry partnerships [ 85 ].

Infrastructure differences may also represent important differences between the US social policy context and that of other developed nations. Each country has a distinct and perhaps unique policy context given available resources, political rules and regulations, and priorities. While models for infrastructure and dissemination interventions may be shared across policy contexts, it may be difficult to directly compare dissemination strategies in one country with dissemination strategies in another country.

Several examples across western countries contribute to a stronger nexus between research evidence and the policy-making process. In the United States, the Wisconsin Family Impact Seminars ( www.wisfamilyimpact.org ) are an example of long-standing initiatives that provide the opportunity for researchers and policymakers to come together to discuss unbiased policy-relevant evidence [ 86 ]. As exemplified by Friese and Bogenschneider [ 27 ], these forums continue to be perceived as objective, relevant, and useful by policymakers and have succeeded at bringing attention to social policy [ 86 ]. Researchers and policymakers in Canada have sought to bridge the research-to-policy gap. For example, the Canadian Foundation for Healthcare Improvement (formerly the Canadian Health Services Research Foundation), funded by the Canadian federal government, brings together researchers and policymakers early and throughout the research development process to discuss, prioritize, and evaluate opportunities for research and dissemination [ 79 ]. In the UK, infrastructure at the national level includes the National Institute for Health Research Policy Research Programme, which funds health research with the explicit goal of informing national policy decisions in health and social care [ 87 ]. These efforts include open calls for research proposals as well as 15 dedicated Policy Research Units located at leading academic institutions around the country. Another resource is the EPPI-Centre at University College London, which provides policymakers support for finding and using research to inform policy decisions through its Research Advisory Service. This allows researchers to work alongside policymakers to reach their goals in addressing educational needs with evidence-informed policy [ 80 ].

Limitations

The current study has several limitations—these illustrate opportunities for future research. First, we attempted to cast a wide net when searching for studies which examined the influence of research on social policy by including a broad search of the peer-reviewed literature, think tanks, and content experts. However, it is possible we missed some studies which examine how research influences policy. Second, we provide a rationale for focusing on US studies and that our findings may not be generalizable to other countries. Third, we were unable to assess the risk of bias for individual studies as current standards note difficulties in assessing quality and bias in qualitative research [ 88 ]. Fourth, many studies examined multiple channels or strategies for how research influences policy, so the parsing of singular strategies (e.g., policy brief, in-person meeting) as an effective approach should be interpreted with caution. Additional investigation is needed to explore and test causal pathways in how these channels can best influence social policy. Fifth, the majority of studies did not use any theory or framework as a foundation or guide for exploration. This gap may indicate a space to use frameworks such as the Model for Dissemination of Research to guide future research. Finally, the dearth of mixed-methods studies that systematically evaluate the impact of research evidence on domestic social policy (this review identified only 3) presents an opportunity for future work in this field to integrate quantitative and qualitative methodologies.

One significant challenge to increasing the rigor in dissemination research studies is the difficulty in choosing and then measuring an outcome. Many of the studies included in this review are either case studies or descriptive, making it difficult to determine what, if any, impact the given research had on policy. Bogenschneider and Corbett discuss this at length as one of the primary challenges to furthering this research [ 72 ], imploring researchers not to focus solely on the outcome of whether or not a piece or legislation passes but rather to examine whether research influenced one of the proposed policy options [ 72 ]. However, this information can be difficult both to operationalize and to collect. That said, some researchers have already begun to think beyond the passage of legislation, as evidenced by Zelizer [ 44 ] who examined bill co-sponsorship rather than passage. A recent review of health policy implementation measurement found that validated quantitative measures are underutilized and recommends further development and testing of such measures [ 89 ]. Difficulties in identifying robust outcomes and high-quality scales to operationalize them present opportunities for additional exploration in this area.

Dissemination and implementation are often described together; not surprisingly, is overlap in effective strategies for each. The current review identified six dissemination strategies and described their reported effectiveness, while the Expert Recommendations for Implementing Change (ERIC) Project identified 73 implementation strategies [ 90 ]. One such similarity is obvious: the dissemination strategy of using champions and brokers mirrors the ERIC implementation strategy of identifying and preparing champions. The difference between the number of implementation strategies and dissemination strategies is striking and highlights the gap in research. Future work should further explore the degree to which dissemination strategies and implementation strategies either overlap or are distinct.

Finally, the dissemination of research to policymakers may raise certain ethical issues. It is imperative for researchers to critically assess when and how to disseminate research findings to policymakers, keeping in mind that promoting a specific policy agenda may result in a perceived or real loss of objectivity [ 91 ]. Syntheses of policy-relevant evidence can be useful, particularly when researchers work in partnership with non-governmental organizations to inform the policy process.

We summarize strategies and illuminate potential barriers to the research-to-policy dissemination process. Key findings are drawn from multiple disciplines and suggest that lessons learned may cut across both research topics and levels of government. The most frequently referenced channel for dissemination to policymakers was print materials, with personal communication (including both in-person and electronic meetings and individual communications) a close second. Corresponding strategies for effective dissemination to policymakers included starting early, drumming-up support, using champions and brokers, understanding the context, ensuring timeliness, relevance, and accessibility of research products, and knowing the players and the process. A shared feature of these strategies is the distillation of complex research findings into accessible pieces of relevant information that can then be delivered via multiple avenues.

Interdisciplinary collaboration is a common practice in scientific research [ 92 ]. Our findings provide leads on how to more effectively to engage with policymakers, leading to a greater likelihood of translating research evidence into policy action. Engaging policymakers early as contributing members of the research team, maintaining communication during the research process, and presenting relevant findings in a clear, concise manner may empower both researchers and policymakers to further apply scientific evidence to improve social policy in the United States.

Supplementary information

Acknowledgements.

The views expressed herein are those of the authors and do not reflect those of the Department of Veterans Affairs, the Centers for Disease Control and Prevention, or the National Institutes of Health.

Abbreviations

Authors’ contributions.

Review methodology: LEA, DAQ, RCB; eligibility criteria: LEA, DAQ, RCB; search strings and terms: LEA, DAQ; abstract screening: LEA, DAQ; full text screening: LEA, DAQ; pilot extraction: LEA, DAQ; data extraction: LEA, DAQ; data aggregation: LEA, DAQ; writing: LEA, DAQ; editing: LEA, DAQ, RCB. The author(s) read and approved the final manuscript.

