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

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this may mean a major overhaul of policies is needed, in others incremental changesuch as removing barriers to making timely offers and appointments may be enoughto make a difference. An intensified effort to attract leading researchers, particularlyfor flagship projects, is often the first option for executive leaders looking to makea major step forward in capacity building. Appointing high profile research teamsprovides a rapid boost to research output and income given the appropriate level ofinvestment in salaries, conditions and infrastructure support. It does not necessarilyfollow that this strategy will make a major impact on the research orientation of theuniversity overall.One of the most effective ways of shifting the orientation towards active researchersin the short term is for the executive leader to take a direct role in selection panels“Research leaders need to do thebest they can to get competitive staff.It has to be asked: where does thisresearcher fit in the disciplines, and itshould make the effort to fit their subdisciplinesinto the broader mix. Onceon deck, you need to give that personthe tools to fly. And not overworkthem. You need to get them to put ina two to three year plan ensuring thatpeople have a sense of where theirresearch is going, and they have aportfolio of teaching that works fortheir research. They also need to beexposed to students and PhDs thatcan assist their development.”for all new academic appointments. Insmall universities personal involvement ishighly desirable at all levels, particularlyin the initial phase of implementing thechange agenda. Alternative approachesvary across different contexts, for example,in some universities an independentresearcher or a research centre director isa member of all academic selection panelsand a small central committee reviews allpanel decisions.Whatever the approach, successfulexecutive leaders make personalinvolvement with selection andappointments a priority. This ensures thatstatements of duties and selection criteria for all academic position descriptionsinclude specific reference to excellent research performance as measured by externalgrant income, weighted publications, numbers and completions of higher degreeby research candidates, citation indices, and high level collaborations. Activeresearchers should be aware of the importance in the long term of not just raising thevolume of publications to international threshold levels, but increasing the quality asevidenced by national and international prizes and awards.Active central participation in all academic appointments, particularly the personalinvolvement of the executive leader, underlines the priorities for selection panels and68 A handbook for executive leadership of research development
establishes precedents that confirm the direction towards a research-orientation inadvertising, position descriptions, referee reports and so on. The people appointedto selection panels will be increasingly confident about the criteria that count andthe type of person the university wants. It also means that the executive leader has apersonal investment in appointments, which should translate into strong commitmentto induction and professional development strategies.Design flexible and responsive appointment and promotion systemsThe executive leader will from time to time need to intervene to ensure that onceidentified, talented research active academics will have to be sufficiently attracted toactually take up an appointment. While it is not uncommon for senior executives tohave to intervene and work around the system to make high profile appointments, itis far preferable that the systems are redesigned as a central element of the researchplan in the first place.There are two sides to this: facilitating the processes with streamlined systems tosupport proactive talent seeking, and removing obstacles to making appointments.Of course, none of this should undermine the integrity of academic appointment andpromotion processes. The executive leader of research needs to ensure that flexibilityin the approach does not raise concerns about the quality of the appointments orundermine confidence in the participative element of leadership.A set of protocols and a core group of respected senior academics is preferablein many respects to using ad hoc committees formed to make recruitment orpromotion decisions under pressure of competition. Designed with collegial support,the protocols enable timely appointments to be made in the face of competitionfrom other universities. Likewise, promotion systems can be designed to allow forresponses to opportunities when, for example, competitors target key personnel anda process of counter offer and negotiation is needed to retain them.Exercising executive authority is always possible if urgent action is required to makean appointment, but shifting academic staff towards a research-oriented universityis better served over the long term with collective input into appointments andpromotions. Adopting a mix of assertive-participative processes achieves the strategicoutcomes while promoting a sense of collegial commitment to new appointmentsand promotions.Focus 4 — Developing a research-oriented workforce69
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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
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IntroductionThis handbook is a sour
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Executive leadership of researchA c
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The principles and elements are app
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A background briefing on the eviden
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By far the best background or envir
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• clear goals that serve a coordi
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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
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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: Principle 7. Focus appointment and
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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