The changing research context: implications for leadership

Abstract

Within the changing tertiary environment, research activity and performance are coming under greater pressure and scrutiny. External policy and funding directives are resulting in revised institutional objectives, requiring variations to organizational structures and processes. These changes impact on the relationship between the institution and the individual. Institutional executive provide benchmarks for revised activity and performance, while academic staff respond to new internal directives and accountabilities by reprioritising their responsibilities. At the same time, there will inevitably be an informal evaluation of the resourcing and support provided for staff as they experience the institutional push to attain greater research outputs. Within this dynamic environment there is the potential for tensions and negative outcomes if interactions are not carefully directed. The implications for leadership are obvious. What is less evident is whether the strategic intent of the institution resonates through the institution in alignment with the development of a supportive research culture.

Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study

“…HEFCE [10] report that there has been a dominance of research-related activities in criteria for which staff are now recognized and rewarded with teaching becoming the least extrinsically-rewarded activity. This notion was prominent in discussions with staff: "I do know now, new staff erm coming in erm I wouldn't say under pressure but I think erm maybe it is you know, that they have to be more research active, yeah..." (Participant 4) This finding is supported by studies which examined the change in research culture; Billot [9] found 33% of academics prioritized research to a greater extent and had linked research assessment regimes with growing frustration in the role. Discussions from the current sample highlight the change in their role that accompanied this increased pressure to research:…”

“…This pressure is exacerbated by research assessment regimes, suggesting increased pressure from both internal and external drivers [9]. Within HEIs the dominance of research activities has led to them becoming one of the most important criteria by which recognition, work and reward are based; again thought to be intensified by assessment regimes such as the Research Assessment Exercise (RAE; now known as the Research Excellence Framework, HEFCE [10]).…”

Challenges to Christian Higher Education at a Time of Increasing Emphasis on Research

“…Forces of competition and consumerism dominate the landscape and many workers in the sector are questioning the real purpose of higher education (Billot, 2011;Freebody, 2010). Under these conditions, employees are considering how they, their institutions, and their colleagues will compete for limited resources, undertake quality research, and provide effective teaching and service (Comodromos & Ferrer, 2011).…”

The relationship between research self-efficacy, research disposition and publication output

“…Many of these changes have been brought about by national governments calling for greater efficiencies and effectiveness across a range of areas, including research production (see, e.g. Åkerlind, 2010;Billot, 2011;Leisyte, Enders, & de Boer, 2009). Such a situation has been very evident in Australia, where the performance of universities and their staff members has come under closer scrutiny (see, e.g.…”