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

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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
and practices have often evolved over time in response to local contexts, includingcomplex arrangements in response to disciplinary or course specific issues thatare no longer relevant. The first steps should be decisive with strong support fromsenior executive targeting changes in relevant policies and processes that have theimmediate effect of opening up opportunities for stronger links between research andteaching.Matching the rhetoric about the research-teaching connection includes changesto performance and workload management systems. This involves identifying andeliminating policies and processes that send contradictory messages to staff aboutthe value they should personally attach to research and teaching. It also includesthe addition of explicit references to activities of faculties and individual academicsthat connect research and teaching in the rewards, recognition and performancemanagement systems.A closely related area of change is the development of institution-wide approachesto the management of workloads that reflect the importance of aligning research andteaching. Deans and heads are the point of influence to target in the implementationprocess. Ensuring their key performance indicators include active encouragementand support for academics who connect research and teaching is a decisive lever tosupport change.A third set of changes involves the introduction of relatively low cost incentives forfaculties and individuals to connect research and teaching. Recognition of academicswho have successfully integrated their teaching and research can take a number offorms, from institutional awards, prizes and formal titles to leadership and mentoringroles. A more direct approach taken by some universities is to require that all newresearch active appointees teach in undergraduate courses, especially in first yearfoundational programs to give students early exposure to the research activities of theuniversity.Encourage links to the research culture across undergraduateteaching programsExecutive leaders of research and their counterparts responsible for the qualityof teaching and learning have good reasons to link the research culture toundergraduate teaching programs. In a university where everyone takes researchseriously, ensuring that undergraduate students are touched by the researchenterprise broadens the potential for transformation beyond a handful ofFocus 4 — Developing a research-oriented workforce87
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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
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Compile a vision statement that exc
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Principle 2. Provide clear coordina
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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 and 88: strategy that meets best practice s
Page 89 and 90: is that they are there to help stud
Page 91: Principle 10. Strengthen the alignm
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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