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

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When faced with the challenging task of reducing research centres and programsexecutive leaders of research focus first and foremost on clear and unequivocalevidence of recent trends in performance relative to benchmarks. Low performanceneeds to be addressed with frankness and options for development includingalternative pathways and support mechanisms for individuals. Where projectsare lagging but the researchers are highly capable the research leaders shouldendeavour to steer the research in a new direction. There is a strong case for peoplecontinuing to pursue their academic interests where they built connections betweenareas of strength in research and teaching, including research to inform teaching.The strategies of accelerating areas of strength and reframing low performing areaswith potential both carry risks of the research programs not measuring up to thechallenge. Any number of factors can conspire to undermine the good intentions.Highly successful executive leaders in research productive universities allow for risk,indeed they create room for flexibility in structures and regulations to encouragefaculties, research centres and researchers to be entrepreneurial. The risk points aretolerated and rewarded, as long as they meet the outcomes that are set.Enable research leaders to maintain their research activity at thehighest levelThe academics identified as research leaders will be amongst the most productiveresearchers in the university. The executive leader of research should not overlookthe direct contribution these people make to the research capacity of the university asresearchers. The leadership roles and the multitude of development activities they areinvolved in should not interfere with their own research programs. Time and space tomaintain a consistent workflow is usually the main issue.A notable predictor of the publication success of university departments is the head ofdepartment’s record. 24 Not only should this be a factor in policy for recruitment andinternal appointments, it can also be supported in real terms including additionalallowances for personal research assistance, time to present research findings atconferences, and support to engage in review processes. Direct support in the formof small grants from the executive leader’s discretionary fund will assist the head ofdepartment to maintain their research and publication productivity, and have theadded impact of sending a message to new and prospective academics that goodleadership should not compromise good research.56 A handbook for executive leadership of research development
The executive leader needs to help these people find the synergies betweencontinuing to undertake high quality research, leading processes to advanceinstitutional research performance, and significant personal recognition and rewards.Not least of these is the provision of support in the form of additional researchassistance or administrative staff that may possibly be funded directly from the officeof the executive leader.Initiate and sponsor targeted research partnershipsCapacity building strategies for universities starting from a low base generally givepriority to establishing active research partnerships with high quality national andinternational research institutions and networks. A major component of the researchenvironment is the partnerships that enable researchers to collaborate with thebest people in their respective fields, including the translation of their research intoprofessional and commercial practice and products. Successful industry engagementand commercialisation increasingly requires specialist skills and support particularlywhere it involves international partners.Institutions that create new horizons for research pay particular attention tosupporting the international connectivity of academics and departments, and look tothe potential for long-term partnerships. Formal partnerships with a variety of leadinginternational research organisations enables sharing of resources that would bebeyond the reach of many low-performing universities and provides greater valuefor money in terms of impact. The newly appointed executive leader needs to take astrong lead in these developments including a rigorous assessment of the worth orotherwise of existing partnerships. As the major sponsor or patron of partnerships theexecutive leader is then in a position to ensure they advance the vision for researchand align closely with the research strategy.International education partnerships and consortia provide a base to attract researchpartners and potential research leaders and researchers through joint projects, jointappointments, joint research infrastructure development and cooperative researchmanagement arrangements. Initiatives from the office of the executive leader typicallyinclude providing direct incentives and support to stimulate networking activities.Executive leaders and the research leadership group can achieve a lot simply byidentifying potential partners and opening up conversations. It helps if they havepersonal credibility as researchers and can play to their strengths. They shouldFocus 3 — Expanding research capacity57
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A HANDBOOK FORExecutiveleadershipof
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A publication of the Centre for Lea
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ForewordDuring a period of signific
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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 and 60: Principle 5. Build on current stren
Page 61: A core task of the executive leader
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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