Relevant bibliographies by topics / Proposal writing for grants

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Proposal writing for grants'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Proposal writing for grants"

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Owoaje, Eme T. "Grant writing." Journal of Global Medicine 3, S1 (2023): e135. http://dx.doi.org/10.51496/jogm.v3.s1.135.

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Grant writing is the process of responding to an application for a financial grant from institutions such as research organisations, government agencies, corporations, foundations, trusts, and international funding organisations. The skills required to write successful grants are referred to as grantsmanship. Over the past few decades, the process of applying for grants has become increasingly complex and highly competitive. Therefore, the grant proposals must be based on innovative ideas, capable of advancing the current status of knowledge, compelling, and well-written. Types of Research Grants Collaborative research grants are usually interdisciplinary, multicentre, and multicountry. These are led by senior researchers with a team of co-investigators including post–doctoral fellows, and postgraduate students. Fellowships are individual research grants that provide the fellow who obtains the grant the time to focus on the research project for a stipulated time. Targeted grants are for early-career, mid-career, or senior researchers. The grant announcement for these indicates the category of researchers who are eligible to apply. Networking grants are aimed at developing teams and establishing teams of academic and research collaborators for a particular research topic. These grants provide funding for researchers to engage in discussions regarding potential research ideas. Small grants fund small research projects or preliminary research that provide initial data for larger research projects in the future. Travel grants are usually for professional development and are provided by disciplinary specialist organisations. The researcher is supported to travel to institutions that have resources or opportunities that are not available at their home institution. Knowledge transfer grants or industrial partnerships are grants aimed at promoting collaboration and knowledge exchange between academic and non-academic collaborators. The funds can also be used for proof of concept, pilots, and getting new products to the market. Conference grants are used to disseminate research findings or host research conferences. Grant proposals The proposals should conform to the guidelines indicated in the funding opportunity announcement. Funders have guidelines regarding the sections of the proposals, font type, and font sizes to be used, sections of the proposal, page limits for each section, and the overall proposal. Project narrative This section provides the most comprehensive description of the proposed project. The main areas are the background and literature review that identify research gaps. It contains the research problem and questions/aims and objectives and documents the proposed research methods. Other areas addressed are the project management and delivery plan, which may require work packages. The budget and budget justification are also addressed in this section. Other documents required are: The curriculum vitae of the investigators detailing their previous research and how it relates to the current application. Well-written letters of support from collaborators and collaborating institutions that address the roles and responsibilities of team members are essential. This is particularly important for collaborative research that involves various partners from other universities, non-academic organisations, and industry. These partners should provide signed letters of support that indicate the specific contribution of the collaborator and commitment research project, and the contribution in cash or in-kind.
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Weber-Main, Anne Marie, Richard McGee, Kristin Eide Boman, et al. "Grant application outcomes for biomedical researchers who participated in the National Research Mentoring Network’s Grant Writing Coaching Programs." PLOS ONE 15, no. 11 (2020): e0241851. http://dx.doi.org/10.1371/journal.pone.0241851.

