The SRA Symposium - College of Medicine

More documents

Recommendations

Info

Papers Constraints When staff were conducting research, several factors were identified as being constraints or difficulties. Financial limitations was the most often reported problem with 38% (46%) identifying this as always or almost always a constraint, and only 18% (16%) saying this was rarely or never a constraint. In the first survey other factors (availability of personnel, financial administration, support and encouragement, or equipment) were all evenly divided between those who felt they were almost always a constraint and those who felt they were not (32 to 37% of respondents indicating one way and the same range the other way. In the second survey slightly fewer staff indicated that availability of personnel (26% (35%)), administration (23% (32%)), and equipment (28% (37%)) were constraints. Support and encouragement was a constraint for 33% (35%), and not a constraint for 38% (37%), suggesting little change between the two surveys. When staff were not undertaking research, lack of time was identified by as always or almost always a reason (65% (61%)) while only 8% (11%) felt this was rarely a constraint. Lack of incentives constrained 32% (36%), but was not a problem for 42% (40%). Only 4% (13%) of staff felt constrained because their head of department was not supportive, while 84% (76%) felt this was not a constraint. No one indicated they were not interested in survey 2 (7% in survey 1). In additional questions in survey 2, 69% of staff felt too much teaching was a constraint, 49% identified too many meetings, and 42% indicated that not having research assistants available was always or almost always a constraint. Not all respondents answered every question on constraints. However each question identifying a possible restraint was answered by between 50% and 90% of the respondents in both surveys with time being the most often answered, and lack of interest the least. The study of compliance with research policy showed that only a very small number of policy statements had been fully implemented, but equally only a small number had not been started in some way. The mean score was 40% compliance. Discussion of Results The results show that there was a steady improvement in the opinions of staff about research support, and that, despite the pressures due to increased teaching loads and financial constraints, their was an improvement in the attitude of staff towards doing research. The increased number of internal research proposals shows that the new system has encouraged staff to engage in seeking these research funds. However there has been only a small increase over the study period in the intention to seek internal or external funding. It is also worth noting that despite the high level of intention reported in both surveys, with almost half the respondents planning to seek funding, only around 50 to 60 applications were received. Thus the intention did not always translate into action. Given that there was little change between the two surveys in response to the question as to whether there were sufficient incentives to do research, this suggests that the current incentives are not yet attracting currently inactive staff to do research. On the other hand staff were clearly more aware of the research policies and incentives, indicating that the methods used to promote these were having an effect. The reasons given for engaging in research should perhaps be treated with caution. Although the results would suggest that financial incentives are not a significant factor, this may or may not be accurate; in internal meetings it has been suggested that the result was largely due to a sense that this would be an “inappropriate” response to the question. Alternatively the high level of the nega- 266 2005 Symposium Proceedings Book
