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

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across the institution to provide perspectives from a range of disciplinary cultures butnot selected as delegates representing interest groups.“You need to take a longtermuniversity goal toimprove research activity andto avoid the temptation of thelow-hanging fruit.”One way of engaging these opinion leaders isthrough the formation of ad hoc working groupsfocused on specific issues with limited timeframesto achieve the tasks set. This has the added value ofgenerating a sense of urgency to the task of raisingthe profile of research and provides a sense thatthe university is going somewhere. Another option is to form these people into anadvisory committee to guide research development with the job of looking at the bigissues and providing advice. Executive leaders find that these individuals can alsotake some responsibility for the implementation of policy.Translate the vision into a plan and consult widelyThe immediate task in the initial stages of the change process is to establish anachievable medium term vision and an integrated framework that sets cleardirections for achieving the vision, places specific elements of the reform agendain context, and helps faculties, research centres and individuals understand howit all relates to them. The research plan should reinforce the message from thevision about the type of university it wants to be and the priorities should be limitedin number, not overly specific, and quite obviously related to the targets set andthe resources allocated to achieving the goals. These components in combinationshould articulate the direction and distinctiveness of a renewed sense of purpose.It often helps to give structure and coherence to the reform and renewal programif the major elements of the plan can be grouped and managed as a set of related‘headline’ projects. The plan might, for example, emphasise the place where theuniversity will direct its focus locally and globally, and identify specific areas andactivities in which it will aim to excel. This also demonstrates to university staff andother stakeholders that the reforms have a well-considered and positive purpose andare not just more change for the sake of change. It will be important in this respectto demonstrate that one aspect of the reforms is to provide productive staff withadditional resources, not simply about doing more with less.34 A handbook for executive leadership of research development
Universities that make a significant improvement in research productivity ensureclose alignment of faculty and research centre plans and activity with the core goals.The new executive leader of research has the task of making it clear to all staff justwhat the priorities for action are from the university’s perspective when, as is oftenthe case, so many areas are in need of attention and resources are limited. In thissituation there is a risk of exhausting the good will of staff in pursuit of multiple,apparently unrelated reforms to systems, processes and structures.“The nature of research leadershiphas changed – it is not only aboutdoing research, but more broadlyabout appreciating research.This implies collaboration and amulti-disciplinary approach. Thereis a tension between the regulatedexternal environment and thecreativity and collegiality that needsto be managed.”Setting the course for change requires asystematic planned approach to consultationunder the personal control of the seniorexecutive leader. Consultation not onlyimproves the plan but also sets a discussionin train that lasts the life of the plan. Forexample, if teaching workloads are highand there is little internal funding, an overlyambitious short-term strategy to grow researchwill not work. A collective effort involvingthe working groups or advisory committee to refine the plan prior to the generalconsultation process will give it greater credibility and increase the likelihood ofbroad and enthusiastic support.However, it is not uncommon for senior leaders to prematurely assume that theirmessage has been understood or to be lulled into thinking that the vision and goalshave been accepted. The experience from most universities undergoing this processis that it requires a great deal of persistence and a highly transparent approachto engage the university community and external stakeholders. It helps to identifymajor transition points towards achieving the vision and to celebrate milestones.It is essential to acknowledge contributors along the way, and that the input is dulyreflected in the final version of the plan.Communicate the vision and goalsThe vision and plan need to be communicated in ways that reach and motivatepeople all parts of the institution. Communication at every point of the reformand renewal process is the key to successful implementation. This means personalFocus 1 — Setting an agenda for change35
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 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: Principle 2. Provide clear coordina
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
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
Page 77 and 78: 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
Page 91 and 92:
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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