LEA is supported by a pre-doctoral Clinical and Translational Science Fellowship (NIH TL1 TR001858 (PI: Kraemer)). DAQ is supported by a postdoctoral fellowship through the Department of Veterans Affairs (VA) Office of Academic Affiliations and the Center for Health Equity Research and Promotion at the VA Pittsburgh Healthcare System. RCB is supported by the National Cancer Institute (P50CA244431) the Centers for Disease Control and Prevention (U48DP006395). The funding entities had no role in the development, data collection, analysis, reporting, or publication of this work. Article processing charges for this article were fully paid by the University Library System, University of Pittsburgh.

Availability of data and materials

Ethics approval and consent to participate.

Not applicable.

Consent for publication

Competing interests.

The authors declare they have no conflicting interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Laura Ellen Ashcraft, Email: ude.ttip@tfarchsanellearual .

Deirdre A. Quinn, Email: [email protected] .

Ross C. Brownson, Email: ude.ltsuw@nosnworbr .

Supplementary information accompanies this paper at 10.1186/s13012-020-01046-3.

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Research Findings – Types Examples and Writing Guide

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Research Findings

Definition:

Research findings refer to the results obtained from a study or investigation conducted through a systematic and scientific approach. These findings are the outcomes of the data analysis, interpretation, and evaluation carried out during the research process.

Types of Research Findings

There are two main types of research findings:

Qualitative Findings

Qualitative research is an exploratory research method used to understand the complexities of human behavior and experiences. Qualitative findings are non-numerical and descriptive data that describe the meaning and interpretation of the data collected. Examples of qualitative findings include quotes from participants, themes that emerge from the data, and descriptions of experiences and phenomena.

Quantitative Findings

Quantitative research is a research method that uses numerical data and statistical analysis to measure and quantify a phenomenon or behavior. Quantitative findings include numerical data such as mean, median, and mode, as well as statistical analyses such as t-tests, ANOVA, and regression analysis. These findings are often presented in tables, graphs, or charts.

Both qualitative and quantitative findings are important in research and can provide different insights into a research question or problem. Combining both types of findings can provide a more comprehensive understanding of a phenomenon and improve the validity and reliability of research results.

Parts of Research Findings

Research findings typically consist of several parts, including:

Introduction: This section provides an overview of the research topic and the purpose of the study.
Literature Review: This section summarizes previous research studies and findings that are relevant to the current study.
Methodology : This section describes the research design, methods, and procedures used in the study, including details on the sample, data collection, and data analysis.
Results : This section presents the findings of the study, including statistical analyses and data visualizations.
Discussion : This section interprets the results and explains what they mean in relation to the research question(s) and hypotheses. It may also compare and contrast the current findings with previous research studies and explore any implications or limitations of the study.
Conclusion : This section provides a summary of the key findings and the main conclusions of the study.
Recommendations: This section suggests areas for further research and potential applications or implications of the study’s findings.

How to Write Research Findings

Writing research findings requires careful planning and attention to detail. Here are some general steps to follow when writing research findings:

Organize your findings: Before you begin writing, it’s essential to organize your findings logically. Consider creating an outline or a flowchart that outlines the main points you want to make and how they relate to one another.
Use clear and concise language : When presenting your findings, be sure to use clear and concise language that is easy to understand. Avoid using jargon or technical terms unless they are necessary to convey your meaning.
Use visual aids : Visual aids such as tables, charts, and graphs can be helpful in presenting your findings. Be sure to label and title your visual aids clearly, and make sure they are easy to read.
Use headings and subheadings: Using headings and subheadings can help organize your findings and make them easier to read. Make sure your headings and subheadings are clear and descriptive.
Interpret your findings : When presenting your findings, it’s important to provide some interpretation of what the results mean. This can include discussing how your findings relate to the existing literature, identifying any limitations of your study, and suggesting areas for future research.
Be precise and accurate : When presenting your findings, be sure to use precise and accurate language. Avoid making generalizations or overstatements and be careful not to misrepresent your data.
Edit and revise: Once you have written your research findings, be sure to edit and revise them carefully. Check for grammar and spelling errors, make sure your formatting is consistent, and ensure that your writing is clear and concise.

Research Findings Example

Following is a Research Findings Example sample for students:

Title: The Effects of Exercise on Mental Health

Sample : 500 participants, both men and women, between the ages of 18-45.

Methodology : Participants were divided into two groups. The first group engaged in 30 minutes of moderate intensity exercise five times a week for eight weeks. The second group did not exercise during the study period. Participants in both groups completed a questionnaire that assessed their mental health before and after the study period.

Findings : The group that engaged in regular exercise reported a significant improvement in mental health compared to the control group. Specifically, they reported lower levels of anxiety and depression, improved mood, and increased self-esteem.

Conclusion : Regular exercise can have a positive impact on mental health and may be an effective intervention for individuals experiencing symptoms of anxiety or depression.

Applications of Research Findings

Research findings can be applied in various fields to improve processes, products, services, and outcomes. Here are some examples:

Healthcare : Research findings in medicine and healthcare can be applied to improve patient outcomes, reduce morbidity and mortality rates, and develop new treatments for various diseases.
Education : Research findings in education can be used to develop effective teaching methods, improve learning outcomes, and design new educational programs.
Technology : Research findings in technology can be applied to develop new products, improve existing products, and enhance user experiences.
Business : Research findings in business can be applied to develop new strategies, improve operations, and increase profitability.
Public Policy: Research findings can be used to inform public policy decisions on issues such as environmental protection, social welfare, and economic development.
Social Sciences: Research findings in social sciences can be used to improve understanding of human behavior and social phenomena, inform public policy decisions, and develop interventions to address social issues.
Agriculture: Research findings in agriculture can be applied to improve crop yields, develop new farming techniques, and enhance food security.
Sports : Research findings in sports can be applied to improve athlete performance, reduce injuries, and develop new training programs.

When to use Research Findings

Research findings can be used in a variety of situations, depending on the context and the purpose. Here are some examples of when research findings may be useful:

Decision-making : Research findings can be used to inform decisions in various fields, such as business, education, healthcare, and public policy. For example, a business may use market research findings to make decisions about new product development or marketing strategies.
Problem-solving : Research findings can be used to solve problems or challenges in various fields, such as healthcare, engineering, and social sciences. For example, medical researchers may use findings from clinical trials to develop new treatments for diseases.
Policy development : Research findings can be used to inform the development of policies in various fields, such as environmental protection, social welfare, and economic development. For example, policymakers may use research findings to develop policies aimed at reducing greenhouse gas emissions.
Program evaluation: Research findings can be used to evaluate the effectiveness of programs or interventions in various fields, such as education, healthcare, and social services. For example, educational researchers may use findings from evaluations of educational programs to improve teaching and learning outcomes.
Innovation: Research findings can be used to inspire or guide innovation in various fields, such as technology and engineering. For example, engineers may use research findings on materials science to develop new and innovative products.

