Improving Your Research Management ELS Johnson Book Interior Web

7/30/2019 Improving Your Research Management ELS Johnson Book Interior Web

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IMPROVING YOUR

RESEARCH

MANAGEMENT

A GUIDE FOR

SENIOR UNIVERSITY RESEARCH MANAGERS

PROFESSOR ALAN M JOHNSON AM

MA(HONS), MEDMGMT, BAPPSC, PHD, DSC


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IMPROVING YOUR

RESEARCH MANAGEMENT


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IMPROVING YOUR

RESEARCHMANAGEMENT

A GUIDE FOR SENIOR UNIVERSITY RESEARCH MANAGERS

PROFESSOR ALAN M JOHNSON am

M.A. (Hons), M.Ed.Mgmt. , B .App.Sc. , Ph.D. , D.Sc.


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Copyght 2013 y Al M. Johso

2012 Elsv B.V. All ghts sv. No pt o ths oumt my pou,

y om o y y ms, thout pmsso om th pulsh. Equs og

pou- to shoul st to th pulsh t th ollog ss:

Rg 29, 1043 NX, Amstm, Th Nthls

Eml: [email protected]

Pulsh y Elsv B.V.

Fst pulsh Ju 2013

Pt Th Nthls.

ISBN 9789491598012


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CONTENTS

Acknowledgments

Foreword

Introduction

Chapter 1: Importance of Your Role as a Senior Research Manager

Chapter 2: Research Strategy and Planning

Chapter 3: Project Management

Chapter 4: Organisation, Structure and Governance

Chapter 5: Academic Leadership

Chapter 6: Proessional Activities or You and Your Staf

Chapter 7: Promoting Your Research

Chapter 8: Publish, Perish, or Patent

Chapter 9: Benchmarking

Chapter 10: Research Integrity and Ethics

Chapter 11: Risk Management

Conclusion

About the Author


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6

ACKNOWLEDGMENTS

I would like to thank Henry Mintzberg, Cleghorn Proessor o

Management Studies, McGill University, Montreal, and BeverleyPatwell, Patwell Consulting, [email protected],

Victoria, British Columbia, or allowing me to use and reproduce

their leadership guide here.


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7

FOREWORD

Mgg sh goup o ulty s sgly hllgg

ts. O th o h you to pp to ollot ompt t glol lvl, ut o th oth you ot olg to

p o lol sous o om. Futhmo, tg sttgy

tht ll l to th st outoms tms o sh mpt o

ovto qus hghly-sp sll st hh qutly ls

outs th xp o thos hos to l, glss o th

possol stto. Gv tht you g ths oo, you

poly o o ths popl.Ths s ot to sy tht th slls you hv qu s sh

ot lso vy vlul th sh mgmt ol. Th

s poly vy lttl you ot ly o out lytl go,

tog o v ht mght tm sholly plomy.

Th , hov, thqus mthoologs s ll s s-

oy tools l sot pouts hh hlp you to suss-

ully pply ths olg to th so-mg poss you

o lg, to thus optmz th outoms o thos sos.Elsv s pou to sv shs thoughout th s

hs og so o vy log tm. Rtly hv stt

to t mo holst v, omplmtg ou jouls, oos

sovy ogs th ss o pouts o sh mg-

mt s ll. Bs o th susss o SDt Sopus, th

SVl tools omphsv solutos tht hlp you l

pp you goup o suss hllgg utu.

Ths oo y Posso Johso s tol sou o ol-

g ptl gu o sh mgs. Posso Joh-

so hs, thoughout hs , sussully l sh ots t ll

lvls th Austl uvsty systm, o o th most ompt-


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tv v th ol. W pvlg tht h hs

sh y sttgs sghts gl om ths xtsv xp- ths oo.

Th mgmt o sh st th sm s sh tsl

lthough t somtms l l t ut s othlss vtl

ol hos gog totss psts us th hllgs

oppotuts o upt mgtu. Cosqutly,

pls to l to o you ths oo, hh I hop though

you, m smll ut sgt otuto to th v-

mt o s - o o th most mpott tvts mgl.

I sh you muh suss you ots hop you joy ths

oo.

brad enwick

Senior Vice President, Global Strategic Alliances, Elsevier. Former Vice

Chancellor o Research, University o Tennessee; Vice President or Research,Virginia Tech; and chair o the Research University Futures Consortium


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9

INTRODUCTION

Ths oo s ompo to my l -plg gu (Joh-

so, 2012) o Ely C Rshs (ECRs), lso pulsh y

Elsv ly vll 12 lgugs s sv o sh-

s (http://.ggs.om/-plg-gu).

ECRs gu o ho to pl y out th sh

to su optml outoms. Gv th tty tht glol

omptto o m sh gt ug ll oly ommo ts th xt ys, mtog ECRs ll om

v mo tl. You ol s so uvsty sh mg

mgg th vlopmt s mjo ous o ths oo.

You lso ply mjo ol mgg th so sh ls

t you uvsty o th you ulty ut.1 Muh o ths oo s

t to ssstg you mpovg you xpts slls

so tht you pom tht ol tvly. I hv pov om-

phsv m upg to th sujts ov thsoo, ut sstlly t s ptl gu to ht you t h

o y-to-y ss. I hv lso pov xtsv logphy

shoul you sh to xplo ths sujts mo tl.

Ths oo s sg to ov most o th s hh mg-

s l youho hv t sposlty ut poly ot sup-

vsoy uthoty o sh uvsts to omptt

you to mxms th sh poutvty o you uvsty

o ulty ut.

1 I ths oo I us th o ulty to s mjo Am Ogs-tol Ut (AOU) o uvsty, ot, s ommoly us Noth Am, s g tm o ll m st.


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10 IMPROVING YOUR RESEARCH MANAGEMENT

I lso omm ths oo to ms ho sh l-

s osg utu ol uvsty sh mgmt. Itll gv thm goo touto to th slls xpts thy

ll to su th utu suss s so sh mgs.

To mpott tos you oul t to m su tht th

ECRs you uvsty hv gv opy o my ECR oo,

to pss ths oo o to ms you mtog o os-

g o luso you susso plg.

As so uvsty sh mg, t s you sposlty to

su tht th sh outputs outoms2 o you uvsty oulty ut optml. You ut posto ts tht you, to

you gt t, hv mg ov th lst 5-15 ys to out

xllt sh, you poly possss omto o tul

lty th plty to mg you ll.

You may now hold the title o associate/assistant/deputy dean (re-

search) at the aculty level or perhaps deputy or pro vice-chancellor/

rector/president (research) at the central university level. As such, youare responsible or the research activities o a dozen to hundreds o sta

and students within your aculty unit, or perhaps your entire university.

I to, so sh ls you uvsty my -

tos o mjo tol sh goups. Ths goups go y my

ms ou th ol, suh s t, sttut, y stgth, -

t o xll o somthg mo sp to you tol ug

gy (o xmpl, Sooshugsh [Gm ollo-

tv sh ts], Austl Cooptv Rsh Cts, oSt osgsmlj [Ssh stog sh vomts]).

So you my ot oly sposl o you o uvsty sh

output, ut lso o th outputs o ll th st stuts ts

tth to you uvsty.

I hop tht you ll v vlu om th v ot

ths oo. Fo th s o lty, I ll to th posto you o-

upy usg th Noth Am tmology o v-pst (-

sh) o ssot (sh) us thy poly th

most ommo glolly. A I ll us th tm pst to lu

v-hllo, to sml ttls g to th h xu-

tv o o uvsty.


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11INTRODUCTION

It s lso ssy, o th s o susso, to spt th m-

jo ssus so uvsty mgmt to stos tht mup h hpt. Hov, t must mm tht th tops

h hpt tpt: ssus suh s gov, l-

shp, sttg plg, ths, s mgmt ll to-

t to pt togth holstlly to su tht

you poutvty s s goo s t .


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13

CHAPTER 1

IMPORTANCE OF YOURROLE AS A SENIOR RESEARCH

MANAGER

It s glly pt tht th out 10,000 uvsts glo-

lly, th Universities Worldwide (Uvsts Wol 2011) po-vg ls to 8,814 uvsts 203 outs. Th 21st to

o thInternational Handbook o Universities(2009) povs tlt o ov 14,000 hgh uto sttutos 183 outs.

Many o these institutions are modeled on the western style o theUniversity o Bologna ounded in 1088, although the University o

Al-Karaouine in Fes is a madrassa, ounded many years earlier, in 859.

Growing out o what were essentially religious institutions, universi-

ties or hundreds o years pursued teaching and research or the ben-

et o society, with academic reedom as their core activity. Lohmann

(2004) describes a short history beginning with the Reormation and

leading to the establishment o a university model that remained rela-

tively constant or hundreds o years in Europe. It then spread globally,especially to North America, then Asia, and the Middle East.

Ot, mjo tol sh ts splly th uv-

sts tht hous thm s y tol govmts s glol

tos o th pstg o th outys sh, gut u-

to ovto (Expt Goup o Assssmt o Uvsty-

Bs Rsh, 2010; Wl t. l., 2010). Rsh pom

s ly os to mjo to outys oom

output tol ovto systm, th so-ll push to

st-styl olg oomy (R Kovul, 2005; Hol-

ly, 2012). Ths ssumpto s just s vt ly vlopg

sh vomts, suh s thos th Ml Est (Coy,


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2010; Alth, 2011,), s t s mo mtu tol sh

ultus. A th push to suppot usss usty y s-g uvsty/usty lgs s oug s muh ml-

lo-ml-om outs s t hs mo vlop outs

(Bl, 2006; Hshg t l., 2007).

You uvsty s mjo lmt th so-ll tpl hlx o

ltoshps mog uvsty, govmt, usty (Etzo-

tz Lyso, 2000). So ot oly s th lol ous o you2

sh outoms, ut you sh mgmt s lso o tol

possly ttol tst mpot. Th oom sol vlty o som tos ts pt o th

pom o th uvsts lot th (Bl, 2012).

Hov, lshp mgmt uvsts, hh ll

suss tl Chpt 5, hs ot llust t st.

Collgl mot sl-gov hs th hllm o

uvsts glolly ov th tus. Mtzg (1979; 1983) ls-

s uvsts s possol uus, ot tht thyt to sul v lttl xtl ssssmt o su-

ty. H ou tht so uvsty ls ot ppot

om th us o th thg o sh xpts, ot

ssly us o th outstg vso, lshp, o m-

gmt lts. My ho hv ppot to lshp pos-

tos uvsts hv su y g utous vog

otovsy, hopg to m ms (South, 2012). Som

vuls my v hv ppot lgly us o ht susully tm ol-oy to oysm o potsm, pts

hh hv ot ssly s (Qu, 2009; Dholm, 2010; N-

ghv Wlsh, 2011).

