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

concentrations of research activity. The benefits include setting the scene for thelonger-term change to its character and the public perception of its role andstanding.This adds to the impact in locations where governance bodies and local stakeholdersare looking to the university to make a significant contribution to the regionaleconomy and infrastructure. Increasing the quality and depth of research activityalso plays a significant part in attracting talented students into peak area teachingprograms, which in turn creates a pipeline of students for postgraduate researchprograms and potential involvement as early career researchers.There are direct and indirect benefits for students from their engagement withresearch activity. While there is a distinct lack of convincing evidence to support theview that being an active researcher enhances the quality of classroom teaching,there remains a compelling case for an undergraduate curriculum infused withthe research orientation of the university. The opposite is certainly a poor optionfor universities aspiring to higher standing: undergraduate learning divorced fromthe institutional focus on research is effectively limited to a training experience.Successful research oriented universities are conscious of providing opportunities forthe development of generic graduate skills through first hand experience of researchactivity, including an understanding that knowledge is provisional, contestable andchanging.The benefits for researchers involved in connecting the research culture toundergraduate education are often overlooked. Career benefits from the positivecycle should not be underestimated, especially for early career researchers. Asidefrom opening up new networks and creating career opportunities, teachers whointroduce research activities into assignments generally rate more highly for theirteaching. Active researchers who happily teach undergraduates point to the value ofgaining clarity in their research methods, a deeper understanding of their subjects,and new insights and connections as a result of their interaction with students. Thereis some evidence, reinforced by our own observations that postgraduate studentsand early career researchers who teach and research show greater improvementin their research skills than those who focus exclusively on research. 25 Teachingundergraduate students tests the researcher’s competence, clarifies questions, andsharpens their understanding of research methods.88 A handbook for executive leadership of research development