Purpose of Research Findings

The purpose of research findings is to contribute to the knowledge and understanding of a particular topic or issue. Research findings are the result of a systematic and rigorous investigation of a research question or hypothesis, using appropriate research methods and techniques.

The main purposes of research findings are:

To generate new knowledge : Research findings contribute to the body of knowledge on a particular topic, by adding new information, insights, and understanding to the existing knowledge base.
To test hypotheses or theories : Research findings can be used to test hypotheses or theories that have been proposed in a particular field or discipline. This helps to determine the validity and reliability of the hypotheses or theories, and to refine or develop new ones.
To inform practice: Research findings can be used to inform practice in various fields, such as healthcare, education, and business. By identifying best practices and evidence-based interventions, research findings can help practitioners to make informed decisions and improve outcomes.
To identify gaps in knowledge: Research findings can help to identify gaps in knowledge and understanding of a particular topic, which can then be addressed by further research.
To contribute to policy development: Research findings can be used to inform policy development in various fields, such as environmental protection, social welfare, and economic development. By providing evidence-based recommendations, research findings can help policymakers to develop effective policies that address societal challenges.

Characteristics of Research Findings

Research findings have several key characteristics that distinguish them from other types of information or knowledge. Here are some of the main characteristics of research findings:

Objective : Research findings are based on a systematic and rigorous investigation of a research question or hypothesis, using appropriate research methods and techniques. As such, they are generally considered to be more objective and reliable than other types of information.
Empirical : Research findings are based on empirical evidence, which means that they are derived from observations or measurements of the real world. This gives them a high degree of credibility and validity.
Generalizable : Research findings are often intended to be generalizable to a larger population or context beyond the specific study. This means that the findings can be applied to other situations or populations with similar characteristics.
Transparent : Research findings are typically reported in a transparent manner, with a clear description of the research methods and data analysis techniques used. This allows others to assess the credibility and reliability of the findings.
Peer-reviewed: Research findings are often subject to a rigorous peer-review process, in which experts in the field review the research methods, data analysis, and conclusions of the study. This helps to ensure the validity and reliability of the findings.
Reproducible : Research findings are often designed to be reproducible, meaning that other researchers can replicate the study using the same methods and obtain similar results. This helps to ensure the validity and reliability of the findings.

Advantages of Research Findings

Research findings have many advantages, which make them valuable sources of knowledge and information. Here are some of the main advantages of research findings:

Evidence-based: Research findings are based on empirical evidence, which means that they are grounded in data and observations from the real world. This makes them a reliable and credible source of information.
Inform decision-making: Research findings can be used to inform decision-making in various fields, such as healthcare, education, and business. By identifying best practices and evidence-based interventions, research findings can help practitioners and policymakers to make informed decisions and improve outcomes.
Identify gaps in knowledge: Research findings can help to identify gaps in knowledge and understanding of a particular topic, which can then be addressed by further research. This contributes to the ongoing development of knowledge in various fields.
Improve outcomes : Research findings can be used to develop and implement evidence-based practices and interventions, which have been shown to improve outcomes in various fields, such as healthcare, education, and social services.
Foster innovation: Research findings can inspire or guide innovation in various fields, such as technology and engineering. By providing new information and understanding of a particular topic, research findings can stimulate new ideas and approaches to problem-solving.
Enhance credibility: Research findings are generally considered to be more credible and reliable than other types of information, as they are based on rigorous research methods and are subject to peer-review processes.

Limitations of Research Findings

While research findings have many advantages, they also have some limitations. Here are some of the main limitations of research findings:

Limited scope: Research findings are typically based on a particular study or set of studies, which may have a limited scope or focus. This means that they may not be applicable to other contexts or populations.
Potential for bias : Research findings can be influenced by various sources of bias, such as researcher bias, selection bias, or measurement bias. This can affect the validity and reliability of the findings.
Ethical considerations: Research findings can raise ethical considerations, particularly in studies involving human subjects. Researchers must ensure that their studies are conducted in an ethical and responsible manner, with appropriate measures to protect the welfare and privacy of participants.
Time and resource constraints : Research studies can be time-consuming and require significant resources, which can limit the number and scope of studies that are conducted. This can lead to gaps in knowledge or a lack of research on certain topics.
Complexity: Some research findings can be complex and difficult to interpret, particularly in fields such as science or medicine. This can make it challenging for practitioners and policymakers to apply the findings to their work.
Lack of generalizability : While research findings are intended to be generalizable to larger populations or contexts, there may be factors that limit their generalizability. For example, cultural or environmental factors may influence how a particular intervention or treatment works in different populations or contexts.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Tips for sharing research findings with diverse audiences

Research impact depends on researchers’ ability to reach the right ears and present content in the right format. Here’s how to tailor your communication – whether for policymakers, peers or the general public

Mohammed Al-Bahrani

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In today’s knowledge-driven society, research has pivotal role in advancing our understanding of the world and addressing complex challenges. However, the true impact of research lies in its ability to reach and resonate with different audiences. Effective communication of research findings ensures that knowledge is accessible, relevant and applicable to diverse stakeholders. Whether made up of scientists, policymakers, industry professionals or the general public, each audience requires a tailored approach. Here are strategies for communicating research findings to different audiences.

Understand the audience

Effective communication begins with a deep understanding of the target audience. Researchers must consider the knowledge, expertise and interests of their audience in order to adapt their approach. For instance, when communicating with fellow researchers, the focus should be on technical details, methodologies and the significance of the findings within the context of existing literature. However, for policymakers or industry professionals, the emphasis should be on practical implications, policy recommendations and potential applications of the research.

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During a conference presentation, interactivity with the audience may also require adaptation in real time.

Simplify complex concepts for non-experts

Research findings often involve complex concepts and technical jargon that may be difficult for non-experts to grasp. For example, explaining black holes to high school students might require relatable analogies, visuals and simplified language. The goal is to break down complex concepts and engage the audience without overwhelming them with technical details.

