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The purpose of this pitch research letter (PRL) is to apply the pitching template developed by Faff (2015) to an academic project on boardroom gender diversity and default risk.

The pitching template helps the pitcher to identify the core elements that form the framework of the research project. The PRL encloses a brief background about the pitcher and pitch, followed by a brief commentary on the pitch and personal reflections of the pitcher on the pitch exercise itself.

One of the best aspects of the pitching template is that it forced the researchers to think each item over and over, enabling a synthesis of scattered ideas in a systematic way. Hence, it is strongly recommend learning and applying the pitching template as a tool to refine embryonic research ideas and to track the progress on the research projects.

This PRL is novel as it highlights the worth of performing the pitching exercise (i.e. quality publication), potential adoptability challenge and solutions (i.e. unfamiliarity and training), systematic process of learning the pitching template and application of the “rule of three” in pitching research. Such reflections are believed to be useful for early career researchers (ECRs).

This paper aims to provide a critical discussion of the application of the research pitching template developed by Professor Robert Faff to a research topic of tax avoidance and firm risk. This letter provides a brief commentary on using the pitching template and discusses personal reflections on the pitching process.

This pitching research letter applies Faff’s pitching template and provides a critical commentary of the pitching process.

The team found that Faff’s pitching template is a valuable tool for conceiving research ideas. It helped the authors to identify, develop and articulate key aspects of the project. Further, they believe that completing the template was a beneficial and rewarding exercise, especially for early-career researchers.

This pitching research letter is tied to the team’s research idea that was pitched at the 2020 AFAANZ “Shark Tank” event. It provides original commentary on the use of Faff’s pitching template. It is not meant to retrofit published papers.

This study aims to explore gender performance in entrepreneurial pitching. Understanding pitching as a social practice, the authors argue that pitch content and body gestures contain gender-based norms and practices. The authors focus on early-stage ventures and the hegemonic masculinities and femininities that are performed in entrepreneurial pitches. The main research question is as follows: How is gender performed in entrepreneurial pitching?

The authors carried out the study with the post-structuralist feminist approach. The authors collected and analyzed nine online pitches with the reflexive thematic method to depict hegemonic masculinities and femininities performed at the pitch.

The authors found that heroic and breadwinner masculinities are dominant in pitching. Both male and female founders perform hegemonic masculinities. Entrepreneurs are expected to be assertive but empathetic people. Finally, there are connections between what entrepreneurs do and what investors ask, indicating the iteration of gender performance and expectations.

While the online setting helps the authors to collect data during the pandemic, it limits the observation of the place, space and interactions between the judges/investors and the entrepreneurs. As a result, the linguistic and gesture communication of the investors in the pitch was not discussed in full-length in this paper. Also, as the authors observed, people would come to the pitch knowing what they should perform and how they should interact. Therefore, the preparation of the pitch as a study context could provide rich details on how gender norms and stereotypes influence people's interactions and their entrepreneurial identity. Lastly, the study has a methodological limitation. The authors did not include aspects of space in the analysis. It is mainly due to the variety of settings that the pitching sessions that the data set had.

For social practices and policies, the results indicate barriers to finance for women entrepreneurs. Women entrepreneurs are rewarded when they perform entrepreneurial hegemonic masculinities with a touch of emphasized femininities. Eventually, if women entrepreneurs do not perform correctly as investors expect them to, they will face barriers to acquiring finance. It is important to acknowledge how certain gendered biases might be (re)constructed and (re)produced through entrepreneurial activities, in which pitching is one of them.

Practitioners could utilize research findings to understand how gender stereotypes exist not only on the pitch stage but also before and after the pitch, such as the choice of business idea and pitch training. In other words, it is necessary to create a more enabling environment for women entrepreneurs, such as customizing the accelerator program so that all business ideas receive relevant support from experts. On a macro level, the study has shown that seemingly gender-equal societies do not practically translate into higher participation of women in entrepreneurship.

For theoretical contributions, the study enhances the discussion that entrepreneurship is gendered; women and men entrepreneurs need to perform certain hegemonic traits to be legitimated as founders. The authors also address various pitching practices that shape pitch performance by including both textual and semiotic data in the study. This study provides social implications on the awareness of gendered norms and the design of entrepreneurial pitching.

This paper aims to provide a reflection on using Faff’s (2016) pitching template to design and present a genuine research pitch.

As this is a Pitching Research Letter, there is only a suggested methodology which has not yet been used.

As this is a Pitching Research Letter, there are no findings.

It speaks to the journey of the pitch, a series of iterative processes from inception, the initial discovery of the research idea; to conclusion, delivering the pitch to a learned audience and receiving valuable feedback to develop and advance it.

The authors passively apply a researcher profile pitch (RPP) template tool in accounting and across a range of Business School disciplines.

The authors document a diversity of worked examples of the RPP. Using an auto-ethnographic research design, each showcased researcher reflects on the exercise, highlighting nuanced perspectives drawn from their experience. Collectively, these examples and associated independent narratives allow the authors to identify common themes that provide informative insights to potential users.

