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include, for example, becoming self-funding over a three-year period. Successfulmodels are carefully structured and systematically executed with small centrallymanaged start up funds to assist early career researchers to respond quickly to newopportunities.Establish university-wide mentoring schemesExecutive leaders of research development are ideally placed to drive and sponsorwhole-of-institution mentoring schemes for early career researchers. Mentoringprograms have great potential for making a long-term impact on the culture ofthe university. Some universities have made this a central element in the researchdevelopment process towards a new identity as a research-oriented institution withimaginative approaches that reflect its unique character.Centrally driven mentoring programs have a number of advantages for universitiesbuilding, renewing or accelerating their research profile. Mentors can sometimesprovide a major turning point for early career researchers, for example, when theylearn to be strategic about their careers or to create synergies between their teachingand research to make their work more effective and efficient. Early career researchersreport getting indifferent, mixed and even conflicting advice from different sources intheir faculties and centres about what they should focus on for their career planning.Novel approaches to address this and related issues include centrally managedcross-faculty mentoring to provide an independent view of opportunities for the earlycareer researcher.The expectations early career researchers have of the university and mentors varyto some extent across disciplines and local contexts but there are some commonconcerns that need to be recognised in a centrally driven program of support. Forexample, they expect to get the best teachers and researchers to guide and inspirethem, and they attach importance to having ownership of their work, reflecting ofcourse, fundamental work values around academic autonomy. They also expect thatthe university should invest in competencies that may emerge later in their careerswithout assuming that there will be immediate returns for the institution. Likewise,while early career researchers value support, particularly with respect to careerplanning, their preference is that mentors take a longer-term perspective on theirfutures: mentoring and support programs are not just about fitting the researcher tothe university.76 A handbook for executive leadership of research development
BUILDING ON STRENGTHSUniversity of WollongongThe University of Wollongong is widely acknowledged as an agile and opportunisticresearch-active institution with a strong regional identity. The senior executive leadershave considerable credibility in research development, particularly since they arewell connected with external bodies. The University succeeded in its various phasesof development as a regional university with national and international aspirations,by agreeing that it could not be all things to all people. It had to concentrate on itsstrengths from the outset. It has consistently worked from clear organisational goalsthat emphasise research, led by academics with strong track records in research whohave taken a highly participative approach to leadership.Wollongong has developed a culture of both academic and general staff workingtogether for the collective good. A mentoring program advises new academics ontheir research activities, socialises them into the departmental culture and connectsthem with relevant research bodies. Collaborative processes get academics workingtogether, help them find new avenues for research, stimulate their interest, andnurture professional networks to advance their careers.Historically, the University has taken a risk on young staff with a clear messagethat they could get ahead at Wollongong by paying attention to research. TheEarly Career Researchers (ECRs) program has been a key initiative. The year longprogram aims to develop the confidence of the ECRs to deal with critical challengesthey face. Distinctive features of the approach include cross-faculty mentoringwhich has the advantage of broadening the base of support for research, teachingand community engagement, free from the priorities and issues of the participant’sacademic department. In addition to developing the skills, knowledge and capacitiesnecessary for a successful research and academic career, mentoring by academicsoutside the department opens up new opportunities for developing networks andinterdisciplinary collaborations with colleagues in other parts of the Universityand beyond.Wollongong has recently moved to rapidly step up its research profile with apackage of refreshment and reform across the University. The process involved atypically consultative approach led by the Vice-Chancellor, including a town meeting,working group of key researchers, discussion papers and a consultation paper.Focus 4 — Developing a research-oriented workforce77
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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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incentives to undertake research (i
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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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