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

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epresents a significant strategic redirection for the institution that must be undertakenconcurrently with entry into a highly competitive market. In that market, researchintensiveuniversities’ history of success, not only in discovering new knowledgebut also in applying it in partnership with professional, industrial and commercialorganisations, presents a formidable barrier to new entrants. Older researchintensiveinstitutions are advantaged by long-standing expertise in gaining fundingand administering research; and they are more likely to be imbued with a researchethos that gives priority, recognition and reward to scholarly endeavour at all levelsof seniority.Refocusing on research means that academics who have made their careers in aless research intensive institution, including heads and deans, will be presentedwith a different set of expectations. Hazelkorn identifies ‘research active’ staff (whomay become uneasy if their scholarly areas are not identified as strategic institutionpriorities), ‘uneasy researchers’ (who are apprehensive because they are new todoing research, but who are potential contributors in future, if properly supportedand rewarded), and ‘research negative’ individuals (who are hostile to research,unsure why it is important, or lacking confidence and possibly fearful of gettingstarted in research).An important issue for leadership is the extent to which developing an institutionalresearch capability depends on existing staff or relies more on recruiting newindividuals who have a strong research track record, or show promise of developingone. In practice, successful institutions have rarely trusted in strategies that do notinvolve new appointments. Table 1 presents a range of human resource strategies toaddress the growth of research.20 A handbook for executive leadership of research development
Table 1. HR strategies to grow research (from Hazelkorn, 2008)HR strategyRecruitRe-invigorateTrainRe-orientEnableIndicative actionsAlign recruitment strategy to priority areas via experiencedresearchers, post-doctoral or other senior professorial posts,sometimes on contract and accompanied by relativelygenerous support funds and salaries, and supported by goodinduction programmes.Incentivise, reward, and recognise research performance viapromotion, salary, and other benefits, including career streamchoices and new academic contracts which include researchor research-only positions; clear promotion criteria andperformance indicators measuring both quantity and qualityacross disciplines.Implement faculty development strategies or faculty-buildingplans to assist new researchers, including facilitating PhDattainment, mentoring, application writing, etc.Encourage involvement in new fields or large-scaleinterdisciplinary research teams—involving the community orindustry – via incentive schemes.Enhance research facilities and opportunities, including flexibleworkload schemes to meet different abilities and capabilitiesover a faculty member’s career, sabbatical leave, researchscholarships and fellowships, and gender specific initiatives,for example family-friendly workplace and a women’s register.Establish a Research and Technology Transfer Officeto provide direct support to R&D groups and faculty inthe formulation and financial management of projects,communication tasks, marketing and connections with thetechnological, industrial and economic environment, etc.A background briefing on the evidence21
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 and 14: Executive leadership of researchA c
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: in relation to the environment cond
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
Page 65 and 66: LAYING THE FOUNDATIONS WITHSTRATEGI
Page 67 and 68: Principle 6. Invest in research inf
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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
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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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