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

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The executive leader will be mindful of the broader returns on the investment beyondthis. The benefits for the overall change agenda include attracting a range ofsupervisors and research leaders into the whole of university processes, and buildinga critical mass of next generation researchers likely to continue with the university andsupport its move towards a strong research profile. In universities with low researchtraditions, the profile given to early career researchers should also translate into moreadministrative, support staff and governing bodies taking research seriously.What it means in practiceDevelop a whole of institution approach to early researchcareer developmentA systematic whole of institution investment in early research career development isa highly efficient and effective strategy to achieve a number of objectives: it shouldensure a consistently high standard of support for the next generation of researcherswhile also underpinning the long term goal of achieving a strong orientation towardsresearch across the university. Direct involvement of the senior executive in a centrallydriven approach to managing early career development has the major advantages ofenabling the university to recruit and engage early career researchers in areas targetedfor growth, and concentrates resources to maximum effect.Turning promise into performance requires a mix of high demands and strong supportfor early career researchers: which is not always possible in small universities withlimited resources and a lack of critical mass of experienced researchers. While adviceand experience at the subject discipline level will continue to be the primary sourceof informal support, even this is problematic for small organisational units. A suite ofuniversity wide centrally funded support programs and incentives is therefore essentialin these cases. Half measures are likely to confuse and send the wrong signals todeans, heads and research centre directors, not to mention the early career researchersthemselves.The components of a whole of university approach are typically designed around anearly career life cycle. A cohort approach is a feature in some universities. The cycleincludes a strong induction program into the academic practices of the university and itsgoals and criteria for developing its academic profile, performance and culture. Beyondthat, high quality ongoing professional learning is provided, again set in the context ofthe strategic direction of the institution and with research leadership training a feature.These activities include structured opportunities to expand horizons and networks with74 A handbook for executive leadership of research development
central support for building research connections and networks – noting that many longterm and highly productive research partnerships have their origins in serendipitousconversations where personal affinity and the meeting of like minds is the decidingfactor. This also has the added advantages of creating a collegial climate internallywith long-term future benefits for both the university and the individual researchers. Theactivities also serve to maximise opportunities to develop a strong sense of communityand reduce the isolation of early career researchers.Link work performance measures to university research development goalsA number of measures are available to the senior executive leader to ensure thesuccess of an early career research program. These may involve establishingdirect links between the measured work performance of early career academicsand achievement of the university’s research development goals. This providespowerful incentives and messages for aligning individual research interests withthe institutional vision and goals. It also highlights expectations that line managers,including heads of school and directors of research centres will play a major part indeveloping the university’s research workforce.A university’s performance planning and review processes might involve researchperformance indicators for early career academics directly aligned with institutionalresearch expectations, progress against which influences access to future support.The institution’s policy on research groups and centres creates the expectation that aproportion of early career academics will be a major part of all designated groupsand centres. This involves explicit expectations that research centre directors adoptcomplementary approaches to inducting early career academics into the areaspecifictraditions and practices of high quality research.Universities that invest in targeted recruitment of emerging high quality researcherstypically insist on performance management of this kind. These recruits are providedwith additional time and resources to advance their research in the new environment,but are also expected to meet specific research performance measures whileincreasing their involvement in teaching and other normal academic duties over theperiod. These measures are preferably set alongside systematic support for individualcareer planning and an enabling framework to help early career academics builda competitive track record of research activities linked to the university’s researchdevelopment goals. In some cases, universities make the preparation of a careerdevelopment plan a condition of appointments and progression. The targets mayFocus 4 — Developing a research-oriented workforce75
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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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in relation to the environment cond
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Table 1. HR strategies to grow rese
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Page 31 and 32: Principles and elements25
Page 33 and 34: Principle 1. Create a compelling vi
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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
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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: Principle 8. Invest in early career
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
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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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