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potential for improved performance. It is important from the outset to have a sharedunderstanding that the university cannot succeed in its research goals if it attemptsto be all things to all people and that it is impractical in the short term to attemptto produce strong performance across all parts of a university — the kind of widerangingproductivity that might be expected in an older, research-intensive institution.A balance needs to be struck between stressing the importance of research foreveryone in the university and supporting the teams and individuals that are mostlikely to deliver. Going head to head with research-intensive universities may bepossible for some existing strong areas (despite strong barriers to the entry of newparticipants). Other research specialisms may be relatively new, more open to freshcompetitors, and therefore also worthy of support. It is important that current areas ofresearch strength should be identified using nationally and internationally prevailingmeasures of research performance to provide confidence that the investment incapacity building is worthwhile.In order to establish sound areas of research strength with sufficient critical mass, itwill almost certainly be necessary for researchers from related areas to adjust theirresearch focus and begin to form larger groups. The executive leader will, however,need to guide such aggregations to avoid incoherence, insufficient focus and thetendency to be too inclusive. Concentrating resources in a few areas is likely to beresisted in universities where ‘equal shares’ has been the tradition. It is obviouslyimportant to select areas for concentration on the basis of strong evidence ofperformance and against clear criteria.Accelerate growth of areas with potential for excellenceEstablishing, connecting and resourcing designated research areas are necessary,but not sufficient conditions to see them become excellent. The executive leader,in coordination with other senior research leaders, can accelerate the progressof designated research groups with a variety of additional interventions. The keymessages are that the university needs to provide targeted support based on whathas been achieved. The target is to be the best in those areas. Where it applies, theexecutive leader should use the advantage of being smaller, cutting through thebureaucratic processes and working directly with the leaders of the selected areas,guiding them in developing their own goals, strategies and organisational systems.54 A handbook for executive leadership of research development
A core task of the executive leader’s office will involve actively monitoring externaldevelopments and gathering intelligence about emerging opportunities. This shouldinclude aligning these opportunities with the areas of potential excellence andassisting faculties and research centres to assess their prospects of success and thedirections they might take. This is not the sole preserve of the executive leader, butis also part of the role of other senior research leaders operating in concert with theexecutive leader.“There needs to be sometough love with lower levelacademics who are just simplynot going to get lucky. They needalternative pathways and supportmechanisms. There is a need forpeople to know what the disciplineis doing well but also where it isweak internationally. The ideas insome areas are simply notleading edge enough.“In an increasingly professionalised researchenvironment, success for research groupsdepends on both their research skills and theirorganisational competence. Senior researchleadership includes getting this messageacross as well as providing leadership in itsimplementation. This also involves workingwith the relevant deans, associate deans andheads of school to ensure the groups arereceiving the treatment the institution intends.The tough-minded approach of the executiveleader extends to setting realistic expectations about what can be achieved and thetime it takes to grow research concentrations to a sustainable scale. It is generallythe case that with the right funding and income stream the time frame is about threeyears to get new ventures up and running, or to accelerate them to that point froma modest base. Five years is typically a reasonable business plan framework. Afive-year business plan with a three-year milestone helps put people under pressureto perform but gives them room to respond to unanticipated changes or to makeadjustments.Identify areas of low performance that may have potential for developmentBenchmarking existing research in the university will not only identify areas ofresearch strength, but also those areas that are not operating at the appropriatestandard. Some of these, with the right sort of support, may eventually be able toimprove their performance enough to warrant inclusion among the designatedareas. All support for research groups, whether designated or potentially designated,should be provided on the basis of performance against explicit and exacting criteria.Focus 3 — Expanding research capacity55
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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 and 56: Recognise and reward research leade
Page 57 and 58: CREATING A CULTURE WHERE EVERYONE T
Page 59: Principle 5. Build on current stren
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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