Exllt so mgmt uoutly ou u-

vsts, suh s oumt t th Uvsty o Ls (Dooghu

Kly, 2008) th Uvsty o Azo (Ml, 2007),

ut ths sts too qutly t s

th pulsh lttu.

2 I Chpt 6, I ll suss you psol sh, ut o th mjoty o thsoo, th tm you sh ll to th sh out y ll thst stuts o you uvsty o ulty ut.


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15IMPORTANCE OF YOUR ROLE AS A SENIOR RESEARCH MANAGER

I t ys, mgmt o uvsts hs om u -

sg suty, splly y y o xtl ssssmt -tqu. Mo th 40 ys go, Jms Su o Vlt Uv-

sty ot shot pp ttl Uvsts t opotos:

Why opot mgmt ot o. Su (1971) os

v spts o uvsts:

ownership,

thechiefexecutive,

thegoverningboard,

timeframecommitment,and measurementofresults.

Hs vs my ll hv psusv 40 ys go. Ev o,

som ompot o th uvsty s tl o slo o om

opt o m sl-gov s vt most sttutos,

som ts thvg.

Th thg sh tht uvsts out my tth mol, sol, oom spts o soty, uvsts

pully u y govmts o ths puposs, ut thy ot

ssly sposl to soty (Boulto Lus, 2008; Shll,

2010; Rso, 2011; Shh, 2011). Ctly, om th uv-

stys psptv, ths stuto, hh hs xst o tus, oul

s s l. But toy, tly v mo so th utu,

uvsts ll s s opotos th usss o uto.

So-ll opot mgmt, mglsm, o pul mgmt s omg muh mo mpott uvs-

ts, lthough t ll poly lys hllg y ms ho

lv tht thy sposl to thmslvs, ot to soty (Dm,

2001; Dysh, 2010).

I t, th l vlu o qut uvsts o th ol-

lst o 10,000 oul put thm o th Fotu 500 lst o top

glol omps, most uvsts stll lgly govmt

u. Th vg uvsty Euop stll vs out 80% o

ts ug om th pul pus. Ev th Ut Stts, h

th popoto s los to 45% (Wolsy, 2009; F, 2010), pu-

l suppot s stll xtmly lg mout o moy. Govmt-


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u sh pom th hgh-uto sto s sh

o goss omst pout Austl, C, F, Gmy, thUt Kgom, th Ut Stts, Jp 2008 s 0.48%,

0.39%, 0.37%, 0.36%, 0.32%, 0.24%, 0.21%, sptvly. A

2012, th t gy Mooys gv th Uvsty o Cmg

AAA t tg, muh hgh th th tgs o my outs

(Mtths, 2012). So you uvsty s o o ths mjo og-

stos, you pst s tvly mm o slt goup o

glol h xutv os. A you sposlty o th

sh outoms o ths sttuto o o o ts ulty uts, hhs omplx ult ts to o ll. As Tylo (2006) s:Re-

search is an intensely personal activity, strongly dependent on the ideas and

imagination o individuals or groups o individuals. . . . Research, thereore,does not lend itsel to control and management. Yet, in the ast-changing

competitive world o todays higher education, there are constraints thatrequire the application o some sort o management ramework.

You ll to vlop us th mgmt tools, slls, xpts suss ths oo you uvsty o ulty ut

s to hv mt xll. A lthough som gu tht

thg uguts outg sh spt tv-

ts, thy ttly l tpt. Th s v

tht postgut stuts sh st ho th om t-

t shs (Flo t l., 2011). Yt ths pv sh-

s s joyg hgh sttus, tt otos o mploymt,

mpov pomoto pospts (Bll, 2007).My so uvsty mgs, splly v psts -

sposl o thg lg, ot tht sh ug

uvsts s ot supplmt o v ully suppot y om

ought though ugut thg. Usg th Austl

hgh uto sto s xmpl, 2008, sh xptu

pst 36% o ll uvsty outlys, th 40% o ths sh

spg ($2.7 llo) omg om govmt o-sh u-

g stut s (Ls, 2011).

The problem is that the costs o specic initiatives within a university

are dicult to quantiy accurately, i at all (Kocjancic, 2009). The many

nancial analyses conducted to show how much specic universities add


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to society economically are open to reasonable criticism (Siegried et

al., 2008). The accuracy o the cross-subsidisation argument probablyvaries rom university to university, but it is likely true to some extent

because o the interdependence o teaching and research.

Uvsts ot sp mllos ully o mtg

ommuto, pomtly to hghlght th ugut

thg pol (Thompso Rots, 2008). Ev o th

2008 glol l ss, pul ug to uvsts h om

sgly t to outoms, osstt th th gt xtl

tqu ssssmt o uvsty pom.Th s o out tht th glol l ss hs h ll

otu to hv m ts o ll ts o soty, oth tly

(Eggs Wst, 2010; Lg Atl, 2010; Loptto Fl,

2011; Jh Smpl, 2011; Bl, 2012) tly (Lpstt

t l., 2008; Wolsy, 2009; Douglss, 2010; Lo, 2012; Ns

MWht, 2012; .shuvstsutus.og ss

F. 10, 2012). Ths ts lu mjo gtv fu ouvsty sh. I 2009, Am ollgs th omts

lg th $1 llo s vg 1-y losss sh ug

o 20.5%, v ollgs th omts lss th $25 mllo

lost o vg 16.8% (Stplg, 2010).

As stt pot y PA Cosultg goup (2009) Some commen-

tators have likened the current combination o global recession, public spend-ing constraints, and intensied competition to a perect storm o coinciding

shocks to the HE [higher education] system. We disagree. Lie ater a stormreturns to relative normality, as UK universities have experienced beore in

the early 1980s and 1990s. What we see happening today is long-term andirreversible climate change in the HE environment.

Ths hgs hvg splly sgt t Euo-

p uvsts my op up ottl v sh

thg (Aott, 2011; Gy, 2012). Ctly, sgt -

utos govmt ug o uvsts, splly th -

sh tvts, oug glolly. Th xptos, suh s

S, lthough v th to-ths o ug o uvsty

sh ll om om th pvt sto (Mylust, 2012). I

th Ut Kgom, u govmt ug hs om-


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p y s ous o tg us to t sh

spls, suh s m (Rmsh, 2011). Ths t my osom l o shs ho o slt hghly ompttv

s o ml sh th UK, ut t s o lttl omot to th

ts o thouss o Btsh uvsty shs ho o u-

mous oth sh spls t y lg ug. Ths

t to sgly ousg sh us to hv sp

ojtvs, usully l th sttg tol pots, s lso

hppg um o Euop outs (Euop Uvsty

Assoto, 2011).It tos ltg to ugut thg qulty

ovll qulty s pv gs my hv s gt t

s t tos o you otu sh ug. As mto

ov, ugut thg s ot oss-suss you -

sh tvts, th sg govmt ug to uv-

sts, th omptto o ths s hs s glolly. A t

stuy o th Austl hgh uto systm (Bto-Wlls Thompso, 2011)mog th st tol uvsty systms th

ol, g st o 17 OECD outs (E t l., 2008) th

los to hl (19 o 38) o th outys uvsts th top

500 (Roothm, 2011) th Shgh Jo Tog 2011 g

ou tht a direct correlation could be drawn between research quality

and quantity, and higher than average international student ees that endedup subsidizing base research, especially in elite universities (H, 2011).

Gm uvsts hv tou o up to 500 ($640US) o h smst. Although t my jug qutl

ovtu y som L (Gm stts), th Gm s lo

ltv to thos hg my outs, ts touto s

sgt ttv (Zo, 2007), hh shos ho som tol

govmts qug uvsts to su mo o th o

ug. The University o Melbourne depends on the $200 million ayear it earns rom oreign students, who make up 27% o the student body,to pay or new acilities and research scholarships and proessional appoint-

ments (Sltty, 2009), my Btsh uvsts plg to

s th og stut ums to oost th oms ol-

log govmt uts (Pto, 2011).


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Although s o lol stuts hv s glolly, th just-

to o ss s ot lys l, som omst stuts Euop hllgg thm (Mylust, 2012). Ths t my

xt s v ol-o stut-xhg pogms

u to mjo ugt shotlls (Oso, 2012).

F ss lg to gt stut t o oth ss

o th Atlt (Shph, 2011), stuto tht hs omp

th th Am housg motgg ss (Coh, 2010). Its v

suggst tht Am stut t s tully oug

y som ollgs (H Dus, 2011), lthough phps otsupsgly, som so uvsty msttos my ot sh ths

v. At t ul poly o, Illos stt hgh u-

to xutv os olu thtthe typical student borrower isnot in crisis.But pot o th outom o th o (Kl-

m, 2012) stt tht: while the level o student borrowing is not yet atcrisis level, speakers said, there are problems with the number and amount

o college loans, and serious policy considerations that need to be made, suchas how to better inorm students about the amount o money that they really

need to borrow and what kind o loan they are receiving.Is t lly oly th stuts polm? Th US Cosum F-

l Potto Buu out mjo stuy (http://ls.osum-

.gov//201207_p_Rpots_Pvt-Stut-Los.p )

o th pvt stut-lg mt omp pvt stut

los to th supm motggs tht pptt th 2008 glol

l ss. As sult, th Buu ug Cogss to oslttg oos shg suh los upty (Nlso, 2012).

Qustos lso g s o oth ss o th Atlt s to

hth uvsty uto s oth th susttl psol ost

volv (Fguso, 2011; Pto, 2011; Wllms, 2011). Mgt

Spllgs, sty o uto ug th Gog W. Bush m-

stto, hs sPeople are up in arms. Tuition is going up, but an inter-est in reorm is going up or the rst time ever. . . . People are starting to askthe right questions that would have been heretical 5 years ago. Universities

have enjoyed their ivory tower status o being above it all, but theyre begin-ning to change, and its happening worldwide(D All, 2010).

Dspt ths, hov, t suvy (Kly, 2012) ou tht


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70% o Am ollgs uvsts stll ous o -

sg t tuto s y to s vus, mo th yoth sttgy. A Gt Bt, som hv v suggst tht

uvsts sg th hghst possl s llol u

govmt gultos, just so thy ot loo so t (Pto,

2011).

W o tht h ug, splly sh ug, s t-

ly t st, uvsts spo sously, th th Btsh Rsh

Assssmt Exs (RAE) o ts susso, th Rsh Ex-

ll Fmo (REF), lg to my mssv hgs ovth ys thy hv opto (Pg, 1995; Kush, 1996;

Rogs, 2000; Thoms, 2001; Ashly Rosst, 2009; Sl, 2011).