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Background A diverse research workforce is essential for catalyzing biomedical advancements, but this workforce goal is hindered by persistent sex and racial/ethnic disparities among investigators receiving research grants from the National Institutes of Health (NIH). In response, the NIH-funded National Research Mentoring Network implemented a Grant Writing Coaching Program (GCP) to provide diverse cohorts of early-career investigators across the United States with intensive coaching throughout the proposal development process. We evaluated the GCP’s national reach and short-term impact on participants’ proposal submissions and funding outcomes. Methods The GCP was delivered as six similar but distinct models. All models began with an in-person group session, followed by a series of coaching sessions over 4 to 12 months. Participants were surveyed at 6-, 12- and 18-months after program completion to assess proposal outcomes (submissions, awards). Self-reported data were verified and supplemented by searches of public repositories of awarded grants when available. Submission and award rates were derived from counts of participants who submitted or were awarded at least one grant proposal in a category (NIH, other federal, non-federal). Results From June 2015 through March 2019, 545 investigators (67% female, 61% under-represented racial/ethnic minority, URM) from 187 different institutions participated in the GCP. Among them, 324 (59% of participants) submitted at least one grant application and 134 (41% of submitters) received funding. A total of 164 grants were awarded, the majority being from the NIH (93, 56%). Of the 74 R01 (or similar) NIH research proposals submitted by GCP participants, 16 have been funded thus far (56% to URM, 75% to women). This 22% award rate exceeded the 2016–2018 NIH success rates for new R01s. Conclusion Inter- and intra-institutional grant writing coaching groups are a feasible and effective approach to supporting the grant acquisition efforts of early-career biomedical investigators, including women and those from URM groups.
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Schweiger, Gerald. "Can’t We Do Better? A cost-benefit analysis of proposal writing in a competitive funding environment." PLOS ONE 18, no. 4 (2023): e0282320. http://dx.doi.org/10.1371/journal.pone.0282320.

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This article presents an analysis of third-party funding in Austria for energy research, including an analysis of the costs and benefits of writing proposals and of the trust proposal applicants place in the application process. For this purpose, applicants from research and industry applying for government-funded energy research grants in Austria were surveyed. Preparing a new proposal takes about 50 working days; at the current success rate, about 300 person-days are spent preparing proposals for a single proposal to be funded.More than 90% of researchers perceive that they currently spend too much time preparing proposals and only 10% of researchers believe that the current competitive third-party funding system has a positive effect on the quality of research. Furthermore, researchers have limited trust in the objectivity of proposal review processes.
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Marchant, Mary A. "The Keys to Preparing Successful Research Grant Proposals." Journal of Agricultural and Applied Economics 33, no. 3 (2001): 605–12. http://dx.doi.org/10.1017/s1074070800021040.

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AbstractThis article seeks to demystify the competitive grant recommendation process of scientific peer review panels. The National Research Initiative Competitive Grants Program (NRICGP) administered by the U.S. Department of Agriculture-Cooperative State Research, Extension, and Education Service (USDA-CSREES) serves as the focus of this article. This article provides a brief background on the NRICGP and discusses the application process, the scientific peer review process, guidelines for grant writing, and ways to interpret reviewer comments if a proposal is not funded. The essentials of good grant writing discussed in this article are transferable to other USDA competitive grant programs.
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Mirando, Mark A., and Adele M. Turzillo. "Funding opportunities at the National Institute of Food and Agriculture: program priorities and tips for successful grant writing." Clinical Theriogenology 10, no. 4 (2018): 469–75. http://dx.doi.org/10.58292/ct.v10.9905.

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The National Institute of Food and Agriculture is the agency within the United States Department of Agriculture that provides extramural funding for competitive grants in research, education and extension. Several grant programs exist in this agency that support both basic and applied research in bovine reproduction, the most notable of which is the animal reproduction program area priority within the Agriculture and Food Research Initiative. Other programs within this initiative, while not dedicated solely to work in reproductive biology, also include opportunities for work on reproduction. The animal health and disease program area of this initiative provides funding for research on infectious diseases of the reproductive tract. The critical agriculture research and extension and the exploratory research program area priorities are two unique opportunities that offer funding for work in all areas in the food and agricultural sciences, including reproduction in cattle. Opportunities for education support at the agency include the predoctoral fellowships, postdoctoral fellowships, and research and extension experiences for undergraduates program, as well as the National Needs Graduate and Postgraduate Fellowship Grants, Higher Education Challenge Grants and Higher Education Multicultural Scholars programs. To stimulate technological innovations in the private sector, Small Business Innovation Research program competitively awards grants to qualified small businesses to address important problems in agriculture. To address veterinary shortage situations, especially those in food animal medicine, the Veterinary Medicine Loan Repayment program helps qualified veterinarians offset a significant portion of debt incurred in pursuit of their veterinary degrees in return for service in designated high-priority veterinary shortage areas. The Veterinary Services Grant program provides funding for education, extension, and training in veterinary medicine of agricultural animals, as well as grants to enhance rural veterinary practices. Most federal grant programs are highly competitive, so skill and experience in applying for grants is needed to achieve success in securing grant funding. Recommendations for preparation of a meritorious grant proposal include careful reading of the program announcement, solicitation or request for applications to fully understand the scope, eligibility and requirements of the program; writing the grant proposal well in advance of the submission deadline to allow time for thoughtful preparation, critique by an experienced colleague, revision, and proof reading; and understanding the review process and criteria by which the proposal will be evaluated.
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Alenkina, T. B. "The Genre of a Grant Proposal in the Modern Teaching Context: Challenges and Possibilities." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 6 (2023): 76–92. http://dx.doi.org/10.31992/0869-3617-2023-32-6-76-92.

