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Notes1Coaldrake and Stedman (1999).2Hazelkorn and Moynihan (2010).3Slaughter and Leslie (1997); Hazelkorn (2005).4Ramsden (1994).5Ramsden (1998).6McInnis and Anderson (2005).7McInnis (2010).8McInnis (2010).9Kenna and Berche (2011).10Seashore Lewis et al (2007).11Bland and Ruffin (1992).12Ramsden (1994).13Adapted from some of the unpublished ‘reasoned cases’ sent to universities as partof the assessment.14Hazelkorn (2008).15Rothwell (2012).16Leithwood et al (2003), quoted in Billot (2010).17Molfese et al (2008).18Hazelkorn (2004, 2005, 2008).19Gibbons (1998).20Hazelkorn (2008).21McInnis (2010).22Studman and Tshecko (2007).23Molfese et al (2008).24Goodall et al (2014).25Feldon et al (2011).92 A handbook for executive leadership of research development
About the authorsCraig McInnis is a Director of PhillipsKPA. He has been a researcher and consultantin higher education for more than 25 years. Prior to joining PhillipsKPA he wasProfessorial Fellow at the University of Melbourne (2006-2007), Professor (2000-2006), and Director of the Centre for the Study of Higher Education (1998-2004). Hisresearch and publications cover a wide range of national and international fundedprojects on higher education issues, including a series of benchmark national surveysof academic work roles in Australia, the governance and leadership of universities, andthe impact of higher education reforms.Paul Ramsden is a Key Associate with PhillipsKPA. He was the founding ChiefExecutive of the UK’s Higher Education Academy from August 2004 until December2009. He is a visiting professor at the Institute of Education, University of London, andan adjunct professor at Macquarie University. He has a long record of research fundingand many publications in the field of higher education. Paul was formerly Pro Vice-Chancellor (Teaching and Learning) at the University of Sydney (1999-2004).Don Maconachie is Director of the Executive Projects Unit at the University of theSunshine Coast (USC), where he and his team manage major projects, advise oninstitutional positioning and provide high level support to the Vice-Chancellor andUniversity Executive. Don has extensive experience in institutional capacity andcapability building in universities, both in research and education. He has also ledand contributed to a range of leadership and management development programsin universities and other organisations. Don is Director of the Centre for Leadershipin Research Development at USC and initiated the development of this Handbookfollowing involvement with the same authors in the previous Handbook for executiveleadership of learning and teaching in higher education.
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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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Universities that make a significan
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REVITALISING PRODUCTIVITYDeakin Uni
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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 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: Kenna, R. & Berche, B. (2011). Crit
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