Th m pot o ths hpt s to pov v tht th

sh outoms o you uvsty o ulty ut hv sgt

mpt oth tly tly o you outys ttol

pstg, hh tu ttts ugut stuts ls to

th llhoo o mo ug o sh om oth tl xtl sous.

Ths oo ll gv you v o th slls thqus you

ll to vlop pt to hlp you mt th ttol

st qu y th uvsty sh tvts you mg.

But st you pl.


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21

CHAPTER 2

RESEARCH STRATEGYAND PLANNING

I t, you to pls.

Th st pl you must o o s o you o m -

. You utly v-pst (sh) o ssot

(sh), ths postos usully tl otts o

pos o 3-5 ys. So you must st h you t to

3-5 ys. A you gog to pply o you ut posto, pply

o posto s pst o v-pst (sh), mov to sml posto mo pstgous uvsty, sum ull-tm

sh posto, t, o phps mov to osultg o

som oth posto outs th m vomt?

My optos op to you, ut th m vomt s

xtmly ompttv. Ths lot o oppotuty, ut ts up to you

to ho you sh to pogss you , th pl ho

to gt th. Uvsts th sttg ugt l poss

o vsg sttgy mo ot tht th sttg ms hv hv (Lgly G, 2009). A mjo to o

hh you utu ll jug s ho sussul youv

th so mjo you must pl, th sh poutvty o

you uvsty o ulty ut.

Plg o you psol s ltvly stghto,

us t volvs oly you phps you mly, ut th -

sh poutvty o you uvsty o ulty ut volvs put

om th my st stuts ho log to t, s ll s xtl

sthols.

As pvously s, uvsts hv log hstos o -

p, ot s ou th opt o m om.


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Am shs usully os thmslvs , th th

lmts o lglty ths, to sh htv top thy hoos.Bs o ths log hstoy, my ms, splly pomt

hgh fys, lv thy shoul ot sujt to tl mgl

posss thy s s lmtg th om pottlly ost-

g th poutvty. Suh ms my vo o xpttos

suh s thg, sumttg out qusts o omto, p-

psls, ommtt o, ut thy xtmly sussul

th sh (K, 2009). My ms ot os pls

o sh poutvty mpos o thm s othhl, lthoughths tttu s ot uom s poly mo pvlt som

sh spls th oths (MIs, 1998; Kols, 2008).

A t stuy (S Tmt, 2012) o 27 ults 10 C

uvsts ou tht ou v lm sh os ot l tsl

to plg; thy s pssug ulty s sous gmt o

m om.

A tttu tht oul xpss s: My sh s gt, soyou to gv m lots o pul moy to sp o t thout

ostts o thout my hvg to ompt o t, so tht I o

ht I l s ot uommo m. Although I hv o out

tht suh ug pov, som goo sh poutvty

oul hv, uotutly suh moy s ly vl-

l. Wh t s, us t s ot s o omptto, th pojts t

us ot ssss o tol o ttol qulty, poss-

ly ot th st tsts o th uvsty o ulty s hol.I t, th y uvsts th ults hv stu-

tu ov th tus, th ollgl ous o sos hvg to

os t y ommtt o o t ommtt

o o, oul s s mtgtg gst y sttg plg,

ous o s poutvty.

Th Lmt (2003) v o Btsh uvsty/usss l-

toshps ou tht uvsts slo-movg, uut

s vs. Ths m uuy os hlp su tht

th gtst um o ms hv put ll sos m

tht tho th so-mg pogss s mo glt

opots g o psptvs. Fous, mo mgl


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23RESEARCH STRATEGY AND PLANNING

sttg plg uvsts my s y som ms

s gtv y o, us, just s omps, th vsg ug, som ms ll oths ll los

(Rumlt, 2000).

A l xmpl o ths typ o sttg plg sultg los-

s lg to gt gst t th tol sply lvl

s th spos y mo th 100 hmsts to th sttg ppoh

t y th UK Egg Physl Ss Rsh Cou-

l. I pl spos to xpt ugt uts gg up to 15%

ov th xt ys, th Coul ou m u-tos o ug sytht og hmsty. Ths to sult

pul ltt st y so hmsts, lug sx Nol Lu-

ts, to th Btsh pm mst (Jh Smpl, 2011).

I hv o out tht uotutly ov th xt ys most

sh spls uvsts ll sml stutos. You

my th o to hom th gst s t, th ommts

og you mgmt lty, o l o t, st to you ps-t o . It s tho sstl tht you t vy oppotuty

to xs th sh mgmt sttgs s ths oo

o to u lly lmt ths posslty.

I to, s Zgott Roso (2002) stt: Many execu-tives shy away rom circulating their strategies because its time-consuming

and dicult. The ailure to communicate strategy widely and eectivelycan create the kind o suspicion that undermines team eort and guarantees

the ailure o the strategy itsel.So hy s t sstl tht uvsts th ults hv

ll-omult ll-ssmt sttg pls? Bus thy

pov ss o to pupos, pomot sh-ot

sholshp, gv sust to you uvstys msso. Pul

ssmto o you sttg pl lso oms th pul, ho

ultmtly u you, oth y sthols, suh s th sh

ug gs you sh to mpss. A goo xmpl h s th

opot sttg pl o W Uvsty th UK. (S

http://2...u/svs/gov/opotpl/ps_2010.

p ss 28/12/2011.) Som so mgs vlopg

uvsts lso hv olg th vlu o plg. Chs


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Nhlpo, puty v-hllo o sh, thology ovto

ptshps t th Cp Psul Uvsty o Thology South A, s: universities should develop research strategies to

sustain academic and proessional reputation in a knowledge-based economy

and to attract and retain high-quality sta and students. The strategiesmust make optimal use o the available resources . . . The law o physics says

i you position everywhere, your momentum is zero. Universities must alsoalign constitutional competences to national strategies (RshA

Tm, 2010).

Flu to pl s plg to l.But goo sttg plg s ot sy. A ov plg

hllg. Vous oth oms o plg, suh s sttg

ymsm so plg, hv lso vot o -

m pusuts (Aso, 2012), ut th ovll ojtv s to th

mg sttglly, ot to lly gg sttg plg

o th s o sttg plg (Nols, 2011). Most executives

do not know what all the elements o a strategy statement are, but with aclear denition . . . ormulation becomes innitely easier because executives

know what they are trying to create . . . and implementation becomes muchsimpler because the strategys essence can be readily communicated and easily

internalised by everyone in the organisation (Colls Rust, 2008).Nto (1992) lss th uvsty to to stt ultus,

th opot ommuty th ommuty o shols,

t plg sttgs to ompss th tu o oth. Al-

though th ultu o uvsty s muh mo omplx th tht, ts mpott to m tht you plg shoul lly ov

oth s o ths sptum. It s most lly tht you o hv xp-

psol vll to ssst you. You uvsty poly hs

sto o ut o poly plg, o lg uvsts you

my v hv suh psol tth to you o. A v you

ot, my omps suh s m (Rsh Mgmt Svs

Ittol) vll s osultts to ssst you you st-

tg plg. I you ot uy om th my uvsty

os ommtts tht pov put to ts omto, you

pl s muh mo lly to o y th shs you

uvsty o ulty ut, tho muh mo lly to su.


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But you uvsty hs ly l gl gou uls o you

plg. Evy uvsty hs msso sttmt, hh my lsohv o vlus tth to t. Ths sttmts usully

y th so o, oul, tusts o st o you uvsty

(ht to olltvly s you oul) ly

pully vll. Th hllg v mo glol m

vomt s tht most msso sttmts o vlus vy

sml tho ltvly o-omtv s y o -

g you sttg to. Thy ll mto, og tht gs

om ls to pgph, outstg thg lg,th ostuto ssmto o sh sholshp,

olloto ovto th usty soty, to th hghst

ttol sts. I t, msso sttmts ot so g-

l wishy-washy(Bo, 2009) tht thy o ot m ythg.

Lom (2012) s th slogs tht s usss shools

s grandiosity run amok.Bs o th xp oss g o

ompy typs, Colls Rust (2008) lv tht xutvsoul summs th ompys sttgy 35 os o lss, o v

sml y to th ollgus.

So you poly hv soly o hh to o.

Sttgy hs my t ys (Nols, 2010).

Fo th puposs o ths oo, I ll us Nols to: Strategy

is a term that reers to a complex web o thoughts, ideas, insights, experi-ences, goals, expertise, memories, perceptions, and expectations that provides

general guidance or specic actions in pursuit o particular ends.Th sttgy you vlop s v-pst (sh) t th -

tl uvsty lvl ll ot oly h hgh poly lvl th th

o you vlop s ssot (sh) t th ulty lvl, ut

lso, uvsty sttgs usully sg to ov th log

3- to 5-y tm, hl 1- to 3-y pls mo ppopt t

ulty lvl.

So hy s t sstl tht you o sttg plg tht you

o t ll? Th s s tht o t os t ll lvls, om

smll sh goups (V Wj t l., 2008) to lg pt-

mtl goups (Shutzmst, 2010) to uvsts (o xmpl,

ETH th Sss Fl Isttut o Thology, Ltt, 2011) to ou-


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ts suh s th UK (th RAE hs ssot th s

UK sh pom, Ams, 2002) poly C lso(S Tmt, 2012).

The next critical questions are: What is strategic planning and,

more importantly, how do you do it well? Perhaps we should start

with what strategic planning is not. Porter (1996) believes: The root o

the problem is the ailure to distinguish between operational eectiveness and

strategy. The quest or productivity, quality, and speed has spawned a remark-

able number o management tools and techniques: total quality management,

benchmarking, time-based competition, outsourcing, partnering, reengineer-ing, change management. For background on these, see Webster et al.,

(1989). Commonly, strategic planning, strategic thinking, and strat-

egy making are all thought to be similar, but they are not. Strategic

planning is not strategic thinking, and in act strategic planning oten

spoils the ability to think strategically, leading managers to conuse the

ormation o a real vision with the analysis o numbers only (Mintz-

berg, 1994). However, strategy ormulation and implementation are amajor part o ormulating a vision, and necessitate your gathering and

monitoring inormation rom multiple internal and external sources.

The analysis o numerical data is an extremely important part o your

strategic thinking, and many tools exist to assist you.