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Nowadays attaining a grant is a criterion of success for an early-career researcher and an important indicator of effective work of a university as a research-based and corporate institution. During its thirty-year history in Russia, grants have become a traditional and even routine practice for every Russian PhD student and an early-career researcher. Like their international colleagues, Russian researchers often don’t get sufficient support from their scientific advisor and an academic writing expert. A few attempts to improve current situation have been made in a number of research universities. One of such cases is a course “Grant Writing” that has been recently implemented in the English-language writing-intensive program of the Moscow Institute of Physics and Technology. The complex aim or the paper can be explained by the multidimensional nature of a grant. After characterizing a grant proposal as an up-to-date text genre in the international and interdisciplinary context in the framework of Genre Field Analysis, we consider the full process of applying for a grant in real-life environment and classroom settings. Finally, in the lens of Critical Genre Analysis, the qualitative analysis of the introductory sections of Russian grant proposals is conducted. The modern genre theory gives the basis for using a combination of methods in our research. In the lens of Genre Field Analysis, the sociopragmatic approach to the grant proposal provides an opportunity to get acquainted with the modern practices of applying for a grant, while Critical Genre Analysis may contribute to the deeper understanding of the text production mechanisms. The synthesis of theory and practice and its role could be seen in the qualitative analysis of grant proposals written by PhD students, attendees of the course “Grant Writing” at the Moscow Institute of Physics and Technology. The findings give evidence for insufficient disciplinary expertise and substitution of one genre – a grant proposal – by another one, more familiar for Russian students, – a research paper and an abstract. The obtained results testify in favor of the implementation of the course “Grant Writing” as well as other genre-based courses deeply rooted in the cross-disciplinary context and aimed at developing the researcher competence.
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Idika Delight Omoji, Gabriel Femi Goodwill, Okeke Mabel Obioma, et al. "Assessment of lecturer’s access to research grants in Nigerian universities: Impact on knowledge creation and dissemination." World Journal of Advanced Research and Reviews 19, no. 1 (2023): 1289–99. http://dx.doi.org/10.30574/wjarr.2023.19.1.1463.

