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development and performance across different subject areas and on the means bywhich that vision might be realised.The handbook presents an optimistic picture of the potential to develop a stronginstitutional research profile, even in institutions that have an inconsistent patternof output and activity across subject areas or indeed are starting from scratch.Leadership is the single most important environmental factor influencing researchproductivity at the level of the research group or department. We aim to showhow, in a similar way, effective leadership (including clear organisational goals,collaboration, communication and effective recruitment processes) can make aconspicuous impact on institutional research performance.6 A handbook for executive leadership of research development
Executive leadership of researchA central theme of this handbook is the major role of executive leadership inmaintaining a strategic focus on the entire institution’s research activities. Manyentrants to research leadership at senior executive level will have come from adisciplinary background and have experience of leading a faculty or department.Now they must think in a cross-institutional way, addressing variations in the culturesof different fields of study and probable disparities in the maturity of the researchethos across different organisational units. Their long-term aim will be to create anenvironment in which all staff members are genuinely committed to research.Effective leadership at this level involves coordinating multiple challenges and isnotable for its skilful approach to locating these challenges in a larger framework.This framework embraces national policies, an awareness of areas of researchthat are relatively open to new contenders, opportunities for cross-disciplinary andcollaborative activity, acknowledgment of existing areas of institutional strength(including strengths in research administration) and changing expectations ofacademic work.We are convinced both from the extensive literature on this topic and from personalexperience, that such leadership must be both robust and collaborative in orderto enhance research productivity. ‘Assertive participative governance’, whichcombines unambiguous objectives with devolved ownership of projects, is the style ofleadership that is the defining feature of success in transforming the research profileof universities.We also stress the importance of creating a distinctive vision for research andarticulating it right across the university. At this level of leadership it is not enoughto address operational issues; these matters – such as developing action plansin faculties – should be delegated to those who are closest to the staff involved.Senior executives will focus their attention on the framework in which local issuesare situated and on ensuring symmetry between them and the institutional vision.We describe practical steps to achieving this aim in the principles identified inthis handbook.7
Page 1: A HANDBOOK FORExecutiveleadershipof
Page 4 and 5: A publication of the Centre for Lea
Page 7 and 8: ForewordDuring a period of signific
Page 9 and 10: AcknowledgmentsThis handbook was co
Page 11: IntroductionThis handbook is a sour
Page 15 and 16: The principles and elements are app
Page 17 and 18: A background briefing on the eviden
Page 19 and 20: By far the best background or envir
Page 21 and 22: • clear goals that serve a coordi
Page 23 and 24: 2. Leadership, management and acade
Page 25 and 26: in relation to the environment cond
Page 27 and 28: Table 1. HR strategies to grow rese
Page 29 and 30: incentives to undertake research (i
Page 31 and 32: Principles and elements25
Page 33 and 34: Principle 1. Create a compelling vi
Page 35 and 36: concrete and tangible form that fit
Page 37 and 38: Compile a vision statement that exc
Page 39 and 40: Principle 2. Provide clear coordina
Page 41 and 42: Universities that make a significan
Page 43 and 44: REVITALISING PRODUCTIVITYDeakin Uni
Page 45 and 46: Principle 3. Create a competitive e
Page 47 and 48: across disciplines. This is particu
Page 49 and 50: the initial period of adjustment an
Page 51 and 52: Principle 4. Devolve leadership of
Page 53 and 54: The continuity of the leadership gr
Page 55 and 56: Recognise and reward research leade
Page 57 and 58: CREATING A CULTURE WHERE EVERYONE T
Page 59 and 60: Principle 5. Build on current stren
Page 61 and 62: A core task of the executive leader
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The executive leader needs to help
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LAYING THE FOUNDATIONS WITHSTRATEGI
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Principle 6. Invest in research inf
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markedly to find core staff —at c
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Focus 3 — Expanding research capa
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Principle 7. Focus appointment and
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establishes precedents that confirm
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BECOMING A SELECTIVELY RESEARCH-INT
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Principle 8. Invest in early career
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central support for building resear
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BUILDING ON STRENGTHSUniversity of
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Principle 9. Provide direction for
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strategy that meets best practice s
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is that they are there to help stud
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Principle 10. Strengthen the alignm
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and practices have often evolved ov
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There are a number of practical thi
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Kenna, R. & Berche, B. (2011). Crit
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About the authorsCraig McInnis is a
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