However, researchers should strive to simplify complex information without sacrificing accuracy. The use of clear and concise language, visual aids such as graphs or infographics, and examples can help make research findings more accessible to a broader audience. By presenting information in a user-friendly manner, researchers can engage and captivate their audience, fostering a greater understanding and appreciation of the research.

Tailor the message

Different audiences have distinct needs, interests and priorities. Researchers must adapt their message to resonate with each audience. For example, policymakers are often concerned with the societal impact and policy implications of research findings. The goal is to ensure that policymakers have access to the right information and insights to make informed decisions. However, they may have limited time and interest in technical details, and they may require research findings to be presented in a concise and clear manner. To communicate effectively with this audience, researchers should highlight the practical implications of their research and its relevance and potential benefits in addressing pressing societal issues. Researchers should present it in a format that is easy to understand; infographics, policy briefs and executive summaries can be very effective tools for communicating with policymakers.

Practitioners, also often with limited time, may prefer research findings presented through stories, case studies and best-practice examples. Researchers could consider providing practical guidance, sharing examples and making research findings relevant to their work. Webinars and workshops can be effective methods for communicating with practitioners.

Academics may be interested in technical details and may prefer research findings presented through peer-reviewed publications, conference presentations or expert reports.

When addressing the general public, researchers should emphasis the real-world applications and how the findings can improve people’s lives. Researchers should use clear, simple language that is accessible and jargon-free and provide relevant examples. Visual aids such as infographics and videos, as well as podcasts, can be effective formats.

By tailoring the message, researchers can foster meaningful connections and engagement with diverse audiences.

Engage the right communication channels

Choosing the right communication channels is essential for reaching specific audiences. Traditional scientific journals and conferences remain important for disseminating research within the academic community. However, to engage with policymakers, industry professionals and the general public, researchers can explore alternative channels. These may include popular science magazines, press releases, social media platforms, public lectures, podcasts or collaborations with science communicators.

Researchers can familiarise themselves with different communication channels by staying up to date with trends, asking professional networks for advice, conducting audience research, evaluating the scope and reach of channels, considering the nature of their research, balancing accessibility and accuracy, and testing channels and gathering feedback.

By leveraging diverse communication channels, researchers can ensure that their research findings reach a wide range of audiences and have a lasting impact.

Build collaborations and networks

Collaborations and networks play a vital role in bridging the gap between researchers and audiences. Engaging with stakeholders from various fields can increase the impact of research findings. Researchers can collaborate with science journalists, policymakers, educators and industry professionals to ensure that their research is accurately translated, contextualised and integrated into relevant practices and policies. By building strong networks, researchers can amplify the dissemination and application of their research across different sectors.

Attending conferences, joining professional associations, collaborating with peers and industry professionals, using social media and online platforms , engaging with policymakers, and communicating effectively are all actions researchers can take to build their networks. They should actively seek collaborations, be proactive and remain open to interdisciplinary projects.

Building networks takes time and effort, but it allows researchers to connect with like-minded individuals, share their work and increase the impact of their research across different sectors.

Effective communication of research findings to different audiences is crucial for maximising the impact and relevance of research. Researchers must tailor their communication approach to the needs and interests of each audience, simplifying complex concepts while maintaining accuracy. By understanding the audience, adapting the message, leveraging appropriate channels and fostering collaborations, researchers can bridge the gap between their research and various stakeholders. Ultimately, effective communication ensures that research findings are understood, appreciated and used to address real-world challenges and drive positive change.

Mohammed Al-Bahrani is a consultant in the scientific affairs division of Al-Mustaqbal University, Iraq.

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Scientific Posters: An Effective Way of Presenting Research

Scientific publications such as manuscripts, abstracts, posters, and oral presentations aid in disseminating clinical data to the scientific world and maintain transparency of the research outcome and interest in a medical brand.

Publication of a manuscript in a scientific journal generates peer-reviewed citable references. Whereas, the presentation of an abstract, poster, and oral presentation at scientific conferences ensure that research data is made available in the public domain prior to the peer-reviewed publication.

Creating Effective Scientific Posters

Amongst different publication types, poster presentation is a unique mode of scientific communication. It is a popular method of presenting research findings succinctly through a combination of text and graphics. A scientific poster is a design hybrid between an oral presentation and a manuscript; it is more detailed and interactive than an oral presentation but less than a manuscript.

Poster development includes two major elements, content and layout development.

Content development requires expertise in presenting complex data into a concise and simple form. Generally, the content is developed by a medical writer with scientific knowledge on the topic and exceptional writing skills.
Poster layout is developed by graphic designers; they work closely with medical writers and ensure the scientific story is creatively presented in a visual format as per the conference guidelines.

A good poster conveys the research as a simple, clear story in the form of bulleted text and diagrams/images. The “W’s” (who, what, when, where, why) are an effective way to organize the elements of a poster. 1

The content of the poster should interest the audience and provide them with a clear take-home message that they can grasp in the few minutes they spend near your poster. Create the title, charts, and the text to emphasize the key message. The poster starts with a title, aim, background, methods, results, and concludes with the summary of findings and their implications for research. The best poster is a perfect mix of content, color, figures, fonts, and a defined layout.

In our next article, “ Most Effective Tips When Presenting Your Scientific Poster ,” we will share the prerequisites and tips on how to develop a good presentable poster.

Poster illustration: An effective poster with relevant and focused content under various headings

Jane E Miller. Preparing and Presenting Effective Research Posters. Health Serv Res. 2007 Feb; 42(1 Pt 1): 311–328.

Enago Life Sciences is a medical writing company with specialization in medical communications services. We provide a full poster (print / electronic format) and encore poster development services. We work closely with the authors/client to develop the poster from initiation up to final approval. A full poster is developed within a typical turnaround time of 6 weeks (kickoff – print ready file). Keeping the focus on the target audience, our team of writers and graphic designers convert your research into a simple succinct eye-catching poster. Our highly qualified, experienced team, with an excellent knowledge across therapy and industry standards, develops posters as per the conference guidelines and good publication practices.

Click here to download an effective sample poster.

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How to Present Your Research (Guidelines and Tips)

Published on 01 Feb 2023

Presenting at a conference can be stressful, but can lead to many opportunities, which is why coming prepared is super beneficial.

The internet is full to the brim with tips for making a good presentation. From what you wear to how you stand to good slide design, there’s no shortage of advice to make any old presentation come to life.

