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Introduce measures to reward and retain talented researchersInvesting in measures to reward and retain high performing researchers is asimportant as recruiting them in the first instance. It confirms beyond doubt thatuniversity takes research seriously. As we observed in the introduction to thishandbook, leadership for research requires specialist skills and knowledge about theorganisational conditions that contribute to academic productivity. Promotion systemsare an obvious point of focus for executive leaders early in the implementation of thechange agenda. They should be reviewed and reframed with input from researchleaders to reinforce the value the university places on the work of highly productiveresearchers.Financial rewards are important but not sufficient to attract, motivate and retaintalented research academics. Amongst other things, they can be rewarded simplyby being part of a significant new venture and raising the international profile andstanding of the university. The structure and processes of rewards and recognitionshould send a strong and singular message to these people: ‘if you are good at whatyou do we have ways of helping you stay and succeed in your research endeavoursto a world class level’.Executive leaders of research should therefore ensure that the systems of reward forhighly productive, and the work conditions provided, respect and tap into the corework motives and values of high-performing academics — especially the opportunityto engage in research work of deep personal interest. This requires resources,direct incentives and opportunities to collaborate with colleagues nationally andinternationally. Talented researchers are intensely focused on being at the leadingedge in their field and welcome less obvious indirect rewards include supportingpartnerships that help them find new avenues for research, stimulate their personalinterest and advance their careers. Finally, systems aside, personal acknowledgementof their work from the executive leader can be a very powerful motivator even for themost experienced and talented. Academics are rewarded when research leaders theyrespect take the trouble to get to know them and their work.70 A handbook for executive leadership of research development
BECOMING A SELECTIVELY RESEARCH-INTENSIVE UNIVERSITYQueensland University of TechnologyUnderlying the QUT research and innovation agenda for change was the consciousdecision to improve its research performance not just incrementally, but rapidly toa higher level as a ‘selectively research-intensive university’. The objective is widelyunderstood and clearly shapes the thinking of research leaders at all levels. It wasagreed that the University had to have a real sense of the direction it was taking witha strong guiding framework and an opportunistic and targeted approach. QUTdecided to make some immediate major changes beginning with a ‘reframing of itsresearch activities as a contribution to creating new knowledge’.Senior executive identified 39 specific areas for attention and promoted the valueof interdisciplinary research. The next task was getting alignment of all the elementsin place so that systemic obstacles did not undermine decisions about researchdevelopment. Targeting individuals and providing them with support was important,but so too was the need to gain the buy in of heads of schools, and also to recruitheads of schools from the kinds of institutions QUT aspired to be.The University has taken a cohort approach to recruitment, for example, advertising50 positions with a supporting structured induction program. This enabled a richnessto be exploited from putting these people together and adding value by opening upopportunities for multi-disciplinary approaches to research. Capacity building hasincluded maximising the research and research training capability of individual staff,and fostering early career researchers by linking their research development to facultyor University-wide research programs.The Early Career Academic Recruitment and Development (ECARD) Program is amajor element of the strategic approach of QUT’s research and innovation agenda.It is targeted at newly appointed academics with less than four years experience andprovides them with a range of opportunities to build their academic careers. It hasbecome a highly effective scheme to attract talented young academics to join QUTas well as retaining those already working at the University. The two-year programincludes the provision of start-up funds of $15,000 for each ECARD participant,$5,000 of which must be spent directly on research activities. The program providesadvice on grant writing skills in the context of QUT’s research and teaching priorities,support for research, teaching and community engagement, and assistance indeveloping networks and interdisciplinary collaborations with colleagues in otherparts of the University and beyond.Focus 4 — Developing a research-oriented workforce71
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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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2. Leadership, management and acade
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Page 43 and 44: REVITALISING PRODUCTIVITYDeakin Uni
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Page 51 and 52: Principle 4. Devolve leadership of
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Page 75: establishes precedents that confirm
Page 79 and 80: Principle 8. Invest in early career
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Page 83 and 84: BUILDING ON STRENGTHSUniversity of
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Page 91 and 92: Principle 10. Strengthen the alignm
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Page 97 and 98: Kenna, R. & Berche, B. (2011). Crit
Page 99: About the authorsCraig McInnis is a
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