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

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critical to enhancing research productivity. This idea is built up by the authors, notas some fanciful ‘theoretical’ ideal, but as the possibly fragile outcome of intelligentleadership and management.The evidence the authors have assembled is the key. It comes in three forms, firsttheir own extensive experience as researchers or research managers. Second theuseful and focused observations of practitioners in some well-selected case studies,including one from the United Kingdom. And finally and perhaps most interestingly,the handbook includes an all too scarce insight into the international literature onresearch development. There is an irony here. While research is judged ruthlessly onthe quality of its scholarship, it isn’t necessarily the case that the practice of researchdevelopment in our universities is actually subjected to the same rigorous reviewand analysis.This handbook is a timely and practically useful original contribution to the field ofresearch development in Australia. Everyone involved, including policy makers ingovernment and leaders in research-intensive universities who want to know whatthe potential challengers are up to, should read it. Its primary audience is the seniorleaders of institutions with genuine ambition to climb the rankings. Its great value tothese universities is as a sound and coherent guide against which to test everythingthey are doing to lift their research profile, performance and culture.Professor Barney GloverVice-ChancellorUniversity of Western Sydney2 A handbook for executive leadership of research development
AcknowledgmentsThis handbook was commissioned by the Centre for Leadership in ResearchDevelopment, which is supported by the Australian Government’s CollaborativeResearch Networks (CRN) programme.We are particularly grateful for the support and invaluable insights of the ReferenceGroup: Professor Lee Astheimer (Deakin University), Professor Paul Burnett(Queensland University of Technology) and Professor Roland De Marco (University ofthe Sunshine Coast).We especially thank the leaders and contact people from the case study universitiesand individual leaders and managers who provided insights into the researchdevelopment achievements of their universities, faculties and departments: ProfessorLee Astheimer, Professor Jo Graffam and Professor Tes Toop (Deakin University);Professor Ned Pankhurst, Dr Vicki Pattemore, and Mr Tony Sheil (Griffith University);Professor Neal Ryan and Professor Phil Hayward (Southern Cross University);Professor Tara Dean (University of Portsmouth); Professor Roland De Marco(University of the Sunshine Coast); Professor Arun Sharma, Professor Rod Whisslerand Mr Michael McArdle (Queensland University of Technology); Professor JudyRaper, Professor Tim Marchant and Ms Sharon Martin (University of Wollongong).We also appreciate the valuable advice we received from a wide range of universityleaders and experts who shared their personal experiences and identified the thingsthat matter most for executive leaders of research development. We hope thehandbook does justice to their contributions and of course we take full responsibilityfor the views expressed.Finally, our thanks to Professor Paul Burnett (Queensland University of Technology)for his advice and assistance throughout the process.3
Page 1: A HANDBOOK FORExecutiveleadershipof
Page 4 and 5: A publication of the Centre for Lea
Page 7: ForewordDuring a period of signific
Page 11 and 12: IntroductionThis handbook is a sour
Page 13 and 14: Executive leadership of researchA c
Page 15 and 16: The principles and elements are app
Page 17 and 18: A background briefing on the eviden
Page 19 and 20: By far the best background or envir
Page 21 and 22: • clear goals that serve a coordi
Page 23 and 24: 2. Leadership, management and acade
Page 25 and 26: in relation to the environment cond
Page 27 and 28: Table 1. HR strategies to grow rese
Page 29 and 30: incentives to undertake research (i
Page 31 and 32: 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
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A core task of the executive leader
Page 63 and 64:
The executive leader needs to help
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LAYING THE FOUNDATIONS WITHSTRATEGI
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Principle 6. Invest in research inf
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markedly to find core staff —at c
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Focus 3 — Expanding research capa
Page 73 and 74:
Principle 7. Focus appointment and
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establishes precedents that confirm
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BECOMING A SELECTIVELY RESEARCH-INT
Page 79 and 80:
Principle 8. Invest in early career
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central support for building resear
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
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Principle 10. Strengthen the alignm
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and practices have often evolved ov
Page 95 and 96:
There are a number of practical thi
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Kenna, R. & Berche, B. (2011). Crit
Page 99:
About the authorsCraig McInnis is a
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