Ul uvsts, ussss t to hv goo qutttv -

tos o poutvty, ut ot goo qulttv tos. I t,

I th th vs s poly th s o uvsts. To ovom

th polm usss, Kpl Noto (1992) vlop thl so o us s sttg mgmt systm (Kpl

Noto, 2007). Ths so puts sttgy vso, ot o-

tol, t th t, hh stlshs gols ssums tht popl

ll t to hv ths gols. Th so lus ou psp-

tvsl pom, ustom olg, tl usss

posss, lg goth s stog smlts to

hoshin kanri, th ogsto- sttg plg systm ly

us Jps omps (Wth Chu, 2007; SyM

Copoto, 2011). Pmt (2010) lvs to mo psp-

tvsmploy ststo vomt/ommutyshoul

lso .


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Whl th so ppoh s lly sg o om-

ps, us you sposl o sh poutvty olg-gto ompy, I lv uvsts t

om my vtgs thy t lst os ths mgmt

sttgs thqus. Fo Bou (2003) v pu-

lsh stus, lthough s g o usty pom,

lso out th o suvy to ty th tl tos tht

l ogstos to mg though msumt. I lv

tht ths tos pov goo gou o osto o

pom msumt ts us uvsts. I, thUvsty o Ls hs oumt ts us o th l so

to ssst ts tsomto to ol-lss sttuto (Dooghu

Kly, 2008).

But must otully m tht sttg thg s

ttv poss, plg must otuous ot stt

poss. Although ot vy uvsty hs l, ous -

pt sh sttgy, most ogstos, th s too muhsttg plg ot ough sttg thg (Nl, 1994).

A t suvy o psttv goup o 20 Eglsh uvs-

ts ou tht o th tvss o hvg sh

sttgy s t st olusv t ost vy lo mog th 19

sttutos tht hv sh sttgy. Oly ou lt thy h

hv th sttg sh ojtvs, th sh stt-

gs o most o th oth uvsts u v o lly to

v th utu (Lgly G, 2009).But as I have discussed, the strategic plan you develop as vice-pres-

ident (research) to cover the next 3-5 years o university productivity

will be a higher-level plan than the one developed by the associate

deans (research) who will cover the next 1-3 years o aculty research

productivity. Ideally, while both plans are detailed and clear, there

should be enough fexibility to enable updates or minor changes in di-

rection should urgent attention be required. The challenge is that the

academic world does not stand still, and although your strategic plan

may be appropriate today, your competitor universities may be moving

at an even aster pace than your university, resulting in greater research

productivity. And as described in the introduction to this book, this


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situation may lead not only to a reduction in your research activities,

but also to changes in the number and quality o undergraduate stu-dents attracted to your university. Your national and global rankings

and thereore your worth in terms o your governments assessment

and recognition, may also suer. Your strategies should be crated,

thereore, to ensure that you maintain a competitive advantage over

your peer universities (Pilbeam and Jamieson, 2010).

Th ull tls mout o omto to t -

tv sh sttg pls too volumous to lu h, so

lt m just tt th sstl o suh pls. Kp mtht thy pt o th ut sh ultu o you o-

gsto (uvsty o ulty ut), th mout o tl thy

qu hg ov tm s th sophstto o th uvstys

sh ultu hgs. Also, th lvl o tl ll s th

uth o th uvsty stutul hhy you go.

Sttg plg s usully top o, ut lso ottom

up o tgt mx o oth. I l top-o stuto,th uvsty oul ll ps gl outoms o th xt

plg po, you ll hv th sposlty s v-ps-

t (sh) to pp tl uvsty- pl to hv

th sh outoms s. Ths ts s usully omplsh

osultto th so st th ults my volv my

mtgs, um o tt vsos, muh ompoms

o to vlop pl you uvsty sh ommtt th

m o/st llg to sg o o.O ous, som uvsts ollo ottom-up ppoh, gth-

g t o ht th ptmts hv o plg ov

th xt 3-5 ys. Ot th st sh polspols tht

mo ly o, pt, g toom om mxtu

o top-o ottom-up ppohs. Wht you o ll p

o th sh ultu o you ulty uvsty, ut you must

o ht you to o ho to pojt mg hv

ppopt sh sttg pl. (S Chpt 3.)

Ths pl ll th ssss y th ults, hh ll pp

th pls s o ht thy o shoul l to hv u-

g th plg po s th pt o th ovll uvsty pl. As


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ssot (sh), you ll hv sposlty o ths out-

oms you ulty ut; you ll lso sposl o sugtht shools/ollgs ptmts pl th gols s

outoms suh tht th totl sum o ll ths lo-lvl pls ll

llo th uvsty to hv ts ovll gols. Uotutly, I -

lv tht Hml (2006) s ot h h stt tht a typical

attitude in academia is . . . that management is not needed in research, be-cause researchers must ollow their own minds and organise activities reely

by themselves without considering managemt, you must hv

ths vomt.As mto ov, hvg ly ustoo pt

sh sttg pl s ot tvl xs. Sttg plg

shoul ttv otuous poss; stll, pl s

usully pou vy 3-5 ys. Th m so o og ths s

to ltt th otul ssssmt o h ogstol lmts

sh pom omp th ts pl. A you holly

sposl o ths t th uvsty o ulty lvl. Thts hy tssstl tht you stgush t sttg plg stt-

g mgmt, hh shoul ogog poss o vg

mtg sttg momtum t ll lvls th uvsty.

For example, are your high-quality publications, PhD student

completions, and research grant-unding successes per department

and aculty unit on target? I not, why not? What actors were detailed

in the plan to ensure that these targets were achieved? Do you ocus

on increasing productivity o only selected sta who already possessa high level o expertise, or do you ocus on improving the expertise

o less experienced sta? Or do you have the resources to pursue

both strategies, or only a selected mixture o both? Do you increase

high-quality publications and grant success by internal review o all

submissions, and cull those not thought to be o sucient excellence?

Who decides? On what basis do you cull? Do you assign outstanding

internal sta to run training courses, employ consultants, or invite

external journal editors and sta o government unding agencies to

assist? These are all real and possible strategies, and their appropriate-

ness or your university will depend on a range o actors, including

organisational culture and agreed perormance indicators.


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Whtv pl you hoos, you must tst t o tl fs. Al-

though th s o gut tht flss pl ll vtully lto s outoms, ts l tht pl thts f, th spt to

ossty, oso, vtg, slty, s hghly ully

to hv ts ojtvs (Rumlt, 2000).

But having a well-developed, inormative and detailed strategic

plan, which has resulted rom your strategic thinking and strategy-

making, is just the start o the process.Your plan must be commu-

nicated widely and transparently throughout your university, and

ideally then accepted and acted upon by all sta and ideally students.Appropriate communication is essential in every university. (Devel-

opment o a communication plan will be discussed in Chapter 7.)

A recent survey o 1,075 business leaders ound that 72% thought

communicating strategy in clear terms is a top priority in execution,

because ailure to communicate strategy causes rontline workers

to invent their own strategies (Martin, 2010a). Compounding this

issue, very senior researchers may not wish to be involved in stra-tegic management, as they could see it as restricting their academic

reedom.

Hvg vlop pl, tst t o fs, th ommu-

t t ppoptly, you must xut you pl. Fo th s

o susso, I m osg sttg plg s spt om

xuto, , lthough ths stto hs om mly

stlsh mgmt thg ov th lst 10 ys, -

g l t sttgy xuto lmost guts lu(Mt, 2010). I t, Ch Colv (1999) ou tht

stmt 70% o CEOs l us o th lty to xut

ot gttg thgs o, g sv, ot lvg o ommt-

mts. Implmtto o ogstol hg s o o th mo

mpott yt lst ustoo slls qu o sussul ls,

suss ps o th xpts, tustothss, lty

o th pso tyg to mplmt th hg (Ams H-

s, 2002; By, 2007). Ths qumt s ot stt to th pvt

sto; t s v mo mpott hgh uto.

There are high risks associated with the execution (rather than develop-

ment) o strategy. These risks are amplied when dealing with the execution


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o strategy in the university sector, where strategies and change are notori-

ously dicult to implement due to cultural, leadership, diversity, scale, andgovernance actors (Dooghu Kly, 2008).

Turnball and Edwards (2005) ocused on how a multi-college

higher education institution ailed in its transormation eorts and

ound that organisational trust, empowerment, and identity were key

inhibitors o change. Consultants were hired to make appropriate rec-

ommendations or change, but even with this input, neither the coun-

cil nor chancellor ever ollowed up. O course, over-reliance leading

to a dependence on consultants, leaders not displaying the desirednew behaviors, and leaders being unclear themselves about the objec-

tives can be just as problematic (Greaves and Sorrenson, 1999).

Dt typs o sttutos qu t sttgs o l-

lotg sous. It s o thg o tl mstto to

o th ppl o sltv uts o lloto o sous,

ut pls to phs out ults pogms ult to mpos

o omplx tls uvsts. You sos ll ot m vuum, ut vy poltl otxt (Hy, 1990).

A mjo polm s tht ths usully too muh ous uvs-

ts o tg sussg ht shoul hg, too lttl

ous o mg t hpp (Sott t l., 2010). Ths ous spt th

t tht th posss ssy o sussul sttg plg

hg mgmt xtmly ll oumt. I hv lst

xmpls o th gs o sv mjo stus ths Tl 1.

O o th mo mpott tos tht sus th suss oogstol hg s ogstol ommtmt. Th mo st

ty th th ogsto, th hgh th ommtmt to th

ogsto, th gt th llgss to pt ogs-

tol hg (Vol Nolou, 2005). You mjo hllg

ths spt, hh ll uth suss Chpt 5, s tht

uvsty st ty mo stogly th th sh goup o

ptmt th th ulty o uvsty. Wht ll hlp th you

ots to mg hg ov st to pt you sttg

pl s ptg postv ptu: Here is why change will be good

th th This is why we need to change (Ams Hs,2002).


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Table 1. Mjo t plg hg mgmt

Table 1.Mjo t sttg plg hg mgmt

Kt t l.,1992 Kott, 1996 Ams Hs 2002

Lu, 2003 Vol Nolou 2005

Kpl Noto, 2008

Alys th o-gsto ts o hg

Fst phsRss stpp ohg -lly suppot t

Mols gy ommt-mt thoughjot t-to o polms th solu-tos

Ptpt plg

Ct shvso om-mo to

Dvlop sh vso oho to ogs mg oompttvss

Goo tv oltoshps

Dvlop thsttgy

Spt ompst stutus outs

Ct ss ougy

Estlsh sso ugy

Suppot stogl Ct gugtm Ity thlshp

L up poltlspososhp

Top mg-mt ommt-mt

Ct mpl-mtto pl

Dvlop vso sttgy

By (2007) adds animplicit strategyconveying theimportanceo continuouschange manage-

ment

Fous o sults,ot tvts

Pl thsttgy

Dvlop lgstutus

So phsAopto hg s mpl-mt stopt yso optg

Stt hg tth pphyth lt t spto oth sthout pushgt om th top

Alloto osous

Algmt- Ogs-

to- Fl

sous- Hum

ptl- IT- Poss

Commut,

volv popl host

Commut

th hgvso

Isttutols

suss thoughoml pols,systms, stutus

Etv om-

mutos


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Etv omplto o sttg pl tht hs ll ommu-

t, ly pt g upo qus stog slls

pojt mgmt.