tive response suggests that financial rewards could be less important to staff than is assumed by both management and academics in general conversation. The high level of unfunded research reported suggests that financial indicators should not be taken as the only indicator of research activity. This may be related to the disciplinary area of the research. However it is also possible that staff could be undertaking both funded and unfunded projects at the same time, or that the unfunded projects could be minor studies undertaken on an irregular basis. However it is clear that unfounded research activity should not be ignored altogether. It is also clear that there is a strong feeling that time is a major constraint on research activity. Staff believe that they would be able to undertake more research if they had fewer teaching responsibilities. The pilot study on compliance with the research policy showed that the method had potential to enable the university to benchmark performance against its policy documents, by repeating the exercise at regular intervals. Conclusions There has been a steady improvement in staff attitude towards research over the period of the study. The most effective factor has been the simplification of the internal funding system, coupled with its transparency and fairness. Other incentives have not yet made a significant impact in overall attitudes. However staff have only recently become more aware of the new policies and incentives. Staff at the University of Botswana identified time constraints as the major restriction on their research activity. Unfunded research may be a component of the overall research activity. The university has a long way to go to achieve full compliance with its own Research policy, but it has made an encouraging start. References Papers Drummond, C.N., (2003). Strategic Plan for Research Administration. The Journal of Research Administration, XXXIV, (II), 4 – 10. Geiger, R. L., (1993). Research and relevant knowledge: American research universities since World War II. Oxford: Oxford University Press. Hattie, J. & Marsh, H.W., (1996). The relationship between research and teaching: A meta- analysis. Review of Educational Research, 66(4). 507-542. Hazelkorn, E., (2003). Challenges of growing research at new and emerging HEIs. In G. Williams (Ed.), The enterprising university: reform, excellence and equity (pp.69-82). London: Society for Research in Higher Education/Open University. 2005 Symposium Proceedings Book 267
Page 1:
2005 Symposium Proceedings The SRA
Page 7:
Dear Colleagues and Friends, Octobe
Page 10 and 11:
Table of Contents Karen M. Wilson.
Page 13:
Poster Abstracts
Page 16 and 17:
Poster Abstracts Poster Abstract 20
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Poster Abstracts Contributed Poster
Page 34 and 35:
Page 37:
Papers
Page 40 and 41:
Papers The principles of respect fo
Page 42 and 43:
Papers The narrative approach, on t
Page 44 and 45:
Papers References Agre, P., Campbel
Page 46 and 47:
Papers Potts, A., Grace, V., Gavey,
Page 48 and 49:
Papers Introduction Day by day soci
Page 50 and 51:
Papers Brent: Karl has been a great
Page 52 and 53:
Papers Karl: During my time at the
Page 54 and 55:
Papers Work Hard. Another very impo
Page 56 and 57:
Papers External Resource Acquisitio
Page 58 and 59:
Papers Generally speaking, fundrais
Page 60 and 61:
Papers Organizations and websites t
Page 62 and 63:
Papers Public HBCUs and smaller chu
Page 64 and 65:
Papers There are key databases avai
Page 66 and 67:
Papers 2. Basic Institutional Compo
Page 68 and 69:
Papers The Utility of Gender, Race,
Page 70 and 71:
Papers As a three hospital health c
Page 72 and 73:
Papers References Amdur, R., Banker
Page 74 and 75:
Papers • Dramatic Growth in Resea
Page 76 and 77:
Papers • Cross Unit Collaboration
Page 78 and 79:
Papers The Development, Implementat
Page 80 and 81:
Papers Background: IRBs in AMCs hav
Page 82 and 83:
Papers Institutional Quality Improv
Page 84 and 85:
Papers Institutional Audit Findings
Page 86 and 87:
Papers References: Burke, G.S. (200
Page 88 and 89:
Papers Table 1 Total Number of Prot
Page 90 and 91:
Papers Sunday, December 7, 2003. D
Page 92 and 93:
Papers Similarly, the OGE audit ind
Page 94 and 95:
Papers Changes to 5 C.F.R. §5501.1
Page 96 and 97:
Papers * * * However, § 5501.106(c
Page 98 and 99:
Papers 4. Conclusion The NIH Februa
Page 100 and 101:
Papers Within the context of a mana
Page 102 and 103:
Papers As illustrated (Figure 1) th
Page 104 and 105:
Papers Figure 3. Recommendation lev
Page 106 and 107:
Papers References Australian Vice-C
Page 108 and 109:
Papers The Problem and Its Statemen
Page 110 and 111:
Papers ated directly or indirectly
Page 112 and 113:
Papers Table 1: Survey Respondents
Page 114 and 115:
Papers Conclusions With the creatio
Page 116 and 117:
Papers APPENDIX 2 I. Research Admin
Page 118 and 119:
Papers facing patients being recrui
Page 120 and 121:
Papers Even if prospective subjects
Page 122 and 123:
Papers sponsors must have some idea
Page 124 and 125:
Papers 4) Heuristics: Since the con
