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

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78 A handbook for executive leadership of research development
Principle 9. Provide direction for postgraduate research programsStrategic development of postgraduate research programs and support of earlycareer researchers are interconnected issues. A rapid and substantial growth in thenumber of high quality postgraduate students is one of the strongest indicationsof progress towards a research-oriented workforce. In keeping with the generalapproach of focusing investment in specific disciplines, executive leaders will needto put systems in place to enable new peak areas of research to attract potentialhigh calibre students: recruiting talented research students is similar in many respectsto the process of recruiting leading research-active academics. Given that thecapacity of a university to conduct postgraduate research programs is governed bythe scale of research activity in the first instance, for those starting from a low base,collaborative arrangements with partner universities is an appealing strategy.Success breeds success. A reputation for excellence in research degree supervisionmatched by ongoing support for early career development attracts more high calibrestudents. This in turn makes the university a more attractive proposition for researchactiveacademics and supervisors committed to supporting students and value theirenthusiasm and energy as a major contribution to their research endeavours. It alsomeans matching the high expectations of student and supervisor activity with strongsupport from the centre, or where it is devolved to faculties, ensuring consistency inpractices across the university.Robust leadership is required on a number of fronts, and in a short timeframe, tomake the changes typically needed to lift the quality of students attracted, providethe best research supervision possible, and retain talented higher degree and“Leaders should identify theareas that can respond tointervention. They need toaddress systemic problems andcreate targeted incentives.”postdoctoral researchers contributing to researchproductivity. The focus is first and foremost onencouraging alignment of postgraduate researchprograms with the vision of a research-orienteduniversity. Creating a significant cohort of graduateresearch students, integrated into the fabricof the university’s research activities, involves making some hard choices abouttargeting resources to encourage postgraduate engagement with the research goalsby building concentrations of student numbers around institutional priorities. Theexecutive leader aiming to create and embed these conditions in the university willFocus 4 — Developing a research-oriented workforce79
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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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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 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 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: BUILDING ON STRENGTHSUniversity of
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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