Empo st

o o sto

Th Phs

Isttutols-to mtsth optopo oshgs utlthy omtls th om

Gt shottm s

Ptpt mplmtto

Ro sttutols thhg

Cosoltgs pou mohg

Moto just sttgs spos topolms thhg poss

RsTg

Execute thestrategy- Communi-

cation- Quality

managementprograms

- Initiativemanagement

- Best practicesharing

Aho p-pohs thultu

F lg


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34

CHAPTER 3

PROJECTMANAGEMENT

Pojt mgmt volvs my spts o mgmt tht

suss gt tl th o hpt ths oo. Thy

tlt, to tv pojt mg, you must

pt ll o thm.

Although strategic planning and organisational change are ongoing

processes, each major individual project should be seen as worthwhile,

because sta commit themselves more to projects they consider justi-ed and possessing high perceived value o change (By et al., 2008).

Pojt mgmt s lly ogs sh spl

ts o ght, th tol possol os, suh s th US-s

Pojt Mgmt Isttut I. (PMI), Btsh-s Asso-

to o Pojt Mgs (APM), vot to t. Pojt mgmt

osttuts sgt mout o th s thoy tught p-

t thl gs suh s gg, optos sh,

optmsto. I ou smll glol suvy I out 2009tht mo th 95% o v-psts (sh) m om S,

Thology, Egg o Mthmts (STEM) o omto

thology gous. So my o you my hv ustom

to usg pojt mgmt thoy thqus you l

sh . It s lso sstl tht you pt thm o you

so mgmt ol.

Th ssot s (sh) g ths ll hv om om

o o vs g o sh gous osstt th th

pol o you ulty ut, so you my ot s ml th pojt

mgmt thqus. A o thos o you om humts, ts,

o sol s gous, thy my qut to you.


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35PROJECT MANAGEMENT

A great deal o literature covers all aspects o project management,

with some, as mentioned above, covered under topics such as lead-ership, risk management, and communication, but there is also

much documentation on project management as a subject in its own

right. Perhaps the best examples o these are publications by the two

proessional associations mentioned above. They are the 5th edition o

the APM Body o Knowledge (APM, 2006) and the 4th edition o the

Project Management Body o Knowledge (PMBOK Guide PMI,

2008). In act, the latter is an approved American National Standard

ANSI/PMI 99-001-2008 and a oundational reerence or PMI pro-essional development programs and certications. You may also hear

about PRINCE2 (PRojects IN Controlled Environments), a process-

based method or eective project management (www.prince2.com).

PRINCE2 is a business-ocused de acto standard used extensively by

the UK government. In addition, I personally have ound the project

management series o six books written by Rory Burke to be very in-

ormative. In his most recent book Burke, (2010) explains how to use thelatest project management planning and control tools and techniques used by

the planning sotware, the PMBOK 4ed and the APM BoK 5ed.

I ths oo, I ll ttmpt to qut you th th mjo spts

o pojt mgmt you must ust to mxms you -

sh mgmt uvsty vomt.

So ht s pojt mgmt?

Gv th vst lttu o pojt mgmt, t s phps ot

supsg tht th my tos o th tm, ut s th APMpst hs s, At its most undamental, project management is about

getting things done. Th PMI stts tht project management is the ap-plication o knowledge, skills, tools, and techniques to project activities to meet

the project requirements. Aov ll, pojt mgmt s ll outth poss o gttg pojt omplt o tm, th ugt, to

th s lvl o qulty, uvsty vomt h t

s lmost uh o to l to pls vyo, to th ststo

o s my sthols s soly possl.

A susso o pojt mgmt tully gs th qusto,

Wht s pojt? I uvsty sh vomt, ths s

xtmly mpott qusto, us muh o ht v-psts


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(sh) ssot s (sh) o s mo optol tv-

ty th pojt mgmt, pojt mgmt s to tt om mgmt o pogm.

A pogm s y o mgg hgt ss th tv-

ts tht mt sp ojtvs us to tou

o xstg pouts svs. It is a unique, transient endeavour

undertaken to achieve a desired outcome.So regular activities such as planning, preparation, chairing, and ol-

lowing up ater the monthly meeting o the university or aculty re-

search committee are operational activities. But the preparation o amajor strategic plan or the research activities o the university or the

next 5 years or the aculty or the next 3 years would be a signicant pro-

ject that could certainly benet rom a project management approach.

Oth pogms qug mgmt, hh oul xt ll

yo stghto pojts, mght lu you ol s l u-

tho, mog my om svl uvsts, o mjo lyss

pot o you tol govmt o th pul ug o u-vsty sh o th xt . Aoth xmpl mght you

ol s l utho o mjo sply pot to you tol

possol oy o ts s to ov you govmt to -

su th log-tm vlty o you spl. Mgg pojt

typlly lus: tyg qumts; ssg th vous

s, os, xpttos o th sthols s th pojt

s pl out; lg omptg pojt o-

stts, suh s sop, qulty, shul, ugt, sous, s.A um o tools thqus vll to ssst you

you pojt mgmt. Ths lu m mppg, o l

lyss, th Gtt ht, th RASCI ht mgmt y o-

jtvs. I hv lu xmpls o ths tools, ppl to th u-

vsty vomt, s Apps A-E. A popul ho mog th

my ommlly vll tools s Toms Pl (.tomspl-

.om), hh s vll ol s s s tuly sy to

us pojt plg sot.

Th PMI suggsts tht pojt mgmt s omplsh

though th ppopt pplto o loglly goup pojt-

mgmt posss ompsg v poss goups:


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Initiating,

Planning, Executing,

Monitoringandcontrolling,and

Closing.

A Appx F o th 5th to o th PMBOK Gu lsts 9

olg s mpott o pojt mgmt:

Integration

Scope Time

Cost

Quality

HumanResources

Communication

Risk

Procurement

Project management came out o engineering practice and has been

adapted to many felds since. However, even when university re-

search projects are well planned, they rarely comply with the specifc

guidelines and ormal requirements o traditional project manage-

ment.

I lv th ppoh omm y B ollgus

(2003), suggstg th 12 gol uls o mgmt suss lst- lo, s mo sly ppl to you sh mgmt tv-

ts llos you to pt y ppls o pojt mgmt

thout qug tl lvl o oumtto.

1. Gain consensus on project outcomes.You must ot uy

om homv you pot to th popl ho sposl

o th sh outoms you sposl o. Ths lu

you pst o , you m o ulty o, so

uvsty sh ls.

2. Build the best team you can.You lly ly hv st you

o o you sh o ho omplmt y

th tl uvsty poly plg o o th lgth o


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th pojt. Also, pg o ho muh hg you tyg

to v, you pojt tm supplmt y xtl po-jt mgmt osultts, ho shoul lly hv h pv-

ous xp og th o, v tt, uvsts.

3. Develop a viable comprehensive plan and keep it up to date.

Ev though you pl my ot qu th lvl o tl s-

sy to ul g o sysp, t must tl ough to

ovy you s sttgy to ll thos you to ov

o ts oth, , mo mpottly, to thos ho ll hv

ts sh outoms. A us th vomts hhuvsts opt hg quly, you must pt you pl s

p t ut. Rmm tht hgs my to

sg o y uvsty ommtt poly y ommt-

ts tht my oly mt qutly.

4. Determine the quantity of resources youll really need to get

things done. In the current and increasingly constrained econom-

ic climate, you may not have enough qualied people to assist youin your management o a specic project. Thereore, its essential

that a request or sta or the project be timely, justied, and linked

to a business case justiying the benets o the investment.

5. Have a realistic schedule. Although you my gv tght

l y hh to omplt you pojt, ts sstl tht you

stt you s o ht lstlly hv th gv

tmm, g mmg tht thgs t to t log

uvsts th oth vomts.6. Dont try to do more than can be done. Its essential to accu-

rately estimate the current quality and quantity o research outputs

and the ability to test your capacity to improve them, so that you

dont promise more than you can deliver. For example, you may

nd that its possible to increase the number o your high-quality

reereed publications by 1.4 but not by 2 in the next 3 years.

7. Remember that people count. Popl mo lly to po-

utv lso om o o mo ly h you otu-

lly mm tht thy tl to th suss o you pojt.

Ths lvl o popl o must s, s sh st

sly s though putoy mgmt ppoh


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lly to lt y t. You ggmt must pply qully

to st t ll lvls.8. Gain ormal and ongoing support o management and stake-

holders.As stt l, uvsts ot ogstos o-

uv to goous pojt mgmt. Tho, hl ts

sstl to ot mgmt gmt o th pojt out-

oms s s th st gol ul, ts lso mptv tht

sthols suppot g to you pojt. Ths s to-y

poss, you must pov gul pots o you pogss.

9. Be willing to change. While always keeping your original pro-ject goals in sight, unexpected events may occur that necessitate

changes to your plan. You must be prepared to communicate those

circumstances to sta and negotiate the proposed changes with

them. In a university environment, changes to a project can occur

or a number o reasons, such as departure o key sta, unsuccessul

unding applications, or changes in government unding policy.

10.Keep others inormed o what you are up to. You must o-sttly os tht st ho ll y out th pojt thos

ho sg o o t to o you pogss. Ths st-

hols ll lu th pst, oth so sh mg-

s, you , m/ulty o, so sh ls,

ll mms o you mplmtto tm.

11.Be willing to try new things. Pojts vy omplxty

ss, so you must l to pt you pojt mgmt tools

thqus to h stuto.12.Become a leader. Lshp th m sph s so mpo-

tt tht ts th sujt o spt hpt ths oo. Just s

goo lshp s sstl ll ts o uvsty l, t s v

mo tl th pojt mgmt o sh. Th oth 11

gol uls o pojt mgmt p o you lshp.

Although your project management skills and expertise are critical to

the success o your research outcomes, your task will be easier i you are

working in a university that is well organised, structured and governed.


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40

CHAPTER 4

ORGANISATION, STRUCTUREAND GOVERNANCE

I ot mm ho ot ug my , sussos th

so ms st o llo tol gt-ug gs,

I hv h sttmts suh s: I oly h l sht o p-

p to stt sh o ths hllg om ulutt stutul

psptv.