But, not all presentations are created equal. Research presentations, in particular, are unique.

Communicating complex concepts to an audience with a varied range of awareness about your research topic can be tricky. A lack of guidance and preparation can ruin your chance to share important information with a conference community. This could mean lost opportunities in collaboration or funding or lost confidence in yourself and your work.

So, we’ve put together a list of tips with research presentations in mind. Here’s our top to-do’s when preparing to present your research.

Take every research presentation opportunity

The worst thing you could do for your research is to not present it at all. As intimidating as it can be to get up in front of an audience, you shouldn’t let that stop you from seizing a good opportunity to share your work with a wider community.

These contestants from the Vitae Three Minute Thesis Competition have some great advice to share on taking every possible chance to talk about your research.

Double-check your research presentation guidelines

Before you get started on your presentation, double-check if you’ve been given guidelines for it.

If you don’t have specific guidelines for the context of your presentation, we’ve put together a general outline to help you get started. It’s made with the assumption of a 10-15 minute presentation time. So, if you have longer to present, you can always extend important sections or talk longer on certain slides:

Title Slide (1 slide) - This is a placeholder to give some visual interest and display the topic until your presentation begins.
Short Introduction (2-3 slides) - This is where you pique the interest of your audience and establish the key questions your presentation covers. Give context to your study with a brief review of the literature (focus on key points, not a full review). If your study relates to any particularly relevant issues, mention it here to increase the audience's interest in the topic.
Hypothesis (1 slide) - Clearly state your hypothesis.
Description of Methods (2-3 slides) - Clearly, but briefly, summarize your study design including a clear description of the study population, the sample size and any instruments or manipulations to gather the data.
Results and Data Interpretation (2-4 slides) - Illustrate your results through simple tables, graphs, and images. Remind the audience of your hypothesis and discuss your interpretation of the data/results.
Conclusion (2-3 slides) - Further interpret your results. If you had any sources of error or difficulties with your methods, discuss them here and address how they could be (or were) improved. Discuss your findings as part of the bigger picture and connect them to potential further outcomes or areas of study.
Closing (1 slide) - If anyone supported your research with guidance, awards, or funding, be sure to recognize their contribution. If your presentation includes a Q&A session, open the floor to questions.

Plan for about one minute for each slide of information that you have. Be sure that you don’t cram your slides with text (stick to bullet points and images to emphasize key points).

And, if you’re looking for more inspiration to help you in scripting an oral research presentation. University of Virginia has a helpful oral presentation outline script .

A PhD Student working on an upcoming oral presentation.

Put yourself in your listeners shoes

As mentioned in the intro, research presentations are unique because they deal with specialized topics and complicated concepts. There’s a good chance that a large section of your audience won’t have the same understanding of your topic area as you do. So, do your best to understand where your listeners are at and adapt your language/definitions to that.

There’s an increasing awareness around the importance of scientific communication. Comms experts have even started giving TED Talks on how to bridge the gap between science and the public (check out Talk Nerdy to Me ). A general communication tip is to find out what sort of audience will listen to your talk. Then, beware of using jargon and acronyms unless you're 100% certain that your audience knows what they mean.

On the other end of the spectrum, you don’t want to underestimate your audience. Giving too much background or spending ages summarizing old work to a group of experts in the field would be a waste of valuable presentation time (and would put you at risk of losing your audience's interest).

Finally, if you can, practice your presentation on someone with a similar level of topic knowledge to the audience you’ll be presenting to.

Use scientific storytelling in your presentation

In scenarios where it’s appropriate, crafting a story allows you to break free from the often rigid tone of scientific communications. It helps your brain hit the refresh button and observe your findings from a new perspective. Plus, it can be a lot of fun to do!

If you have a chance to use scientific storytelling in your presentation, take full advantage of it. The best way to weave a story for your audience into a presentation is by setting the scene during your introduction. As you set the context of your research, set the context of your story/example at the same time. Continue drawing those parallels as you present. Then, deliver the main message of the story (or the “Aha!”) moment during your presentation’s conclusion.

If delivered well, a good story will keep your audience on the edge of their seats and glued to your entire presentation.

Emphasize the “Why” (not the “How”) of your research

Along the same lines as using storytelling, it’s important to think of WHY your audience should care about your work. Find ways to connect your research to valuable outcomes in society. Take your individual points on each slide and bring things back to the bigger picture. Constantly remind your listeners how it’s all connected and why that’s important.

One helpful way to get in this mindset is to look back to the moment before you became an expert on your topic. What got you interested? What was the reason for asking your research question? And, what motivated you to power through all the hard work to come? Then, looking forward, think about what key takeaways were most interesting or surprised you the most. How can these be applied to impact positive change in your research field or the wider community?

Be picky about what you include

It’s tempting to discuss all the small details of your methods or findings. Instead, focus on the most important information and takeaways that you think your audience will connect with. Decide on these takeaways before you script your presentation so that you can set the scene properly and provide only the information that has an added value.

When it comes to choosing data to display in your presentation slides, keep it simple. Wherever possible, use visuals to communicate your findings as opposed to large tables filled with numbers. This article by Richard Chambers has some great tips on using visuals in your slides and graphs.

Hide your complex tables and data in additional slides

With the above tip in mind: Just because you don’t include data and tables in your main presentation slides, doesn’t mean you can’t keep them handy for reference. If there’s a Q&A session after your presentation (or if you’ll be sharing your slides to view on-demand after) one great trick is to include additional slides/materials after your closing slide. You can keep these in your metaphorical “back pocket” to refer to if a specific question is asked about a data set or method. They’re also handy for people viewing your presentation slides later that might want to do a deeper dive into your methods/results.

However, just because you have these extra slides doesn’t mean you shouldn’t make the effort to make that information more accessible. A research conference platform like Fourwaves allows presenters to attach supplementary materials (figures, posters, slides, videos and more) that conference participants can access anytime.

Leave your audience with (a few) questions

Curiosity is a good thing. Whether you have a Q&A session or not, you should want to leave your audience with a few key questions. The most important one:

“Where can I find out more?”

Obviously, it’s important to answer basic questions about your research context, hypothesis, methods, results, and interpretation. If you answer these while focusing on the “Why?” and weaving a good story, you’ll be setting the stage for an engaging Q&A session and/or some great discussions in the halls after your presentation. Just be sure that you have further links or materials ready to provide to those who are curious.