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This study evaluated lecturers’ access to research grants in Nigerian Universities and its impact on knowledge creation and dissemination. Descriptive survey design was adopted by the researchers. A sample of 630 senior lecturers constituting 13% of a population of 5,218 senior lecturers in three universities in their study area participated in the study. The respondents were drawn through purposive sampling techniques. The study was based on four research questions. Data for the study was gathered through a 22-item questionnaire. The instrument was validated and tested for reliability using Cronbach Alpha with a reliability index of 0.87. Data collected were analyzed using means, standard deviation and a nonparametric measure of rank correlation. Results indicated that academic research are self-funded or basically self-motivated adventures by lecturers in Nigeria, other sources of research funding are governmental intervention agencies, foreign donor’s non-governmental organizations (NGOs) and professional associations. It was revealed that 88.77% of the population admitted that they had never conducted a study funded via research grant in their host institutions. It was found that lecturer faces challenges in accessing research due to poor research grant writing skills, inability to develop and justify fundable budgets, lack of information on research grants, politicization of proposal reviewer team for approval, inability to meet the time frame for fulfilling the requirements for research grants, difficulty in the retirement process for research grant, inability to meet eligibility criteria, lack of interest in writing for a research grant and inability to write acceptable proposals, and stringent conditions attached to research grants. It was also found that inability to access grants dampen lecturers motivation for knowledge creation and dissemination leading to lower standard of education and poor innovation. The study concludes and recommends that management of Nigerian universities and relevant stakeholders should provide enabling environment and accessible funding opportunities for lecturers by aptly identifying and disseminating information for accessing research grants.
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Shahbazian-Yassar, Reza. "Equipment Funding Opportunities and Strategies for Success (Part 2)." Microscopy Today 20, no. 5 (2012): 60–62. http://dx.doi.org/10.1017/s1551929512000727.

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My name is Reza Shabhazian-Yassar, and I am currently an assistant professor at the Department of Mechanical Engineering at Michigan Tech. I am a junior faculty member and have gained some experience with MRI NSF proposals. Fortunately, I have been funded in one of these grants, and also I have served as the reviewer in MRI panels. When Debby was talking about the reviewers' comments for the previous proposal, fortunately, I was not among those who provided those kinds of comments. I am going to share a little of my experience. I see a number of young faces and newer junior faculty who may benefit from what I am about to say. When I started at Michigan Tech, I didn't have much experience with proposal writing, so it was very difficult for me to figure out what sort of discussions I should include in my proposal. I read the solicitation and program description, but some of the details you gain by actually writing the proposal. It's something like writing a paper, you just need to practice writing, and you will be good at it. Please note that following my recommendations does not mean that 100 percent of you are going to get funded (I am not a Superman!). Rather, I intend to help you write a more efficient proposal. What I report complements Debby's point of view. Debby mentioned a general overview of the review process. Here, I will give you steps on how proposals are reviewed and how to write a more competitive proposal. Since I will talk about NSF, I will cover the MRI goals. In NIH or other agencies, there may be different goals.
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Mitchell, N. "Writing a grant proposal." Veterinary Record 169, no. 3 (2011): ii. http://dx.doi.org/10.1136/vr.g7150.

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Bliss, Donna Zimmaro. "Writing a Grant Proposal." Journal of Wound, Ostomy and Continence Nursing 32, no. 6 (2005): 365–67. http://dx.doi.org/10.1097/00152192-200511000-00006.

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Dissertations / Theses on the topic "Proposal writing for grants"

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Strickland, Clyde William. "Grant Proposal Writing: A Case Study of an International Postdoctoral Researcher." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1691.

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Thesis (M.A.)--Indiana University, 2008.<br>Title from screen (viewed on June 3, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, William V. Rozycki, Thomas A. Upton. Includes vita. Includes bibliographical references (leaves 95-99).
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Chapman, Brent S. "Best practices in grant writing at small colleges." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369914.