Page 126 and 127:
Papers Hochhauser, M. Informed Cons
Page 128 and 129:
Papers How “readable” are conse
Page 130 and 131:
Papers of vowels per word, some on
Page 132 and 133:
Papers followed by 39 side effect b
Page 134 and 135:
Papers References Chall, J.S. & Dal
Page 136 and 137:
Papers Coping involves the effort t
Page 138 and 139:
Papers Conclusion Defense mechanism
Page 140 and 141:
Papers of Pennsylvania in 2000. In
Page 142 and 143:
Papers for board members, reviewing
Page 144 and 145:
Papers Focusing on “Development
Page 146 and 147:
Papers Figure 1: Total UB Internal
Page 148 and 149:
Papers Figure 3: Academic staff vie
Page 150 and 151:
Papers Respondents’ evaluations o
Page 152 and 153:
Papers 140 2005 Symposium Proceedin
Page 154 and 155:
Papers ing proposals, the greater t
Page 156 and 157:
Papers Abstract “Best Practices
Page 158 and 159:
Papers INSTITUTIONAL ERA PLANNING A
Page 160 and 161:
Papers process than an end product;
Page 162 and 163:
Papers realization of the benefits
Page 164 and 165:
Papers State and private institutio
Page 166 and 167:
Papers Institutions of higher educa
Page 168 and 169:
Papers Typically, all interactions
Page 170 and 171:
Papers Figure 2 There are nine pers
Page 172 and 173:
Papers Questions that can be discus
Page 174 and 175:
Papers Using the innovation success
Page 176 and 177:
Papers students in non-science subj
Page 178 and 179:
Papers For example, to address inno
Page 180 and 181:
Papers The second is the Botswana T
Page 182 and 183:
Papers manpower is not trained, and
Page 184 and 185:
Papers European and Federal Funding
Page 186 and 187:
Papers As the majority of US Univer
Page 188 and 189:
Papers Integrated Project Duration
Page 190 and 191:
Papers up to these terms (called
Page 192 and 193:
Papers Collective responsibility -
Page 194 and 195:
Papers • Revised implementation p
Page 196 and 197:
Papers Conclusion SRA is an interna
Page 198 and 199:
Papers Virgin Territory: The Role o
Page 200 and 201:
Papers and in which disciplines. Th
Page 202 and 203:
Papers a historically black univers
Page 204 and 205:
Papers Benefits of Working with Jun
Page 206 and 207:
Papers Human Subjects Research and
Page 208 and 209:
Papers observational and could do v
Page 210 and 211:
Papers ted on patients at l’Hopit
Page 212 and 213:
Papers The pastor of the Bergen hos
Page 214 and 215:
Papers it was at any rate an imposs
Page 216 and 217:
Papers The Environmental Protection
Page 218 and 219:
Papers of the restriction on the he
Page 220 and 221:
Papers Mentoring and Motivating: Br
Page 222 and 223:
Papers more importantly, individual
Page 224 and 225:
Papers with little or no cash outla
Page 226 and 227:
Papers better outcomes for areas th
Page 228 and 229: Papers attention of the research of
Page 230 and 231: Papers discussion of each prepropos
Page 232 and 233: Papers Appendix A Sample Feedback N
Page 234 and 235: Papers Introduction Certification p
Page 236 and 237: Papers The list of certified resear
Page 238 and 239: Papers Research Question 2 What is
Page 240 and 241: Papers 8. Twenty-nine percent (29%)
Page 242 and 243: Papers individuals outside their or
Page 244 and 245: Papers References Bratton, B. & Hil
Page 246 and 247: Papers Never let your sense of mora
Page 248 and 249: Papers Lakoff (2002) describes inte
Page 250 and 251: Papers place blame at the feet of i
Page 252 and 253: Papers Lower, G. (2005, June 27). W
Page 254 and 255: Papers Institute of Ecosystem Studi
Page 256 and 257: Papers • Collaborative research p
Page 258 and 259: Papers How Administrators Can Help
Page 260 and 261: Papers How to Develop a Centralized
Page 262 and 263: Papers The current trend of selecti
Page 264 and 265: Papers References Kaiser Daily Heal
Page 266 and 267: Papers 254 2005 Symposium Proceedin
Page 268 and 269: Papers 256 2005 Symposium Proceedin
Page 270 and 271: Papers Evaluation of Strategies for
Page 272 and 273: Papers on research activity; manage
Page 274 and 275: Papers 4. Introduction of encourage
Page 276 and 277: Papers Table 1 Research Attitudes -
Page 280 and 281: Papers Houston, D. & Studman, C.J.,
Page 282 and 283: Papers to look at the technologies
Page 284 and 285: Papers areas of responsibilities. T
Page 287: Symposium Future Proposals
Page 290 and 291: Symposium Future Proposals Symposiu
Page 292 and 293: Symposium Future Proposals Symposiu
show all

The SRA Symposium - College of Medicine

Create successful ePaper yourself

Delete template?

Save as template?