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

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50 A handbook for executive leadership of research development
CREATING A CULTURE WHERE EVERYONE TAKESRESEARCH SERIOUSLYThe University of PortsmouthPrior to establishing the role of Director of Research it was not possible atthe University of Portsmouth to assess performance and progress towardsresearch goals. The first task for the newly appointed Director was toestablish clear expectations for academics by driving change with anambitious target of increasing research income by 20 per cent over fiveyears. A working group was set up to conduct a scoping study of strengthsand weaknesses in relation to the external environment. The leadershipdecided on the final vision and themes to guide the research strategyfollowed by further consultation on the outcomes of the working group.The transformation process was particularly influenced by a collaborativeapproach to developing strategy and action plans, underpinned bycentral investment in thematic research networks with internal funding thatinvolved bidding.The Director prepared a paper on how to put a new strategic plantogether and consulted up and down. Action plans for each faculty werethen developed, each based on a central strategy containing six corethemes. The plans included targets. In collaboration with faculties thisalso involved constructing a definition of ‘what makes a research activeacademic’. Since it varies by subject area they wrote their own. Makingexternal appointments of deans helped to ensure that active researcherswere selected when recruiting.The approach of the executive leader also included: gaining strongcorporate buy-in; removing systemic obstacles to success: using peerreview, mentoring, and rewards; recruiting active researchers and expertsfrom outside; and devolving leadership. Careful monitoring of qualityof external funding applications is an essential element of the strategyusing a peer review college and band of reviewers for all substantialgrant bids. One of the more challenging themes in the research strategyis to integrate education and research. This is being achieved partly byinvolving top researchers in teaching and introducing research internshipsfor undergraduate students.Focus 2 — Taking an assertive-participative approach to leadership51
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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 and 52: Principle 4. Devolve leadership of
Page 53 and 54: The continuity of the leadership gr
Page 55: Recognise and reward research leade
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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