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This study surveyed grant writers at independent small colleges in Indiana and bordering states to discover their typical processes, personnel management, and whether these colleges encouraged effective grantsmanship. Data were analyzed with descriptive statistics reported as percentages, frequencies, and means.Conclusions include the following:Over five-sixths of respondents had additional duties. The vast majority said grant writing time varies daily due to these other tasks. As a median, writers with dual or more duties devoted 33% of their time to grant writing.Over three-fourths were not required to attend introductory training. While most pursued training classes, superiors seemed to be nonchalant about their professional development. Self motivated study, grant writing associations, and mentors were major factors for growth in grant writing skills.Around 90% of presidents and 85% of advancement vice presidents met grantors. Just over half of other superiors and a plurality of other senior advancement personnel cultivated grantors.Over three-fourths helped faculty with proposals. This informal quality control involved editing, writing, and teaching faculty how to write proposals. Just over half the colleges used formal quality control. About two-thirds have internal permission systems to prevent embarrassments, so one-third cannot prevent disasters or track proposal success, failure, or origin. Colleges seemed complacent about liability since less than half required approval from an Institutional Review Board for proposals with human subjects.About half felt their colleges succeeded with grants. Actual results were decidedly mixed. Deciding factors were income, faculty engagement, and external and internal relationships. Many colleges seemed to lack easily accessible grant records. Having dual or more duties could hinder but did not prevent success.Over two-thirds contacted donors. About half who cultivated increased success rates or gained profitable insights. Most of the others tacitly implied increased success. The top three overall grant winners all cultivated. Respondents saw cultivating as good, but viewed skillful writing as crucial.Other attributes such as religious affiliation, enrollment, minority percentages, etc. seemed not to affect success.Results cannot be completely generalized, but descriptive data and inferred conclusions should assist all small-college grant writers.<br>Department of Educational Studies
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Givans, Troy K. "How to compete effectively for grants /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01262010-020021/.

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Morehouse, Albert E. "Proposal writing for private foundations an alternate source of church income /." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Severson, Tracy. "Grant writing handbook for Our Lady of Fatima Parish School." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=993.

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Boyer, Patricia Grace. "Factors influencing College of Education faculty in pursuing grants /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841267.

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Lee, Chi Wai Patrick. "Fund-raising texts : a discourse description of two appeal letters and two leaflets." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/344.

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Lundin, Deborah L. "Educational programing planning and transfer of learning strategies : a descriptive study of professional development in grantsmanship." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336622.

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This descriptive study, adapted from Holton and Bates' Learning Transfer System Inventory (LTSI), examined factors that facilitated and/or hindered transfer of learning for participants of a four-day grant writing workshop. The targeted population was a group of faculty and staff at a Midwest state-supported institution of higher education. The workshops included lecture, group and individual work time, and one-on-one consultation with workshop presenters. Learning focused on developing project ideas, searching for a funding sponsor, and developing the proposal narrative and budget. Multiple workshops were offered between December 2000 and December 2003.The LTSI represents sixteen factors for transfer of learning; these factors were adapted to construct an online survey related to Grantsmanship Workshop content. The survey items reflected the workshop phases and the transfer concepts of each phase: prior to the workshop (learner readiness, supervisor/peer support, motivation to attend, learning interests, pre-workshop preparation); during the workshop (workshop design, time allotment, feedback); and after the workshop ended (content validity, transfer design, personal capacity for transfer, opportunity to use). In addition to these 49 Likert scale items, the survey included yes/no, short answer, and open-end questions related to post-workshop activity, allowing the opportunity to provide additional evidence of their workshop experiences. Of the sixty-six former participants contacted via email, twenty-two voluntarily completed the survey.Issues highlighted during the pre-workshop time period were (1) understanding the significance for learning about grant writing, (2) perception of external support for workshop attendance, and (3) preparation for the workshop. During the workshop, participants acknowledged the benefits of using individual interests to learn the general concepts surrounding grant writing and connecting the learning back to their respective transfer environments. Points of debate were raised regarding program design, particularly with time allocation; responses varied from "not enough individual time" and "too much lecturing" to "too fast-paced" and "not long enough." Two transfer issues emerged after the workshop: time for completing projects, and departmental- and college-level support for pursuing externally funded projects.Findings from the study were used to recommend strategies for future study, as well to suggest transfer strategies for program planners, instructors, program attendees, and other stakeholders.<br>Department of Educational Studies
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Masters-Schimek, Jennifer A. "A grant proposal to study the benefits of reading software for students with reading learning disabilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006masters-schimekj.pdf.

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Pereira, Michelle. "Trauma focused group for Latina domestic workers| A grant writing proposal project." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131637.

