Abstract

Research administrators often receive a wide variety of grant submissions in various stages of readiness. In particular, early-stage investigators may not have a strong network of mentors with time available to advise and review new grant applications, instead relying on research administrators to support preparation of their proposal package. This reliance can be compounded at institutions in LMICs that may be less experienced with the rigor required in National Institutes of Health (NIH) or other funding bodies of the Global North. We developed a collaborative training with experienced investigators and administrators from the US and two LMICs (Tanzania and Uganda) to better prepare junior researchers and build research capacity.

As part of a Fogarty International Center / U.S. National Institutes of Health funded D43 training grant focusing on malnutrition and tuberculosis for postdoctoral trainees from Tanzania, we held a grant writing workshop for early career trainees from the US and LMICs. The workshop focused on the components of a successful application, writing best practices, and importantly, understanding the technicalities of the non-scientific application components. We found that this open dialogue led to important conversations and a better understanding of the process investigators embark upon in preparing a grant application, and the details and review that is contributed by research administrators to ensure compliance and successful submission. Participants noted that this increased understanding has the potential to contribute to greater respect and appreciation for the counterpart leading to more complete and compliant application materials thereby reducing the number of revisions required prior to grant submission.

Early-stage investigators reinforced our pre-workshop experience that they are unaware of the level of detail and additional components required to submit a grant application, instead focusing only on the scientific sections. Early-stage investigators learned that this can lead to rushed proposals, incomplete submissions, and poor application outcomes. Participants in the workshop acknowledged that involving research administrators in the design phase of the grant has potential for improving the quality and timeliness of submissions.

This model of pairing senior research administrators from the US (or other Global North institutes) and LMICs with early stage investigators can be used to strengthen research capacity efforts in central grants offices. Early stage investigators benefited from learning from research administrators with shared perspectives despite geographic and cultural differences. The workshop and model of engagement was iterated from a successfully implemented Fogarty International Center / NIH funded G11 grant to build research administrative capacity in LMICs.

In conclusion, we observed that when both parties (researchers and administrators) are more aware of the role of their counterpart and effort required from each, this develops a sense of appreciation and recognition for the time spent preparing their respective work. This increased sense of appreciation strengthens relationships with the potential to lead to more positive working relationships and successful grant applications.

Learning Outcomes: Developing the researcher-administrator relationship while supporting junior investigators fosters a sense of mutual respect, leads to more complete and accurate application components, shorter review time, and increased potential for favourable grant outcomes.