Conclusion: The true expert in your research presentation

Throughout the entire process of scripting, creating your slides, and presenting, it’s important to remember that no one knows your research better than you do. If you’re nervous, remind yourself that the people who come to listen to your presentation are most likely there due to a genuine interest in your work. The pressure isn’t to connect with an uninterested audience - it’s to make your research more accessible and relevant for an already curious audience.

Finally, to practice what we preached in our last tip: If you’re looking to learn more about preparing for a research presentation, check out our articles on how to dress for a scientific conference and general conference presentation tips .

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User Research Report: Key Components and Best Practices

Learn about a user research report and its important components. Understand the best practices for writing a report and presenting it effectively.

Written by Ramotion Feb 21, 2023 18 min read

Last updated: Feb 25, 2024

The field of UI/UX design relies heavily on research and analysis. Whether it is gathering useful data from the users to understand their needs, conducting market research to identify trends, working on collaborative reports, or presenting findings of the analysis, designers have to cover all the aspects of research. When the research team has gathered and analyzed the data, it is also important to organize and present the findings in a way that the information is helpful and can be acted upon to create effective solutions for the target audience.

One of the most frequently conducted research by UI/UX designers deals with the users, such as understanding their expectations, highlighting their concerns, and recommending solutions that can better meet their needs. The end goal of UX research is to produce a usability report which can then help in improving the designs of products and services. For UX researchers, it is important not only to conduct user research but also to learn the art of creating an effective research report.

User Research in Practice ( Udacity )

In this article, we introduce UX research reports and discuss them in detail. This article starts with an introduction to UX research reports. We then cover all the major components of a UX research report, followed by the art of writing an effective report and the best practices to present the research findings.

Read along as we talk about this essential skill for all designers and learn how you can create effective user research reports.

What is a UX research report?

A UX research report – also referred to as a user research report – is a comprehensive document developed to present and explain the findings of the extensive work conducted by the design team. A UX research report includes all the important information about the purpose of the research, the methods used to gather data from the target audience, the major findings and takeaways, and recommendations that can help in improving the design. It is important to be clear about the purpose of conducting UX research and to clarify that in the report. Additionally, methods such as surveys, user testing, and interviews, need to be specified and explained in the report.

What should be included in a user research report?

A user research report includes a thorough discussion of the methods used to conduct the research, followed by the key learnings and recommendations. The purpose of the report is to highlight actionable items that can be taken up to improve the user experience.

User research reports serve various purposes. On the one hand, these reports help in understanding the shortcomings of a design and the needs of the users, thus providing recommendations to improve the products and services. On the other hand, these reports also serve as guiding documents for designers and researchers working on similar projects in the future. Leading design firms and consultancy providing user experience design services rely heavily on the findings of user research, thus improving their process along the way.

What is User Experience Research Report ( Optimal Workshop )

If the researchers do all the work without properly documenting the findings and recommendations, it will not be possible to understand the entire process and methodology, thus leaving huge gaps between research and its application. A research report fills this gap, serving as an excellent resource for the organization and the students of design. For all aspiring designers, it is important to understand how to effectively write a research report. In the next section, we discuss the important components of a UX research report, providing a better understanding of the document.

Components of a UX research report

UX research reports are formal documents that are not always restricted to the design team or the executives of an organization. For example, if you’re working on a public project, the report, or key findings, might be shared on social media and other public platforms. There are some standard elements necessary to create an effective research report. These elements provide a template to present the findings in an understandable manner. If a user researcher gathers data without such guiding principles, the quality and impact of findings will get impacted.

What are the major components of a UX research report?

A UX report contains the following major components.

Executive summary

Introduction, goals and objectives, methodology, recommendations.

The following elements are considered to be essential elements for any research report.

Components of a UX Research Report

An executive summary, as the name indicates, is created for the executives in an organization. It is an essential part of any formal report, where the purpose of the research, methods, key findings, and recommendations are neatly summarized.

The purpose of an executive summary is to provide a quick and comprehensive overview of the entire report. This part comes right after the table of contents, making sure that the audience interacts with this section first. An executive summary can leave a very good impression on the readers by preparing them for the entire report, and also saving them from a lot of technical details.

Like any report, a UX research report starts with an introduction. This is the section where all the background information and context are provided. In the introduction, it is a good practice to introduce the product or service that is being tested.

Additionally, a mention of the organization’s values helps in understanding the purpose of the research. The information in the introduction section helps in laying the foundation for all the technical content that follows. Understanding a research report without an introduction could be quite challenging.

To add more value to, and provide context for, the user research report, the goals and objectives for the entire study must be clearly stated. The overall research goals can be as simple as understanding the pain points of the users and getting their feedback for improving the design of the product or service. These goals give a clear idea of the research plan and indicate that all the designers and researchers are on the same page.

It is also a good practice to refer to the research question – or questions – when talking about the goals and objectives. This way the readers know what the entire report is about and what the major questions will be answered as they move along with the analysis.

In order to find the answers to the research questions and meet the objectives, UX researchers need to follow certain methods and techniques . It is important to discuss those methods in a clear and concise manner when writing research reports. These can include a variety of qualitative methods, such as interviews and focus groups, and quantitative techniques, such as surveys and correlational studies. It is a good research practice to explain these methods in a way that the general public can comprehend the information.

The value of UX research is strictly determined by the types of research methods involved in the process. If wrong methods are used, the findings can be misleading. Additionally, it is also important to discuss these methods for future researchers and aspiring designers, so they know which techniques are appropriate to achieve their goals.

Methodology in UX Research ( SciSpace )

The results section of any UX research report is, arguably, the one that gets the most attention. This is where all the research findings are presented in an understandable manner, so the audience can understand the key takeaways, thus getting a better idea of the needs of the target audience. The research findings do not include any discussions or opinions of the UX designers. Instead, this is where facts are reported based on the data gathered from user research.

Leaving a report merely by reporting the research findings does not help anyone, let alone the decision-makers. Good reports are the ones that do not leave the audience stranded but provide information on the next steps. This is where recommendations come into play. The recommendations section in a UX research report is the one that includes guidance on how to improve a design.

These recommendations must always be backed by the findings. Additionally, the recommendations must always be actionable and realistic. Ideal solutions that seem to solve all the problems are not helpful for the design team. It is also a good idea to identify the limitations and indicated areas where additional research is needed.