Uvsts ou o log hstos o ll-stlsh

stutus. I suss th hstoy o th ttol uvstystutu th touto to ths oo. Th pot h s tht s

so sh mg uvsty, spt ht you oul l

to o, you pt o hghly stutu ogsto, you hv

to o th tht stutu. All too ot, popl ssum tht th

y to solv polms us y poo posss s to stutu

ults, shools, ptmts. Rstutug usully ls to

th omto o , lg m uts, ot o mpov

mgmt ost y (Mos, 2002; Tylo, 2006; Vl-t Costl, 2007; Bol t l., 2008). My uvsts

utly u pssu us o sg ug -

sg glol omptto (Tull Es, 2005). I som

sttutos, st to hs qu us o mjo u-

g utos (Hy, 1990).

Th ttol st uvsty mol s so ll th

tht h uvsty s om yh th ol, t s -

vly s o tht mol. Exmpls lu mssv vstmt

Su A govmt-u uvsts pvt u-

vsts stlsh o th I su-ott. But th s gt

ouso s to ht th lmts ths mol ll.


42/157

41ORGANIZATION, STRUCTURE AND GOVERNANCE

I ul pot o th top Am uvsts, Lom

ollgus (2002) s: American universities have a remarkablyimprecise vocabulary to describe their activities. . . . Further complicatingthe nomenclature, we have the terms school and college. . . . The academic

meaning o these terms also varies rom institution to institution.Whl Lom ollgus ss oly Am uv-

sts, th ommts utly t t uvsty sys-

tms most outs. Smlly, ommt m th pot

thtequal variety attends the designation o campus ocers above the level

o dean m glolly. A lyss o UK uvsts thxutv os (Smth t l., 2007) ot tht 2005, 281 so

mgs po v-hllo quvlt posts us o o 23

t ttls. Ths s pot I m th touto gg

hoosg h to us th sgto v-pst (sh) om

mog th my ttls us ou th ol.

All uvsts hv s Am Ogstol Ut (AOU)

ll ptmt, shool o ollg, usully pg o thss, th, pth, ous. A um o AOUs my th m

up lg ut, svl o ths my om ulty (Hmmo,

2004). Th uvsty th ompss um o ults. It-

stgly, hov, spt th gt vsty tmology us

glolly, th s ommo o to th stutu o most uvs-

ts. Fo th s o susso, I m llg th smllst AOU -

ptmt (o xmpl, moology o sttsts o g stus),

svl o hh m up shool/ollg (o xmpl, ology omthmts o ultul stus), svl o hh m up ulty

(o xmpl, s o gg o sol ss). A gl

xmpl o ths stutu s ot Appx F, I ll us

ths tmology thoughout ths oo. A mpott pot to t-

t h s tht th o ox tyg th v-pst (sh)

os ot ll u th t supvso o th pst//h

o shool/h o ollg/h o ptmt, so I m ssumg

you hv o t ol supvsoy ol lto to th st ho

pom th sh o hh you sposl.

Th pot s tht o mtt hh stutu you uvsty uss,

o ht you AOUs ll, o ho my ho omplx thy


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, you sposl o th sh outoms outputs o sv-

l omplx ults (s v-pst [sh]) o svl om-plx shools/ollgs (s ssot [sh]), thout tly

supvsg th st ho o th sh. Exsg tht sposl-

ty qus slls xpts tht ths oo s t to qut

you th. Th stutu o you uvsty ll lgly fu ho

you pom you ol s v-pst (sh) o ssot

(sh). Th omplxty ss o you AOUs mtt to

you o my sos.

Th mjo hllg s tht h o ths ogstol lmtss usully ts o ost t. Ths ms ts supvso, o xmpl,

h o ptmt, h o shool/ollg, , hs hs o h

o ugt lloto, hh s spt stt , most m-

pottly, ot u you otol. As ot y Smth t l., (2007),

th mjoty o popl t th lvl o v-pst th Ut

Kgom hv o ugt o t l-mgmt spos-

lts, lthough thy sposl o poly sttgy thpotolo s you s, sh. You qu to mg

mpov th sh output o ozs o hus o st ov

hom you hv o t ugty o ol supvsoy otol.

You lso hv to o th omplx gov mo o

uls, pols pous. Ths s hy you lshp s so m-

pott to you you uvsty o ulty ut, hh s th sujt

o th xt hpt.

Uvsty gov s tl to you lty to pom youlshp ol. So ht s th-uvsty gov? Th O-

gsto o Eoom Co-opto Dvlopmt (OECD)

Ppls o Copot Gov (OECD, 2004) pply to ll

typs o ogstos. Chpt 3 o th OECD Rvs o Tty

Euto (OECD, 2008) sts th ght ous o stg tty

uto. Appx II o th Lmt v (2003) o usss-

uvsty olloto s t o o gov o uvsty

govg oy. Th Wol B ssoto th th Msll

Ct o Mt Itgto ls pot (Jmllo t

l., 2012) tht tls th mplmtto, t lyss vlto

o uvsty-gov sg plot Egypt, Mooo,


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th Wst B, Gz, Tus. Although th m o ths

ompyg st (.mmsll.og/hghuto/)s to tou ultu o hmg uvsts th A

ol, th pot oul o gt vlu o most uvs-

ts. Th Uvsty o Oxo (Gov Wog Pty, 2006)

s gov s: the processes o decision-making within an insti-

tution. It thus holds implications or the administrative organisation, whichenables an institution to set its policies and objectives, to achieve them, and to

monitor its progress towards their achievement. It also reers to the mecha-

nisms whereby those who have been given the responsibility and authority topursue those policies and objectives are held to account. The adoption o soundprinciples o governance helps those charged with taking important decisions

to identiy, assess and manage institutional risk, and to set up sound systemso nancial control. Finally, a well-designed structure o governance will

serve all members o the institution; but it will also serve the public by virtueo what it does to render an institution accountable to the outside world.

Th Uvsty o Oxo th outls st o ppls thtom gov gmts, th most umtl o hh

outltys m up o mot outlty, l

outlty, tl xtl outlty. I lv tht

ths tos shoul suh mpott ompots o you o

gov sttgy tht I ll suss thm uth tl u

th o hpts o lshp, sh tgty ths,

s mgmt. Smlly, uts, lg th omplts, os

o out, ompl lso mjo o o gov; I llss thm Chpt 10 o sh tgty ths.

My ms s th ous o gov s tug o th

m om. It s hghly lly tht s Hml (2006) suggsts,

th my m tttus tht s gov pols

ppls s u, th th s goo pt sh. It s

you ol to su ustg, pt ompl th

you uvstys gov potools to p sh th th

ous o st pt.

Uotutly, th sg um o ss tht om pul

olg ms tht glolly som ms x th ou-

s o ht s ptl m out. Sp ss ho


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to l th thm ll ov Chpt 10 o sh tgty

ths Chpt 11 o s mgmt. Hov, h t sothhl syg tht ss o plgsm, lsyg sh sults,

msus o us, qut o mslg potg, ullyg mm-

s o sh tm, o ppoptly lmg t o ot

gvg u t to oths, sous mtts. It s you sposl-

ty to mms th llhoo o ths ss sg to l th

thm pomptly ompttly h thy o.

Good governance at all levels is essential to ensure that not only

does the university perorm to its optimal capacity in all areas, butalso that academics conorm to the global principles o good ethical

practice. You are almost exclusively ocused on research (although as

described in the introduction, research in a university is not carried

out in isolation rom teaching and community service), so you are re-

sponsible or the research carried out by all members o the university.

I h OECD pot, Coll (2004) t ou lvls o gov-

uvsts:1. Institutional Governance t th lvl o th uvsty oul/

o o tusts o govos, th uppmost lvl th u-

vsty. Ths oy s usully ompos o psttvs om

th ols o usss, pul sv, polts, plus uvsty

st stut psttvs. Th pst h o th

so m oum, ommoly ll th m o o

st, usullyex-ocio mms. Ths oum s sposl

o th ovll ug o th uvsty s hol, s out-l to th pul govmt. It s h y vul

hos posto s sml to o-xutv hpso o p-

vt ompy. I th Btsh systm, ths pso s usully ll

hllo, th Noth Am systm, h o sh s usully

th pst o th sttuto.

2. Institutional Executive. H hv th pst/v-h-

llo/to, ho s sposl to th oul/o o tusts/

govos, vous v-psts tos o mjo

o-m lmts, suh s , hum sous, t. As

v-pst (sh) you hv th mjo ol o mgmt

o th hol uvstys sh ot.


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3. Faculty/Department/Research Centre.These designations re-

er to the cost centres I mentioned previously, which are responsi-ble or research within disciplines/elds o research, as well as or

teaching and graduate studies. As associate dean (research), you

are responsible or the research outcomes o your aculty, although

major research centres, such as those I described in the Introduc-

tion, may report directly to the dean or even the vice-president

(research).

4. Level of Separate Research Activities. Here lies responsibility

or each dierent project/program, whether individual researchersor research teams. Perhaps the most widely accepted denition o

a research group describes at least three people working together

or at least 6 months, over an expected time span o at least 1 year,

with at least one leader, usually a proessor (Rayner et al., 2010;

Schuetzenmeister, 2010) who is signicantly involved in the work

o the group (Andrews, 1979). This level o governance is not an

ocial part o the supervisory structure o the university, so I didnot mention it in my discussion o AOUs above, but it is the major

building block o university research.

Most lly, gov lvls 1 2 sg o o th pols

lgtos th hh you hv to opt, lug suh -

sos s ho uthos spg moy o sh puposs,

ht s th poss o tmtg PhD y, th lvt

ol t o sgtg uvsty sh t. Thoughyou mmshp th ppopt uvsty ulty ommt-

ts, you ll hv th oppotuty to fu th ott o ths

pols, hh you ll lso hv to mplmt.

All lvls o uvsty ov y pols pous,

phps v gultos, o ho h lmt o th uvsty

shoul lly oooptvly sygstlly. Ths ms

up th uvstys gov. A t t s oth hghlghtg

tht v govmts hv sml pols pous o ho

ll th uvsts shoul opt. I t, pul uvsts

ou o tol o stt govmt sttuts tht tt ht

th uvsty ot o.


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Mo outs movg om otol mol, hh th

govmt ss to otol ts uvsts, to supvsoy mol, hh thy moto gult ll spts o th ltoshp

th th uvsts (D Bo Goguu, 2007; Tom,

2007; Fl, 2008). Ths hgs s th uvsts m-

sttv potg u thout ssot s l

utoomy. Th gov o sh th uvsty ps

o th tol ug ogstol mols pl, my

outs, suh s Jp o xmpl, oumt ht s xpt o

th uvsts (Ntol Isttuto o Am Dgs Uvsty Evluto, 2009).

