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Sanitized representations of research seldom convey the difficulties, trade-offs, and downright failures that so often characterize our research. Whether due to the parameters of word number or cultural self-disclosure, our professional discourses grossly misrepresent the inherent messiness and compromises of research in favor of discourses of competency and decisiveness more likely to assure acceptance and prestige. With journals, presentations, and keynotes as our only guide, we might even conclude that research failures are comparatively rare, au contraire. What Are Research Failures?Research failure in this sense does not refer to mistakes or disasters-events of, respectively, small and extensive consequence around which one's actions conceivably had little influence (Syed, 2015). Instead, research failures are defined here as situations or events of consequence in which your choices, presence, or influence contributed conceivably to an adverse or undesirable research process or outcomes. This definition permits us to ask what could and should we do differently in the face of research failure?

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Those doing qualitative research in academic settings have never had more options or been more challenged. Work is more casual, jobs scarcer, and research grants smaller. Doing research is more complex-stakeholders expect to be involved not only at the end but also from the outset of projects. Whereas in previous decades researchers would mostly work alone, now research is done far more in interdisciplinary teams. Expectations of academics and students and their outputs at every stage seem to be wider, higher, and more frenzied. Culture, social factors, and behaviors spill outside of the physical realm into online and augmented reality spaces. Given these changes excelling at qualitative research requires a lot more than substantive expertise and methodological prowess. With this in mind, we identify here the five most neglected but essential skills needed for success.