When conducting UX research, several materials are created. These can include survey questionnaires, interview scripts, observation sheets, and a lot more documents. These materials can be extremely helpful for future researchers working on similar projects, particularly those working in the same organization.

Providing all of these materials in the body of the report can be overwhelming and confusing for the audience as a user research report is not only read by UX designers. Therefore, it is important to consider providing this information in the appendices – something that interested readers can access if needed.

How to write a UX research report

Writing a research report can always seem to be a daunting task. On the one hand, there is all the background work that goes into conducting research, gathering the data, analyzing the results, and providing meaningful recommendations. On the other hand, there is the process of writing itself, where the information needs to be presented in a way that is clear, easy to understand, and helpful. The components of a UX research report mentioned above serve as a good template for the writing process.

What are some best practices to write a UX research report?

The best practices for writing a UX research report are as follows.

Define your goals

Understand your audience, use plain language, explain your methods, focus on findings, discuss and analyze the results, always provide recommendations, state your limitations.

There are certain best practices that can help in creating effective research reports.

Effective UX Research Report Writing ( Romania Journal )

Like any UI/UX design project , writing a research report has to start with the goals. Before even starting the user research, it is important to identify and clarify research goals. These goals are decided in a way that they coincide with the overall vision and mission of the organization, and also cater to the needs of the target audience. Individuals from different teams, such as product development, marketing, design, and other related personnel need to be involved in the process, to ensure that everyone is on the same page. Once the goals have been defined, it gets easier to define the research questions and write a report that is more focused.

Considering the audience of a research report is extremely important. UX research reports are read by designers, but they are not the only target audience group. These reports play a significant role in decision-making and, therefore, make their way up to the executive offices. Similarly, other teams involved in the design process also benefit from the user research reports. This means that not everyone will be able to understand the design processes, methods, and technical aspects of the report. Therefore, it is important to consider the varying needs of these audience groups to write effective reports.

Different Audiences for UX Research Report

One of the key aspects of good reports is that they are easy to read and understand. Whether it is the technical information in the methods section or the more interesting UX research findings and recommendations, it is always beneficial to explain things in a simple manner.

The use of plain and clear language ensures that non-researchers and the general public can also make the most out of these otherwise complicated documents. All UI/UX designers should get some training and experience in the principles of clear and effective writing so that they can add more value to their reports.

As mentioned above, the methods section can always be tricky to understand, particularly for individuals who do not have a background in UX research and design. There are several steps that designers can take to explain their methods in a better way. One of those is to be specific with their research questions and to state them in a clear manner.

Another important research practice is to provide as many details about the research methods as possible. These details can be as simple and trivial as the need for technology, such as laptops and mobile phones, in conducting the research, and as sophisticated as eye-tracking software. If the readers know about all the techniques, they will be better able to understand the overall goals and findings of the research.

The section containing UX research findings demands a lot of attention and care when writing a report. This is where designers bring all the data and insights together, to present their findings from the extensive research. When writing about research findings, it is important to be clear and specific.

Any ambiguity in reporting the findings can confuse and overwhelm the audience, thus jeopardizing the overall goals of the UX research report. It is also essential for designers to leave their biases aside when reporting the findings. The opinions of the design and research teams should not be mixed with the results, as this can be misleading for the target audience. Remember, the goal of user research is to get insights from, and about, the users, in order to improve the design.

All good research reports include some sort of discussion on the results and insights obtained from the data. One of the best practices, when writing a report, is to shed some light on the research findings.

The most effective way to analyze and discuss results is to tie them back to the research questions and goals of the study. This practice keeps the memory of the audience refreshed, and adds to their understanding. Discussion of results in a user research report also helps other researchers in understanding the thought process behind the overall process.

Discuss the Results Comprehensively ( Pexels )

One of the sections of a user research report that often gets overlooked is recommendations. Many quality reports, sometimes, do not give attention to this aspect, and, thus, leave the audience hanging with some technical details and findings of the report. Successful and effective reports are the ones that discuss the findings and provide guidance for the future.

It is important to ensure that the recommendations consist of actionable items. For example, if the users find it hard to interact with the “sign in” button because of its color, the report should clearly state the reason and recommend possible edits to improve this button. The more specific the recommendations are, the more helpful will be to the design and product development teams.

A single user research project cannot possibly cover every single need and pain point of the target audience. There are several factors involved in a UX research project that can limit the data collection and analysis phases. For example, research might be restricted because of budgetary constraints, time limitations, confidentiality, and other policies of the organization.

It is always helpful to acknowledge these limitations while writing a UX research report. These limitations can help in identifying the areas where more work is needed, thus serving as a guiding section for future research studies.

Presenting UX research findings

Conducting good research, working with users, and gathering valuable data constitute one part of UX research. Then comes the report writing phase, where all the information is brought together, along with insights of the designers and researchers, thus helping in making sense of the data. This process provides good content for a UX research report. However, researchers must not stop at just reporting facts.

There is one more question that needs to be considered: How to present research findings? This is where designers have to wear multiple hats and look at the report from different perspectives. Even if the information is valuable, but it is not presented in an effective way, the usefulness of the report can take a hit.

How can UX researchers improve the presentation of their findings?

Some ways in which the presentation of UX research can be improved are as follows.

Use consistent language

Summarize and discuss the findings, use effective illustrations, avoid excessive use of jargon, make the report aesthetically pleasing, ensure easy navigation.

There are certain best practices that designers can follow to present the findings of UX research in a comprehensive manner. The skills from document design, aesthetics, illustration, and information management come in handy when presenting the findings of any research project. Some of the key aspects to consider are as follows.

Presenting UX Research Findings ( iStock )

All presentable and understandable research reports using consistent language, one that is easy to follow with clear explanations. In this sense, a research report is similar to any other design project, where consistency is a key principle . The use of consistent language means that the voice and tone throughout the report are the same, so the readers do not get confused in the middle.

This can be a concern when the projects and, therefore, the reports are long and written by multiple authors. In such cases, it is important to assign editing to one person who can ensure consistency throughout the document. An inconsistent report is hard to read and can greatly impact the overall quality of any research project.

As mentioned above, UX research findings are the most read section of any report. This is the section that gets equal attention from the technical and non-technical audiences. Therefore, it is important to present the findings in a way that can be easily understood by all groups of audiences.

In order to add more value to the report, it is always a good practice to summarize the findings and discuss them, expanding on their relationship with the research questions. When discussing the results, the UI/UX designers can make use of real-world examples to make the findings more relatable and understandable.

