handbook-executive-leadership-of-research-development-pdf-v10

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Senior academic leadership for increased research performance naturallydemands an emphasis on outcomes. Building and sustaining a productive researchorganisation involves more than discussing its characteristics and publishing a plan.It is not an abstract exercise – even though it demands some conceptual thinkingabout high quality research and the appropriate roads to institutional success. Itrequires making the strategy happen through continuous intervention. The effectivesenior leader will be careful to focus sharply on aspects of research productivity thatare under their control; actions that may be desirable in theory are not necessarily thebest way to expend time and energy. He or she will be aware that a major part of thissimultaneously energetic and reflective approach involves gauging progress towardsspecified outcomes if the desired ethos is to become embedded in the institution.The purpose of this kind of leadership is to provide clarity about the direction ofchange, to propagate examples of success, to encourage constructive competitionand to raise the awareness of colleagues so that they work cooperatively to delivertangible enhancements in research activity and productivity. However, modifying aninstitutional research culture is a long-term project; senior executives must be readyto acknowledge that changes will happen over a lengthy period and that setbackswill be the norm rather than the exception.It is important to recognise that academic and administrative staff experienceleadership for research development in an institutional context. What heads, deansand research office staff do influences the probability that academics will developa strong attachment to a culture of research excellence. We argue that seniorexecutives should understand and reward the efforts of managers to support researchdevelopment and that they should set up mechanisms to recognise performance andinspire innovation at all levels.It is particularly undesirable to run the risk of creating divisions between differentparts of the institution and its members – executive leaders, research managers,academics, research institutes, commercial activities and students. Productivelyconnecting research and teaching, for example – rather than separating the twoareas in a kind of competitive tension – is a characteristic of highly dynamic universityresearch cultures.8 A handbook for executive leadership of research development
The principles and elements are applicable to universities laying the groundworkfor the future as well as those that need revitalising in response to decliningproductivity. In both cases a rebuilding of the organisational culture is required.The principles and elements are also relevant in the context of pressures to conductcross-disciplinary research in groups identified and driven by the senior executive.Essentially, we identify a series of synergies between individual factors, leadershipfactors and institutional factors that make for a supportive environment that facilitatesproductivity. A research-productive institution, we argue, depends on leadership thatmakes that supportive environment’s features available to a well-prepared staff.Three important points we make throughout the handbook are that: researchintensity has to be made to happen hence the importance of robust and far-sightedleadership; that the inevitable set backs and periods of stasis along the way can bemanaged if there is a strong sense of confidence from leaders about the long-termdirection the university is taking; and that progress comes from meeting exactinginternational standards and criteria for success. Above all, research development is ahighly interactive endeavour that requires effective communication at all points alongthe way.Executive leadership of research9
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 and 12: IntroductionThis handbook is a sour
Page 13: Executive leadership of researchA c
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
Page 63 and 64: The executive leader needs to help
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LAYING THE FOUNDATIONS WITHSTRATEGI
Page 67 and 68:
Principle 6. Invest in research inf
Page 69 and 70:
markedly to find core staff —at c
Page 71 and 72:
Focus 3 — Expanding research capa
Page 73 and 74:
Principle 7. Focus appointment and
Page 75 and 76:
establishes precedents that confirm
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BECOMING A SELECTIVELY RESEARCH-INT
Page 79 and 80:
Principle 8. Invest in early career
Page 81 and 82:
central support for building resear
Page 83 and 84:
BUILDING ON STRENGTHSUniversity of
Page 85 and 86:
Principle 9. Provide direction for
Page 87 and 88:
strategy that meets best practice s
Page 89 and 90:
is that they are there to help stud
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Principle 10. Strengthen the alignm
Page 93 and 94:
and practices have often evolved ov
Page 95 and 96:
There are a number of practical thi
Page 97 and 98:
Kenna, R. & Berche, B. (2011). Crit
Page 99:
About the authorsCraig McInnis is a
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