The SRA Symposium - College of Medicine

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ated directly or indirectly with my services of those policies, procedures, and
regulations impacting conduct of research and research administration. 4) Avoid
conflicts of interest, whether actual or perceived, and address such issues with the
appropriate authorities of my employer or the society when the need arises. 5)
Ensure that I maintain fairness and due process in research administration and
the Society activities in which I am engaged.
Education and Certifications
The profession has a variety of certifications available for its professionals. RACC provides an
examination on the generally accepted body of knowledge. Should the examinee pass the test, the
Council issues the designation of Certified Research Administrator (CRA). The Association of
Government Accountants provides a certification of governmental financial manager (CGFM).
General Procedures
The research administrators’ list-serv discussed the need for academic programming for the third
time in as many years. An inquiry made to the leadership of the Maxine Goodman Levin College
of Urban Affairs as to the possibility of incorporating the needs of this profession into the current
programming produced the need for data. The subsequent conversations, program evaluation,
and needs assessment were conducted to supply the necessary data for the academic institution’s
consideration of expanding its educational programming.
Program Evaluation
A representative and distinguished faculty of SRA met with the authors to determine if the current
educational programming would be able to be modified to meet the needs of the profession. During
the conversations, potential courses for a graduate certificate program were identified, along
with the development of a mission and vision statement. The group also identified the courses
required for an advanced certificate program and what is desired for a concentration within a
master’s program. The outcomes from the program evaluation became the basis for the institutional
required needs assessment.
Needs Assessment
This assessment drew a sample of the SRA’s members, and it was determined that a sample size
of 525 would provide a 95% confidence rate. The survey solicited information regarding the
respondent’s demographics, attitudes regarding a graduate program certificate and preferred
course content, attitudes regarding a master’s program and course content, tuition reimbursement,
educational format’ and institutional policies governing leave. The instrument was distributed to
a group of six individuals for evaluation and input to reduce issues associated with the response
bias and improves the internal and external reliability of the survey. After the incorporation of the
team’s comments, the survey was coded and placed on a designated website.
The sample population was randomly selected by downloading the SRA membership email addresses
into a spreadsheet format, randomly assigning a six-digit number, sorting the number
in ascending order, and selecting the first 525 entries. Then the sample was assigned a randomly
selected five-digit identification code to enter as a password to begin the survey.
98 2005 Symposium Proceedings Book