Fl (2008) t Austl, Dm, th Ut Kg-

om s th outs tht hv l th y th gu o goo

uvsty gov. As ly suss, hov, my m-

s Austl th Ut Kgom th th uvsts

too hvly gult y th govmts.

You will, o course, be assisted in your research governance roleby internal university committees. As vice-president (research) you

will probably chair the university research committee, and as associate

dean (research) you will likely be a member o the central university

committee representing your aculty, and also chair the aculty re-

search committee. The university governing council usually delegates

its authority in these areas to such committees and others within the

university that are requently composed o sta, students, and occa-

sionally alumni and senior external appointments (Kaplan, 2004). Insome cases, these committees can become large and unwieldy, and at

least one university, the University o Exeter, has introduced a dual-

assurance concept o governance (Weale, 2010). This has led to more

executive decision-making by triumvirates o selected individuals, sup-

plemented by temporary task-and-nish groups in place o commit-

tees, thereby turning the rhetoric o entrepreneurialism into reality

without compromising the accountability the council requires.

But suh st tolstos ot ommo ot

os usutl o th ultu o my uvsts, so th

m o/st ulty o ll otu to hv -

put to y oumts, suh s th uvsty sh sttg pl,


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th ulty sh sttg pl, shool/ollg sh sttg

pls, v ptmt sttg pls, pg o ho gyou uvsty s. Ths pls usully ov 3- to 5-y po, ut

shoul osttly moto upt s ssy.

These documents are all a major part o a within-university govern-

ance system and specic to your university at a given time. In some cas-

es, academics may see governance structures as providing an additional

layer o unwanted bureaucracy. An example here is the documenta-

tion prepared by the Academy o Medical Sciences at the invitation

o the British Government to review the regulation and governanceo health research involving human participants, their tissue, or their

data (Working Group, 2011). Although this document may be seen as

very useul or the governance o research by medical researchers and

medical aculties, it has come under criticism by social scientists (Jump,

2011). I give this example to highlight the act that although they may

not be considered perect by everyone, there are many such external

governance reports and guidelines, which you can use to urther in-orm your internal governance documentation, especially when these

documents are ostered by your national government.

You may also be aided by various government or proessional gov-

ernance documents provided by external agencies. Middlehurst (2010)

discussed a number o government and proessionally run programs

such as the British Top Management Program, the American Council

on Educations Fellows Program, and Harvard Institutes or Higher

Education career development opportunities or academic leaders.I know o proessional networks or vice- presidents (research) in a

number o countries. You should take advantage o as many o these

programs as possible to amiliarise yoursel with good governance

practices in other organisations, both in your own country and in

benchmarked organisations in other countries. Organisations such as

the UK Leadership Foundation or Higher Education (see Middle-

hurst [2012] or a brie history) and the OECD oer publicly available

guidance or all types o higher education governance. I have reer-

enced a ew examples here (Kennie and Woodeld, 2008; Santiago et

al., 2008; Whitchurch, 2008; Schoeld, 2009; Sayers, 2010).

Interestingly, Lombardi and colleagues in their 2002 report on the


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top American research universities, mentioned earlier in this chapter,

ound that no matter what organisational model governed them, re-search universities with strong nancial support did well. They stated

that governance structure, in our view, is not a critical dimension o public

research university success. . . . public and private universities with strong

fnancial support do wellno matter what organisational model governs

them.Although I agree that nancial commitment and the supply

o resources such unding can provide certainly do have a positive

eect on the output o research a university can aspire to, they are

not the only, nor indeed the major, actors in a universitys researchsuccess. Governance is extremely important. The report ndings or

the top American research universities were based on an analysis o

structures o governance at a point in time. The productivity o your

research will depend upon the proper unctioning and adherence to

governance processes, and not just having a structure o governance.

It could be argued with signicant justication that all universities

have a structure o governance, but it is the robustness o governancepractice, at the university and aculty levels, that will ultimately lead

to optimal research productivity by the institution. Shattock (2002)

ound that those universities placed around the top 10 in the league

tables seemed to emphasise collegial management styles rather than

any orm o executive dominance.

It s you ol t th uvsty o ulty lvl to su pop

ustg, pt h to you gov stu-

tu pous. Ev som hgh-g Noth Am u-vsts stll hv to o vy h to m th oms o gov-

o tvly (Mll S, 2012).

I shoul lso hghlght tht th pot o th top Am -

sh uvsts s ompl mo th 10 ys go. Ths s

o th t tvty most uvsts to ous ug

sous o sp s os mo t m-

glly t s pt o th uvsts opot tvts

(Ls t l., 2009). A t s tly ll o th t glol

l ss, hh s th ug vll to most uvsts

sgtly u ol (Eggs Wst, 2010).

It s xtmly lly you hv v ug lvls to us


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plg ov th xt 3-5 ys, hh, ot lo th thos you

og th o, ll tly o mo, mg thy llstll lss u to fto.

A um o tss plg tools ssst you -

tmg ho st to ty you uvstys stgths -

sss. Though you sh lshp ollog th pop

gov posss pous you hv vlop us,

you ll l to ty s h you t to otu to

ol lss, s h you t to ol lss 3-5 ys,

most mpottly, s you sh to s ommttg you stl ug to. As m th splst st vll

th uvsty ulty ut, you shoul ot ths ts splly

hllgg Wht s hllgg, s phps th mjo hllg

o uvsty gov, s gg ustg o you sos,

st y you ps, ho omptg o s sous o th

o s, th y ozs poly hus o ms.

At tht, you ll to g pt o th omm-tos, ov ll, l to mplmt thos ommtos.

Th hllg o you s, s Tm (2008) s: Good university gov-ernance . . . does not simply happen. . . . Governance models are created by

people to govern people. They are only as good as they who devise and applythem, as well as those who live by them. . . . More oten than not, resistance

to change stems rom lack o stomach to initiate or complete change or earo acting precipitously, too soon or too late. The test o a governing bodys

capacity or change ultimately lies in its willingness and ability not only torecognise deciencies in governance models, but also to arrive at viable means

o remedying them.Tm (2008) to govg os s ommt o

y th Cg Commsso o Hgh Euto som 35 ys

l, ut hs sttmt ppls qully to vuls so m-

gmt postos uvsts toy. Wht ho t s to

o uvsts s qut l; ts just tht t t sgt

vso, osght, mol ottu, th oth ozs o ht-

sts ot ssot th goo lshp to so m

mg.

So ht s m lshp?


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50

CHAPTER 5

ACADEMIC LEADERSHIP

Ths xt hpt s th lgst, most omphsv most -

sto ths oo us o th gt mpot o l-

shp you ol. Th s ov oth hpts, lthough lso

vy mpott, oul s s msttv o mgmt

tos, th postv outoms o hh p o you lty to

hv thm: you lshp. A spt ht my ms

my th, lshp mgmt sstl to su op-tml outoms sh. Th y lmts o lshp

thy lss s As (1988) gl achieving the task, develop-ing the individual building and maintaining the team,o Blls

(2007) m goals, infuence, groupsp lgly omtg vomt hh sh foush. A tht

s you sposlty.

Uotutly, tly th pst v ot toy, l-

shp uvsts s s s poty ths Dlt too; thts, s og othg.


52/157

51ACADEMIC LEADERSHIP

Hov, spt ts mpot most ts o l, splly

m, umous pulsh stus o th sujt, th so sgl uvslly pt to o lshp. A ootot t

th ottom o pg 914 o th 1,182-pg tom, Bss Stoglls

Hoo o Lshp (Bss, 1990), stts tht th oo, pulsh

ov 20 ys go, ov out 7,500 stus. Th hv u-

mous uth stus s th. Rost (1991) lys 587 os

tht to lshp th ttls ou s my s 62%

ot spy y to o lshp. Bs Nus (1985)

ou tht s o m lyss h l to ov 350 -tos o lshp. Yul (1989) summs Stogll, syg th

lmost s my tos o lshp s th popl ho

hv ttmpt to th opt, Bll (2007) stt thtaprousion and arguably conusion o leadership theories and models have

been proposed.My lshp stus o uvsty psts hv pu-

lsh s utoogphs (At, 1998; Dustt, 2007; Bo,2010), s lyss o ht psts o ho thy o t (Num

Bsmo, 1990; Bum, 1992; Egll t l., 1999; Bgh

t l., 2000; Kult, 2003; Bost, 2005; Bo, 2006; Bum t

l., 2007; Bolm Gllos, 2011; P, 2011), s sh

pols (Gooll, 2006; 2009; Ios, 2010). Oth pstl

lshp stus ous o g (Ms, 2008), gou,

susso utmt (Num Num, 1999; Smth

t l., 1999; Blumsty, 2005; OM Ptzll, 2007; Ro,2007; Coo, 2012), ht thy thought (Moll, 2010; PA Cosultg,

2011; Boxll Woogts, 2011), v ho muh h s

p (Mog, 2011; Stplg Full, 2012).

By otst, oly stus hv ous o v-psts

(Dm t l., 2001; Smth t l., 2007; Splov, 2007; Smth

Ams, 2008; Plm Jmso, 2010; Sott t l., 2010),

v ths ot splly suss v-psts (sh). I

hv ssss th ott o mo th 120 m pps

pul pots, 30 oos o lshp hv sltvly -

my o thm h, g o to gv you logphy

you to shoul th s o th tm om vll.


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My v o olg th gl , plus th xpts

xp I hv gth ov 25 ys og th uv-sts, splly sh, llos m to gv goo v o ho to

su optml lshp o you potolo.

Is you lshp tully mpott o sh?

Most m st th ugut stuts, my u-

t ommuty outh. Although most ut sh s

pt o th ol, ompttv tol o ttol gt

ug. Yt ths us tl sou, otts

gts os mo mpott th ugut stutsy ms sh-tsv uvsts (Sl P-

, 1977). Suh sh xll s ht tts ms

th mog uvsts (Slught Lsl, 1999) oms

th mjo ous o most glol-uvsty-lgu g systms.

(S Chpt 9 o hmg.)I mentioned earlier that many, oten very high prole, academic

researchers believe their research should be unded non-competitively,without intererence, such as the governance that should be led by

their associate dean (research) or their vice-president (research). And

many academic researchers believe it is not possible to manage re-

search, as the search or knowledge is a process that can lead in many

dierent directions, and thereore is not possible to either plan spe-

cically or justiy in advance (Hemlin, 2006; Taylor, 2006a). Although

there is some accuracy in this belie, these days, with the ever-increasing

competition or continually declining research unds and resources, itis essential that leadership and management obtain research unds and

resources, and also ensure that they are used optimally.

