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

university, it is not unusual for university and faculty leaders to be uncertain aboutwhat this means in practice.The case for a productive alignment of research and teaching should be presentedas a position statement from the senior executive leadership group, relevant to theinstitutional context, its aspirations and what it means in practical terms. But it shouldalso have the personal stamp of the executive leader of research to demonstratecommitment to the view that the alignment of research is genuinely strategic. Tokenacknowledgement of the value research adds to teaching or vice versa, simply leadsto patchy experiences and ultimately makes claims for a whole of institution culturalshift in orientation unconvincing.Clear guidance and appropriate support is needed to assure research-active staff,particularly early career researchers, that they will be able to pursue their researchprograms and teach effectively at the same time. This should be accompanied by ahighly effective program of professional learning: preferably an integrated approachto professional induction programs in research and teaching involving both theexecutive leader of research and the counterpart leader of teacher. Without practicalsupport and tangible benefits, including the reduction of factors that hinder worksatisfaction, the default position for faculties, centres and research active academicsis to withdraw into silos of peak area research activity disconnected from educationprograms.The challenge for executive leaders of research is to achieve a balance in linkingresearch and teaching without distracting from the main focus of making researcha core function of academics, and raising and sustaining the profile of researchthrough the rewards and recognition system. They have a critical role to play inmaking systemic changes to open up opportunities for productive connectionsbetween research and teaching. This needs to be done in close collaboration withtheir counterparts responsible for teaching and learning. The process should aim toremove any ambivalence in the minds of academics administrative and support staffabout the university’s intentions.Embed changes in performance and workload management systemsEnsuring that performance indicators, promotion criteria, and workload allocationsreflect the importance of aligning research and teaching in the systems of rewardsand recognition includes systematic removal of the factors that hinder the linksbetween them. This is a long-term program of cultural change since existing policies86 A handbook for executive leadership of research development