The SRA Symposium - College of Medicine

Papers
Virgin Territory: The Role of Research Administrators in Mentoring Junior Faculty
Rebbecca A. Moen, MBA
Duke University
Office of Research Administration
Suite 11103 Hock Plaza
Box 2722
2424 Erwin Road
Durham, NC 27705
Tel: 919-668-2242
E-mail: Rebbecca.Moen@duke.edu
Patricia Byrns, MD
University of North Carolina at Chapel Hill
Office of Research and Faculty Development
243 MacNider
CB# 7000
Chapel Hill, NC 27599
Tel: 919-843-7232
E-mail: Patricia_Byrns@med.unc.edu
Contributor: Meghan Maloney, Duke University
Authors Note: The authors would like to thank the junior faculty in our programs for providing
the qualitative data and Meghan Maloney for her critical assistance in reviewing the mentoring
literature
Abstract
Most newly appointed faculty members at academic medical centers are insufficiently prepared to
succeed in their new role. They are required to publish research findings and compete for research
funding, which may be an entirely new experience for them. In particular, the process of searching
for, applying for, and managing extramural funding is new territory for these “grant virgins.” There
is substantial overlap in the needs of junior faculty and the knowledge that research administrators
possess. Experience at our two institutions has taught us that research administrators have a great
deal of knowledge and experience to offer junior faculty, making the inclusion of a research administrator
on a mentoring team a worthy endeavor. Networking, problem-solving, and obtaining
research funding are examples of the skills research administrators can bring to the relationship.
The success of research institutions relies on ensuring the success of its junior faculty in procuring
research funding and in becoming independent investigators. Research administrators can play a
significant role in helping junior faculty attain this goal.
A Challenge for Junior Faculty
Most newly appointed faculty members at academic medical centers are insufficiently prepared to
succeed in their new role. Basic researchers have been trained in research methods and clinicians
trained in patient care, but once an individual secures an academic faculty appointment, there
are new requirements for gauging success. These individuals must now juggle their time between
teaching, administration, research, and perhaps clinical duties. They are required to publish
research findings and compete for research funding, which may be an entirely new experience for
them.
186 2005 Symposium Proceedings Book