Ev t stus suggst th s g o sptsm out

th xtt to hh mgl posss pts suppot, s

oppos to um, m o. Lshp hv g-

tv ootto mog m st my ll sgg th

th gg th xllt shs you to fu (Bol

t l., 2012). Nvthlss, lshp mgmt sstl

o th optml poutvty o you sh ots. Stog l-

shp uvsts mpov sh outoms y mpovg

st thussm sg ommtmt to sh (Bll, 2007).


54/157


Ths typ o lshp mgmt s mo qutly

ou mo ly pt STEM, h tmo ts mo ommo th spls suh s humts,

sol s tv ts, h sh s mo ot solo

utg (Plm Jmso, 2010). Th sg omplx-

ty o lg sh qustos my STEM ls lso qus

sou mgmt to su th ssy sol, ogtv m-

tl potos (Shutzmst, 2010). A my m

shs, splly thos th STEM spls, to hv

lmost o muh o th sh thy pplyg to ug g-s to y out. Th s othg ssly uthl ths p-

poh, plot stus plmy sults usully

m o sussul gt ppltos. Wht shoul ot ou

s th sumsso o gt ppltos otg t p-

lmy sults. Ths typ o u shoul tly ot s s

ptl pt oa unding system that demands the answer beore

it will pay you to ask the question(D, 2012) o shoul vgug t o th sm sh pojt (Rh, 2012) pt-

l. Ths pots ll suss uth th hpt o sh

ths tgty.

As I s th touto, uvsts hopg to su

th 21st tuy vomt sg omptto -

sou sty. Ths pssus, splly thos us y th -

t glol l ss, hv pl v gt mphss o th

ssty o mgmt lshp uvsts. Tho,t s hghly lly tht you, s so mg, ll volv

hgg stutus, shps, sss mthos o optos u-

g you tm o ppotmt (Smth Ams, 2008). Lshp

s losly ssot th hg, uvsty st s popl

postos suh s yous s ssy sposl o ths hg

(Bll, 2007). A ht s xpt o uvsty ls tms o

ss s vy t om ht s h otos mo

voul(Bol t l., 2012).

I to, my uvsts ommt th s tl -

sh us to poty s, t s you sposlty to ty,

ssss llot ths us to s hh you sh th sttu-


55/157


to to otu to xl o to om ol lss (Tylo, 2006). As

xpl l hpts, th t tht t lst som o ths tlug o sh oms om ugut thg m

ms ho gt suh ug stul o ts vso

om thg to sh. It ll g t vso, tog,

gottg, tht s, lshp, o you pt to p pottl st-

mt to mmum.

Hov, ht s mpott o you ptl ss s u-

stg th l s t th lshp mg-

mt you to us th th uqu m ultu o uv-sty, th lshp mgmt us usss, usty,

v opot ogstos.

Lshp uvsts psts stt hllgs, us

th m ultu s hts y gt htogty o st

ols t ll lvls. I to to th mtx stutu ompsg suh

s s , hum sous, ly, postgut shool, IT

suppot, stutu, ltshh must ll ootto su mxmum poutvtyth ols tvts o m-

s vs umous. You must l ths to su p-

popt msttv otol llog st utoomy pos-

sol ultu sstt to g mg, h ollglty s stll

s s th st om o so-mg (Bo, 2001; Hllll

Ho, 2001; Tull Es, 2005).

Vice-presidents (research) with responsibility across the entire uni-

versity rather than within a department or even a aculty unit mustwork across these academic and executive administrative domains,

which requires a sophisticated understanding o the institutions values

and principles (Smith and Adams, 2008). Although this book ocus-

es on vice-presidents (research) and associate deans (research), there

are numerous orms and levels o leadership in universities, and many

leaders not in ormal management positions. Indeed, by virtue o their

academic rank, proessors should be leaders in their eld, and research

is an area where credibility, enthusiasm, and collegiality can make any-

one a leader o more junior academics (Bolden et al., 2009; Rayner et

al., 2010). Because leadership in a university is a relationship based on

infuence rather than authority, it allows many people in the university


56/157


community to be leaders. This situation is especially true when these

leaders are able to provide support, resources, and enabling environ-ments that acilitate the work o junior academics by virtue o their

successul grant-unding activities (Gronn, 2002; Bolden et al., 2012).

Bolden et al., (2009) ound that the location o nancial control,

especially control o surpluses, was widely viewed as the most impor-

tant, i not decisive eature, in the distribution o leadership. He also

ound that university leadership was better regarded as a responsibility

shared among university sta. Perhaps not surprisingly, collaborative

behaviourcorrelates with control o resources. In act, the grant und-ing success o your researchers is something you are certainly aiming

or because it serves as an indicator o your universitys and acultys

success. And this refects well on you. So you need your researchers

to be successul in winning research grant unding, but you also need

to understand that the nancial autonomy this success brings them

will embolden their leadership. Although having these leaders sup-

port and add to your initiatives can be extremely positive, your jobcan become much more dicult i they dont support you or i they

work against you. Thereore, by your own words and deeds, you need

to point them toward specic and challenging goals (rather than easy

goals or do your best goals), as these expectations have been shown

to induce higher levels o perormance (Gist, 1987; Bennis, 1996).

Even when research productivity is going according to your plans,

you should be vigilant in challenging any indications o complacency

to help keep your researchers rom losing their edge and not meetinggoals (Martin and Marion, 2005). Your eorts in this area will more

likely be successul i done with a positive attitude (Chi et al., 2011).

You to mg l ls.

My stus hv o th t mg-

mt lshp o hth, t, th s . Al-

though th s o sgl st pt ppoh o lly -

l st o lshp ompts o thos og uvsts

(Bol t l., 2012), ht v-psts (sh) ssot

s (sh) o o ly ss mly ouss ou tvts

s y g o uthos s ht goo ls o. I hv sum-

ms thm Tl 2.


57/157


Table 2 ompts hvous o ht goo ls olet hand panel

A, 1973

action centred leadership theory based onBritish industry, local government agenciesand the military

Btm, 2005

the great eight compe-tencies based on meta-analysis o 29 studiesmostly British butincluding Americanand European multipleindustries

Bym, 2007

based on a literature review o20 publications on leadership inmostly American but includingBritish and Australian highereducation departments

Plg- Sg ll vll omto- Dg goup ts, pupos o gol- Mg ol pl

Ittg- Bg goup o th ms th pl- Explg hy m o pl s ssy- Allotg tss to goup mms- Sttg goup st

Cotollg- Mtg goup sts- Ifug tmpo- Esug ll tos t tos

ojtvs- Kpg susso lvt- Pog goup to to/so

Suppotg- Expssg pt o psos

th otuto- Eougg goup/vuls- Dsplg goup/vuls- Ctg tm spt- Rlvg tso th humou- Rolg sgmts o gttg

oths to xplo thm

Iomg- Clyg ts pl- Gvg omto to th goup- Rvg omto om goup- Summsg suggstos s

ohtly

Lg Dg

Suppotg Cooptg

Ittg Pstg

Alysg

Itptg

Ctg Coptulsg

Ogsg Exutg

Aptg Copg

Etpsg Pomg

Cl ss o to/st-tg vso

Ppg ptmt -gmts to ltt thto st

Bg ost

Ttg m st ly

th tgty

Allog th oppotuty toptpt y sos/ougg op ommu-to

Commutg ll outth to th ptmts gog

Atg s ol mol/hvglty

Ctg postv/oll-gl o tmosph thptmt

Avg th ptmtsus th spt to osttu-s tl xtlto th uvsty gpotv og so

Povg o po-m


58/157


Evlutg- Chg slty o - Tstg th osqus o popos

soluto- Evlutg goup pom- Hlpg th goup vlut ts o

pom gst sts

Povg sous o justg olos to stmu-lt sholshp sh

Mg m ppot-mts tht h pt-mts putto

Table 2. Compts hvous o ht goo ls oMiddle panel

Splov, 2007

s o sm-stutu tvs thPo-V Chllos t 10 Btsh uvsts

Plm Jmso, 2010

s o tvs th Po-V Chllost ou Btsh uvsts

Wo to mt m lty/spt

At s ol mols

Th oly/sttglly

Egg th popl

Lst to oths

Cosult th oths

Ngott

Commut lly

Dlgt

Motvt oths

At s mtos

Bul tms

Atg s guh l o og-stol ut

Lso (th omto mt ootts, tog)

Motog, ltg ssmtg o-mto

Allotg sous

Hlg stus mt o fos

Ngottg

Plg

Iovtg

Cotollg th to o suots

Hum sou mgmt (utmt,slto, tg ppsl)

Thl o (ltg to th possol outol splsto o th mg)


59/157


Table 2. Compts hvous o ht goo ls oRight hand panel

Sott t l., 2010

s o put om 31 Po-V DputyV-Chllos 17 Austl uvsts

Mtzg, 2011

om vous sous oo s o o-svto o 29 popl om top ml ottom lvls mostly C Bt utlug Euop Tz govmt,usss ot-o-pot stos

Psol plty- Bg tu to os psol vlus ths- Bg llg to t h so- Wtg to hv th st outom possl- Rmg lm u pssu o h

thgs t uxpt tu- Psvg h thgs ot og out

s tpt- Tg sposlty o pogm tvts

outoms

Itpsol plty- Bg tspt host lgs th

oths- Motvtg oths to hv postv out-

oms- Ifug popls hvou sos

tv ys

Slls Kolg- Ustg ho uvsts opt

- Bg l to m tv psttos to g o t goups- Bg l to ogs my o mg

tm tvly- A lty to h mtgs tvly

Itlltul Cplty- Hvg l, just hvl -

to my o sposlty- Sg th st y to spo to pplx-

g stuto

Psol- Mgg sl, tlly (ftg, sttg

thg)- Mgg sl, xtlly (tm, omto,

stss, )- Shulg(hug, potsg, g st-

tg, jugglg, tmg)

Itpsol- Lg vuls (sltg, thg/mto-

g/ohg, spg, lg th xpts- Lg goups (tm ulg, solvg o-fts/mtg, lttg posss, ugmtgs)

- Lg th ogsto/ut (ulg ultu)- Amstg (ogsg, sou llotg,

lgtg, uthosg, systmtsg, gol st-tg, pom ppsg)

- Lg th ogsto/ut (tog, p-stg, ollotg, pomotg/loyg,pottg/ug)

Iomtol- Commutg vlly (lstg, tv-

g, spg/pstg/g, tg, o-mto gthg, omto ssmtg)

- Commutg ovlly (sg [vsullty], ssg [vsl lty])

- Alysg (t possg, mollg, msu-g, vlutg)

Atol

- Dsgg (plg, tg, vsog)- Molsg ( ghtg, pojt mgg, -gottg/lg, poltg, mgg hg)

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