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

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The plan for achieving the vision will comprise a combination of actions at thelevel of the university as a whole, and at faculty, school and research centre level.Research leaders can be engaged at both levels. The executive leader of researchdevelopment, regardless of the university’s research profile, has a demandingportfolio and can energise the process by sharing core roles with other researchleaders.In universities that have made significant gains in whole of institution researchproductivity executive leaders have been highly successful in cultivating a balanceof collaborative commitment to the common interest. The most influential factorsupporting this mix is a strong focus on goals and highly transparent processes.In many universities academics with designated positions such as Associate Dean(Research) play a vital role in implementing the plan at the faculty level. These areincreasingly full-time specialist roles with a skill set centred on coordinating researchdevelopment.The major advantage of these types of positions in the initial stages of the changeagenda is that they can be fully focused on implementing the research plan. Themost effective typically have direct communications with the executive leader and aretherefore able to provide advice from the local perspective as well as taking adviceback to the faculties and research centres to promote and mediate change at thelocal level.Develop and support a strong network of research leadersA key initiative will be to identify and engage new research leaders across theuniversity – the type of people who participate in national and disciplinary panels,lead forums, pursue competitive opportunities and encourage their peers to dolikewise. The task then is to create and sponsor internal networks and activelymanage them to maintain a sense of collective ownership of change and acontinuing willingness to participate.Regular meetings between the senior executive and associate deans for research,deans and centre heads cultivates collaboration and enables participants to sharegood practice in response to the challenges and opportunities of generating highquality research activity at the local level. Frequent contact, open exchanges of ideas,sharing of information and the valuing of frank expressions of views by all parties,together help to construct productive networks of research leaders.46 A handbook for executive leadership of research development
The continuity of the leadership group needs to be managed with succession plansand professional learning arrangements to attract and retain new senior leadingresearchers. Associate deans are effective facilitators of these networks often takingon an executive officer role. They can be highly effective in reducing the complexityin organisational arrangements, simplifying communications and as a sourceof specialist knowledge for both the executive leader and the deans. The mostproductive usually have a budget to run projects at the faculty level, including fundsto engage expert advice and professional development for research teams. They alsosupport the executive group in a variety of ways such as engaging project officersto conduct whole of university monitoring of progress to inform senior leadershipdecisions.Sponsor professional learning for research leadersThe senior executive leader can add significant value to the quality of researchleadership by sponsoring a systematic professional program of professional learningclosely aligned with the research goals. A thorough assessment of the researchtraining needs should provide the basis for a substantial ongoing program, especiallyfor the first cycle of research development initiatives and then regularly revised inresponse to changing conditions. The training analysis sends a strong message earlyin the change agenda that the university values the research leaders and researchers“You need new people who areexternally focused and people whonurture talent internally. You needprocesses or forums and occasionsto get these people to talk to oneanother. You need to create theconditions for serendipity.”generally. This also serves to make the pointthat while generic leadership programshave a place, research developmentleadership requires specialist expertise torun sophisticated management systems tomeet the challenges of competition and takeadvantage of opportunities in new areas ofresearch activity.In most universities the human resources department, or an academic developmentunit, provides the professional learning program. These typically involve a seriesof workshops and forums designed and delivered with advice and support fromthe executive leader of research development. Whatever the organisationalarrangements it is vital that the executive leader is closely involved to ensure that theprograms directly enhance the leadership skills needed to implement the plan. Incontrast to somewhat reactive professional learning events this might include specifictraining in response to specific opportunities as they arise. While it would involveFocus 2 — Taking an assertive-participative approach to leadership47
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 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: Principle 4. Devolve leadership of
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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