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<p> This project served to locate a potential funding source and write a grant to secure funding for a program that provides mental health and psychological treatments, resources and information, and ultimately empowers Latina domestic workers who have survived trauma within and outside their scope of work. The program will be implemented by an MSW with Promotora community leadership. The program consists of a trauma focused intervention group with culturally sensitive and empirically supported curriculum as well as crisis mobilization services for female Latina domestic workers in the city of Los Angeles. If funded, this program will enable social workers and others to be able to advocate successfully and be informed about Latina domestic workers who face specific challenges in their work, including physical and mental health concerns, safety issues, a lack of labor protections, and overall health. Submitting this proposal for funding was not required to successfully complete this project.</p>
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Books on the topic "Proposal writing for grants"

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Foundation, CPC, ed. Grants writing handbook. CPC Foundation, 1990.

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E, Miner Lynn, ed. Proposal planning & writing. 4th ed. Greenwood Press, 2008.

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Burns, Michael E. Proposal writer's guide. Development & Technical Assistance Center, 1993.

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Landau, Herbert B. Winning library grants: A game plan. American Library Association, 2011.

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Landau, Herbert B. Winning library grants: A game plan. American Library Association, 2010.

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Landau, Herbert B. Winning library grants: A game plan. American Library Association, 2011.

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Orlich, Donald C. Designing successful grant proposals. Association for Supervision and Curriculum Development, 1996.

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National Institute of Governmental Purchasing (U.S.). Competitive Sealed Proposal/Competitive Negotiation. National Institute of Governmental Purchasing, 2001.

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Lanie, Bailey, and Browning Beverly A. 1948-, eds. Winning strategies for developing grant proposals and managing grants. 3rd ed. Thompson, 2007.

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Reif-Lehrer, Liane. Grant application writer's handbook. Jones and Bartlett Publishers, 1995.

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Book chapters on the topic "Proposal writing for grants"

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Gatrell, Jay D., Gregory D. Bierly, and Ryan R. Jensen. "Grants and Grant Writing." In Research Design and Proposal Writing in Spatial Science. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2281-1_6.

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Gatrell, Jay D., Gregory D. Bierly, Ryan R. Jensen, and Rajiv R. Thakur. "Grants and Grant Writing." In Research Design and Proposal Writing in Spatial Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60019-8_6.

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Gatrell, Jay D., Gregory D. Bierly, and Ryan R. Jensen. "Intramural Grants." In Research Design and Proposal Writing in Spatial Science. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2281-1_18.

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Bierly, Gregory D., and Jay D. Gatrell. "Intramural Grants." In Research Design and Proposal Writing in Spatial Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60019-8_20.

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Fang, Zhihui. "Writing a Grant Proposal." In Demystifying Academic Writing. Routledge, 2021. http://dx.doi.org/10.4324/9781003131618-12.

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Allen, Jan. "Writing a Grant Proposal." In The Productive Graduate Student Writer. Routledge, 2023. http://dx.doi.org/10.4324/9781003448037-30.

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Gorsevski, Ellen W. "What is a Grant Proposal?" In Writing Successful Grant Proposals. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-390-2_1.

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Taylor, Robert B. "How to Write a Grant Proposal." In Medical Writing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70126-4_10.

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Chasan-Taber, Lisa. "Fellowship Grants *." In Writing Grant Proposals in Epidemiology, Preventive Medicine, and Biostatistics, 2nd ed. Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003155140-21.

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Chasan-Taber, Lisa. "Pilot Grants." In Writing Grant Proposals in Epidemiology, Preventive Medicine, and Biostatistics, 2nd ed. Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003155140-12.

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Conference papers on the topic "Proposal writing for grants"

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Výrostová, Eva, and Tomáš Výrost. "The Local Allocation of EU Funds in Slovakia: Determinants of Success in Project Submissions in 2014-2020." In XXVI. mezinárodní kolokvium o regionálních vědách. Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0311-2023-6.