First, the RPP tool is helpful for accounting scholars to portray their essential research stream. Moreover, the tool proved universally meaningful and applicable irrespective of research discipline or research experience. Second, it offers a distinct advantage over existing popular research profile platforms, because it demands a focused “less”, that delivers a meaningful “more”. Further, the conciseness of the RPP design makes it readily amenable to iteration and dynamism. Third, the authors have identified specific situations of added value, e.g. initiating research collaborations and academic job market preparation.

The RPP tool can provide the basis for developing a scalable interactive researcher exchange platform.

The authors argue that the RPP tool potentially adds meaningful incremental value relative to existing popular platforms for gaining researcher visibility. This additional value derives from the systematic RPP format, combined with the benefit of easy familiarity and strong emphasis on succinctness. Additionally, the authors argue that the RPP adds a depth of nuanced novel information often not contained in other platforms, e.g. around the dimensions of “data” and “tools”. Further, the RPP gives the researcher a “personality”, most notably through the dimensions of “contribution” and “other considerations”.

This paper aims to discuss the application of Faff’s pitch template to a research proposal on client importance and audit quality.

The “cocktail glass” approach and “3-2-1” design provide junior researchers with an effective tool to develop, evaluate and communicate research ideas in a simple way.

The author further provides a commentary and reflections based on his own experience in this letter.

Based on my pitching experience, pitching requires significant preparation. Further, the pitching template is a useful means to deposit research ideas and as a control and supervisory tool.

It is a PRL submission.

This paper aims to apply the pitching research template developed by Faff (2015, 2016) to a research project on regulatory enforcement, financial reporting quality and investment efficiency.

The authors begin this paper by giving a brief commentary on using the pitching research template to identify the core elements of the research project. They will then describe their personal reflections on the pitch exercise itself.

The authors have found that the pitch exercise itself is an excellent way to clearly and efficiently present and communicate their thoughts on the research project with their co-authors in particular and other researchers in general.

The pitching research template developed by Faff (2015, 2016) is an interesting and effective tool to start a research journey in a straightforward and simple way to avoid unnecessary deviation from the planned research direction.

This paper aims to provide a discussion of the application of the research pitch template developed by Faff (2015, 2016b) to a research topic on whistle-blowing. Specifically, the template was used to develop a research proposal that investigates whether government administered financial rewards undermine a firm’s internal whistle-blowing system. This letter provides a brief commentary on using the pitch template and then discusses personal reflections on the pitch exercise.

This paper applies the template of Faff (2015) and provides a narrative of the pitching exercise.

As a first-time user of Faff’s (2015) pitching template, I have found the template very helpful in articulating the essence of this research project and mapping out the fundamentals for the project.

This is a new research idea that is not a pitch retrofitted from published papers or theses. The pitch template was used for the purposes of developing and refining the research idea.

This paper aims to adopt the pitching research template of Professor Robert Faff for a proposed research project on financial statement comparability and takeover efficiency.

This paper starts with a brief background on using the pitch research template of Professor Robert Faff pitching methodology for core elements of the research project. Then, the authors’ personal reflections on the pitch exercise are discussed.

It is found that the template is helpful in articulating and refining the research ideas among co-authors. It is an excellent way to communicate the research ideas to the panel of editors.

The pitching template is an effective tool for mid-career researchers to position their research ideas in the literature.

The aim of this paper is to help higher degree by research (HDR) students understand the intrinsic nature of a Three Minute Thesis (3MT) presentation as a pitch and how this differs from normal academic discourse, and to present a suite of principles and practices with which they can develop the quality and impact of their presentations.

The paper is based on a three-year University of Canberra (UC) research project involving three phases: distillation and analysis, with reference to theories and practice of dramatic narrative and performance, of key components of successful past 3MT presentations; establishment from this analysis of a suite of principles and practices to help students develop the quality and impact of their 3MT pitches; and trial, evaluation and refinement of these principles and practices via workshops with around 40 UC competitors.

Presentations are framed firstly as an exercise in pitching and consequently as a type of dramatic monologue performance. Preparing such a presentation requires scripting a research narrative as a story with emotional as well as intellectual impact, developing a vocal and physical performance presence to connect with an audience and planning the use of the presentation space and constraints for best effect. Evaluations by workshop participants, reinforced by their success in the UC tournaments relative to non-participants, suggest that advantages of this approach to research pitching by these students apply not only for 3MT contests but also for clarifying and crystallising their research ideas, and for enhancing the quality of their presentation skills more generally.

The research methodology is a qualitative participant-observer action research study over three years. Although in part a kind of intervention study because it makes some comparison of 3MT success rates of study participants with non-participants, it is not a randomised control trial, as this would be inequitable by arbitrarily excluding subjects who might wish to take part. The primary value of the research is its adaptation to the research communications sphere of well-established modes of dramatic and business communication, and the value placed on these by participants.

The principles and practices presented here make explicit for 3MT contestants knowledge that they are likely to possess already implicitly, and provide practical, achievable methods for developing and honing their presentations so as to maximise their impact on their audiences.

The paper makes a case for the legitimacy of emotionally connected storytelling within the array of acceptable academic discourse.

The paper draws on theory and practice from the literary and performing arts to synthesise emotionally connected storytelling with traditional academic thinking and writing conventions of detached, dispassionate, reasoned argument based on quantifiable evidence.