In research reports – and almost all other documents – words can only do so much. The power of media elements, such as images, schematics, graphs, and illustrations can never be underestimated. When working on the presentation of a report, illustrations must be given due attention. With the help of powerful visuals, designers can explain their quantitative and qualitative research results, making the information easily digestible.

Illustrations also make the content more accessible, leaving an overall good impact on the readability of the report. Modern organizations with well-established design teams have specific branding guidelines for their employees when it comes to creating and distributing illustrations, thus creating more avenues for creating a stronger brand image.

Use Illustrations to Discuss Results ( Infosurv )

One important aspect, when it comes to the presentation and perception of a user research report, is limiting the use of jargon. This is something that gets ignored in many reports and is noticed only after a report is published or distributed.

Therefore, when working on the presentation of a report, it is important to get feedback from non-researchers and individuals from other teams, such as marketing and product development. Feedback from someone outside of the research team can help in strengthening the presentation of the report, thus making it more understandable and readable.

A report is only well-received when it is attractive and pleasing to the eye. This might sound like a small element, but if you stop and ask yourself how many times you left a report in the middle because it was not eye-catching, you will find the answer right away. There are several ways to improve the aesthetics of a report. This is where UI/UX designers can bring their creativity and principles of document design into play.

The use of colors, infographics, visual and textual hierarchy, icons, and quality images are some of the ways in which a report can be made aesthetically pleasing. Researchers can make use of the elements in a component library that designers frequently use for various projects. This will ensure consistency and also create a better brand image.

Make the Report Aesthetically Pleasing ( Dribble )

When distributing a report, it is important to consider the way readers will interact with it, and navigate through the entire document. In shorter reports, this might not be a big concern, but when the documents get longer (over 20 pages), it gets tricky for the readers to scroll all the way up and find the desired section.

Therefore, when presenting a report, researchers should always focus on the way navigation can be improved. If the headings, subheadings, and captions are appropriate, and the table of contents is free of errors, then the digital documents can be easily navigated. If the reports are being hosted on an organization’s online portal or a blog, it is always a good idea to create a searchable repository, so the users can find the desired information quickly.

Working with people, understanding their needs, getting their feedback, and incorporating it into future designs are one of the most interesting parts of being a UX researcher and designer. However, this means that as a designer, you have to produce several reports to document your findings, provide recommendations, and make a case for the practice of UX research in the first place.

The reports thus created should be comprehensive, pleasing, useful, and helpful at the same time. This is a challenging task as not all designers are good at writing UX research reports. To be fair, writing and documentation are not easy tasks either. It is a skill that can be learned with time and by focusing on the right areas.

In this article, we covered the basic principles of writing an effective user research report. In order to make your report stand out, you have to focus on the efficacy of your research findings, the quality of writing, and the presentation of the report itself. With the help of the best practices and guidelines discussed above, you can start creating comprehensive reports that are not hard to read and have all the required information.

If you’re an aspiring UI/UX designer and have not been exposed to the report-writing process yet, now is the time to pay attention to this part of the job. The art of good report writing and having better presentation skills can make you more marketable, thus helping you land better job opportunities.

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Best Practices in Building Tech Capacity in Law Enforcement Agencies

It is increasingly important to use existing legal and enforcement tools in digital and technology cases and develop and implement new or updated tools and approaches to strengthen investigations and agency missions. Based on the recognition that technology is a critical piece of enforcing the laws in our respective jurisdictions, the following findings were discussed and advanced at the International Competition Network Tech Forum and will inform future work of the technologist group.

Recognizing the Need to Strengthen Capacity Due to the Increasing Digitization of the Economy

Recognize technology is broad – With the increasing digitization of the economy, many companies have critical technology components – ranging from key infrastructure, algorithms, and Artificial Intelligence to business models that are based on data collection and processing practices. To assess the behavior of companies, it becomes more and more important to be able to better understand the potential benefits and risks of technology. As a result, the capabilities and knowledge of digital and technologist teams will be relevant and important to an ever-greater share of the work of agencies.

Take timely action – Be it detecting consumer harms or anticompetitive conduct, targeting unlawful practices before they are widely adopted, or assessing market conditions that could lead markets to tip – timely intervention can help us tackle problems at their inception, limiting harms, promoting greater competition for innovation, and saving resources over the long term.

Foster interdisciplinary coordination – It is important to incorporate a greater range of technological skillsets into agency work and to foster greater collaboration among legal, economic, and technology disciplines. Agencies can approach cases, research, and other policy tools from an interdisciplinary perspective, as appropriate to the scope of our agency missions.

Apply cross-agency and intra-agency coordination – It is important to value cross-agency and intra-agency coordination, where appropriate, to support meaningful agency oversight of digital and technology sectors. This can help identify and address interconnections between the conditions that give rise to harm, legal violations, or concerns under our applicable legal frameworks.

Recognizing the Need to Strengthen Enforcement Efforts Through Increased Technical Capacity and Expertise

Establish and strengthen technology expertise – It is essential that our agencies continue to strengthen digital and technological capacity to support agency missions and build the skills and capabilities of staff (in-house or in strategic collaborations, e.g., with universities). This includes relying on and integrating new profiles into agencies, such as technologists, software and hardware engineers, product managers, UX designers, data scientists, investigative researchers, and subject matter experts in areas such as machine learning, artificial intelligence, and augmented and virtual reality.
Apply expertise to law enforcement – Closely integrating technical expertise, tools, and methods will strengthen law enforcement that aims to protect consumers and competition. This will help agency teams to conduct more efficient, rigorous, and faster investigations, reduce information asymmetries and blind spots, and get more effective remedies and better outcomes. With the right technical expertise, competition agencies can make the most of technology for detection purposes and to develop more effective tools for enforcement.

Strengthen horizon scanning – The pace and volume of tech developments means that agencies need to be alert and responsive to anticipate problems and take swift action. Among other tools, horizon scanning initiatives can be critical to track and highlight new developments, opportunities, and threats in technology and how they relate to consumers and markets.

Recognizing the Need to Strengthen International Agency Cooperation at the Level of Technical Experts

Share best practices – Agencies will continue to engage in discussions at the expert level with the aim of developing and sharing best practices, elevating agency missions, and facilitating ad hoc discussions to inform timely, relevant, and appropriate enforcement and regulatory action to protect competition and consumers in increasingly digitized economies.

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