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The objective of the paper is to identify the determinants of the success rate of submitted projects for European Structural and Investment Funds (ESIF) funding for municipalities in Slovakia in the 2014-2020 programming period. Regressors used in the created econometric model include proxies for project writing experience, municipalities' demographics, and financial indicators. In the model, we also use other characteristics: the share of projects that were submitted by female mayors of municipalities and the share of projects approved for a municipality whose mayor was supported in the previous elections by the parliamentary parties participating in the government between 2014 and 2020. Our results indicate that experience with submitting grants, the unemployment rate, the share of the population in productive age, debt per capita and affiliation to a political party, and women's leadership have a significant relationship with the success rate of municipal project proposals, although not always in the direction we expected.
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Burkhart, Tom. "Proposal writing 101." In ACM SIGGRAPH 99 Conference abstracts and applications. ACM Press, 1999. http://dx.doi.org/10.1145/311625.311722.

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Helfer, Barb, Steve Cunningham, Mike McGrath, and Larry Rosenblum. "The art of proposal writing." In ACM SIGGRAPH 2008 classes. ACM Press, 2008. http://dx.doi.org/10.1145/1401132.1401252.

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Berger, Arthur. "Commercial Proposal Collaborative Writing Practices." In SIGDOC '16: The 34th ACM International Conference on the Design of Communication. ACM, 2016. http://dx.doi.org/10.1145/2987592.2987646.

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Firza, Firza, and Aisiah Aisiah. "Error of Proposal Writing by Students." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.81.

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Gunning, Sarah K. "Identifying latent variables in nonprofit proposal writing." In SIGDOC '15: The 33rd ACM International Conference on the Design of Communication. ACM, 2015. http://dx.doi.org/10.1145/2775441.2775468.

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Pierrakos, Olga. "Tips for turning good ideas into competitive National Science Foundation engineering education CAREER proposals: A grant writing workshop." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757341.

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Davis. "Application of systems engineering principles to proposal writing." In 22nd Digital Avionics Systems Conference Proceedings (Cat No 03CH37449. IEEE, 2003. http://dx.doi.org/10.1109/dasc.2003.1245929.

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Hein, Warren W., and Duncan E. McBride. "Writing a Successful Education Proposal to the NSF." In Frontiers in Optics. OSA, 2008. http://dx.doi.org/10.1364/fio.2008.sthb1.

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Rhoads, Teri. "Engineering Education Proposal Writing and Project Management Workshop." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322708.

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Reports on the topic "Proposal writing for grants"

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Araujo, María Caridad, Maria Adelaida Martinez, Sebastián Martínez, Michelle Pérez, and Mario Sánchez. Study Proposal: Do Larger School Grants Improve Educational Attainment? Evidence from Urban Mexico. Inter-American Development Bank, 2017. http://dx.doi.org/10.18235/0000831.

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Werne, R. The Contact Stress Sensor _ Proposal to the FY2020 Technology Tech Mat Grants Program. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1598958.

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User’s Guide on the Selection of Consulting Services for Borrowers: Standard Request for Proposals. Asian Development Bank, 2022. http://dx.doi.org/10.22617/tim220109-2.

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Abstract:
This User’s Guide is intended to provide guidance to borrowers on how to prepare a bidding document for the procurement of consulting services using the Asian Development Bank’s Standard Request for Proposal (SRFP). The procedures and practices presented in the SRFP have been developed based on international experience and on the Master Procurement Document for Selection of Consultants (Master Document) prepared by multilateral development banks and other public international financial institutions. They are structured according to and contain the provisions of the Master Document, except where ADB-specific considerations have required a change. The SRFP must be used for the procurement of consulting services for loans, grants, and delegated technical assistance (TA) financed in whole or in part by ADB or by ADB-administered funds unless ADB agrees to the use of other acceptable standard bidding documents.
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