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Abstract: This paper outlines the use of Faff s (2015, 2017) pitching research template to create a research pitch for a "fantasy" topic. The process of using each section in the template and the scholars' views on the process is detailed and is followed by noting the key learning outcome of the exercise; having the freedom to choose a "fantasy" topic and working through the template from scratch led to the scholars gaining a deeper understanding of how to use the pitching research template for starting research.
Keywords: Pitching research, template, reverse engineering, fantasy pitch, innovation, demonetisation
JEL codes: A23; O30
1. Introduction
The purpose of this letter is to outline how we, as aspiring research students, were able to better acquaint ourselves with planning research using Faff s (2015, 2017) pitching research template through a "fantasy pitching" exercise. This exercise is novel in the sense that its stark contrast to more methodological pitching template tasks allows for the development of more abstract reasoning and learning for the process as a whole. While seemingly simple at face value, this task provides a unique pedagogic opportunity for overcoming challenges encountered by early career researchers.
This task was set by Professor Faff for the 2016/2017 Summer Research Scholars at the University of Queensland, who had significant exposure to the template and was completed in pairs. Our team, represents one of those pairs. Robin is entering his third year at the University of Queensland studying Mathematics and Commerce. Participation in the summer research program piqued his interest in pursuing an Honours degree. His academic interests lie in data analysis and macroeconomic policy. William had just recently graduated with a Bachelor of Commerce, majoring in finance, from the University of Queensland. In 2017 he will commence his Honours, in the UQ Business School, and he is interested in researching the field of behavioural finance.
The Fantasy Pitching exercise enabled students to further develop their pitching research proficiency in a low stress, constructive environment. Moreover, complementing the written component, students had the opportunity to orally present the topic. While mostly involving self-directed peer learning, we benefited from helpful feedback from Professor Faff and also from as fellow summer research scholars through informal discussions.
The remainder of this pitching research...