A Systematic Review of Factors Supporting Early-Career Grant Success for Faculty in STEM and Medicine

This literature review examines the factors and interventions that support early-career success in grant-seeking and research for faculty in science, technology, engineering, and mathematics (STEM) as well as medical fields (collectively termed “STEMM”) at U.S. higher education institutions. Given the persistent and growing focus on securing external funding across colleges and universities, this investigation is valuable to both scholarly and practitioner audiences. Using a systematic and critical approach, this review summarizes the strengths and gaps of existing research. It highlights the limited focus of extant studies on grant seeking as distinct from publications when characterizing faculty productivity; calls for expanded consideration of early-career, minoritized, and non-STEMM faculty at non-R1 institutions; and emphasizes the need for rigorous methodologies, including longitudinal, randomized, and in-depth qualitative studies to assess program interventions and predictors of success in this domain of faculty work. Findings underscore the importance of institutional support, mentorship, and access to resources as key factors in faculty development. Individual faculty variables—ranging from prior preparation to current beliefs, approaches, and job satisfaction—are also considered for their role in funding and scholarly achievement. The review concludes with recommendations for future research and practice, aiming to gain a deeper understanding of faculty grant-seeking behaviors and appreciate the unique challenges they face across diverse institutional settings.