Block 3 Lecture Reflection: Grant Proposal Writing and Funding Opportunities (28 August)

Block 3 Lecture Reflection: Grant Proposal Writing and Funding Opportunities (28 August)
(Gibbs’ Reflective Cycle, 1988)
1. Description
The first day of Block 3 focused on grant proposal writing for funders, the principles and processes of funding applications, and an overview of biosketch and CV preparation for funders. This lectures included the Harry Crossley Workshop, which expanded on grantmanship and post-award responsibilities. The sessions also introduced sample grant proposals to demonstrate effective structuring and formatting for potential funding.
It was a long and intense lecture, but also deeply insightful and motivating. The lecturer’s level of detail, patience, and commitment to ensuring that we fully understood each component of a grant proposal was remarkable. I appreciated her genuine advocacy for students and her encouragement to pursue research funding opportunities even at early stages.
2. Feelings
I went into this lecture feeling both tired and anxious, mainly because my research presentation was scheduled for the following day, and it occupied much of my thoughts throughout the morning. However, once the session began, I found myself fully engaged. The lecturer passion for student development and her ability to simplify complex grant writing concepts were inspiring. I felt a sense of gratitude for her dedication and how she motivated us to start thinking about research funding early.
By the end of the session, I was both mentally exhausted and energised.Exhausted because of the amount of information covered, but energised because I realised how important it is to understand funding mechanisms if I want to continue growing as a researcher beyond my current programme.
3. Evaluation
This session was highly valuable and practical. It opened my eyes to the process of applying for research grants, something I had not previously considered in depth. I appreciated how DrTania explained the importance of aligning research aims with funder priorities and writing in a clear, persuasive manner that demonstrates feasibility
. Her examples of successful funding applications made the process feel more achievable.
One of the highlights was her genuine advocacy for students. She encouraged us to seek opportunities even if we were not yet eligible, reminding us that preparation now would position us well for future calls. That encouragement gave me the motivation to attend another seminar on grant writing after the lecture, just to deepen my understanding.
4. Analysis
Through reflection, I realised that grant writing is more than just paperwork. It is strategic storytelling. The lecture taught me that successful researchers not only conduct good studies but also know how to communicate the value and feasibility of their work.I also recognised that I need to begin building my academic CV and biosketch early, keeping records of all relevant training, research experience, and achievements.
Additionally, this lecture connected directly to my research proposal development. Even though I am not yet eligible to apply for grants, understanding how proposals are evaluated by funders gave me a clearer idea of how to strengthen the structure and justification of my own project.
Emotionally, I learned that anxiety about my upcoming presentation did not stop me from engaging meaningfully.it taught me the importance of focus and balance even under pressure.
5. Conclusion
I concluded that this lecture was a turning point in helping me think of research not only as an academic requirement but as a long-term professional pursuit. The insight into funding strategies, CV preparation, and post-award accountability broadened my understanding of research management. Despite feeling tired, I left the session inspired and determined to prepare myself for future funding opportunities.
6. Action Plan
Going forward, I plan to:
• Begin drafting a basic research CV/biosketch highlighting my current and past experiences.
• Familiarise myself with local and international funding bodies that support public health or occupational research.
• Incorporate lessons from this lecture into my final research proposal, especially around feasibility and project justification.
• Continue attending research funding workshops or webinars to stay informed and confident in the grant-writing process.
Although my mind was partly occupied by my presentation preparations, this lecture reignited my motivation to see research as a long-term journey