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

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of strengthening the shared understanding of the standards required of supervisorsand candidates. Other examples include forming supervising teams rather thanrelying on individuals; introducing viva voce examinations for all doctorates; andending long-term enrolments with strongly enforced regulations. Increasing the levelof on-time completions starts a positive cycle of improvement in a relatively short timeframe, encouraging greater efficiency and better outcomes for both students andsupervisors.Focus postgraduate research systems on support and serviceA carefully integrated and comprehensive system of support and serviceunderpinning postgraduate research programs is a hallmark of universities intenton raising their research profile. The task of the executive leader is to ensure thatavailable resources are brought together in a well-integrated support programmatched with a service culture focused on achieving the research goals of theuniversity.The provision of induction and professional learning opportunities is a major areafor investment in student development and raising the standard of supervision. Theseprograms are well established in most if not all universities and typically involve theprovision of a formal induction program for students led or co-ordinated by thecentral research office or human resources department. Universities with limitedresources are not necessarily able to fully meet the needs of research students andsupervisors in-house, and draw on multiple providers from a variety of internalsources as well as from consortia networks, partner institutions, research agenciesand authorities, and professional and disciplinary associations.These external professional learning opportunities can be highly effective; but noneis a substitute for a university-specific approach designed to guide and supportresearch students and supervisors in their endeavours. Centrally steering inductionand professional development programs to align with whole of university goals,adds significant value across a range of dimensions involved in the change agenda.A university-wide focus has the advantage of encouraging internal networks andpotential cross-disciplinary collaborative arrangements for supervision that mayultimately lead to further engagement. The consistent message from all levels ofadministrative and support services, from recruitment to graduation and beyond,82 A handbook for executive leadership of research development
is that they are there to help students achieve their best, and that research studentsare respected and valued as a central element in the fabric of the institution. Thiscovers every point of contact postgraduate research students have with the universityadministration and support services. Obvious as it seems, this sets successfulinstitutions apart from those that where a service culture is missing and systems get inthe way of student and supervisor activities.Focus 4 — Developing a research-oriented workforce83
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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
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Principle 1. Create a compelling vi
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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 and 84: BUILDING ON STRENGTHSUniversity of
Page 85 and 86: Principle 9. Provide direction for
Page 87: strategy that meets best practice s
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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