The work of university research administrators: Praxis and professionalization

Abstract

As part of a project on the social production of social science research, 19 research administrators (RAs) in five Canadian universities were interviewed about work, careers, and professionalization. While rarely featured in the higher education literature, RAs have become an important source of assistance to academics, who are increasingly expected to obtain and manage external research funding. RAs perform multiple roles, notably assisting with the complexities of grant-hunting as well as managing ethical clearance, knowledge mobilization, and related activities. Aspects normally associated with professionalization include organizations that control entry, higher degrees in the field, and clear career paths, all of which are somewhat compromised in the case of RAs. Nevertheless, most of the participants regard research administration as a profession, and we argue that it is more important to focus on the sensemaking and identity formation of these mostly female staff than to apply abstract criteria. Although their efforts do little to challenge a culture of performativity in the academy, and indeed may be regarded as supporting it, the RAs have defined for themselves a praxis dedicated to easing the burdens of the academics, helping one another, and contributing to the greater good of the university and the research enterprise.

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“…1. Research managers see themselves as helping academic staff (Acker et al, 2019;Derrick & Nickson, 2014). At Otago Polytechnic, the Research and Postgraduate Directorate, in which I work, sees researchers as our internal customers.…”

“…2. Research managers serve the institution, with the result that their contribution to researchers' success is unacknowledged (Acker et al, 2019;Agostinho et al, 2020;Collinson, 2007;Derrick & Nickson, 2014;Shelley, 2010). Our Directorate's work benefits the research reputation, academic rigour and financial position of Otago Polytechnic, which then indirectly benefits the researchers themselves.…”

Extending the professional toolkit: A case study of work-based learning in research management

“…Research management is an emerging professional field which has undergone considerable change in recent decades. As a result, there is no agreed set of responsibilities for the role, no agreement even on whether it is a profession yet, and no consistent nomenclature internationally (Acker et al, 2019;Agostinho et al, 2020;Bayley et al, 2018;Berman & Pitman, 2010;Collinson, 2007;Derrick & Nickson, 2014;Shelley, 2010). Despite this state of affairs, research managers can and do form their own professional identities (Acker et al, 2019;Collinson, 2007;Shelley, 2010); indeed the state of flux arguably gives them greater opportunities to develop and influence their professional identities (Acker et al, 2019).…”

“…This article considers the current state of my profession of research management and the specialisation of research impact practice in particular, then the contribution that my work-based learning project makes for my professional development and for research impact practice.1. Research managers see themselves as helping academic staff (Acker et al, 2019;Derrick & Nickson, 2014).At Otago Polytechnic, the Research and Postgraduate Directorate, in which I work, sees researchers as our internal customers. These are mainly but not exclusively degree-teaching academic staff.…”

“…1. Research managers see themselves as helping academic staff (Acker et al, 2019;Derrick & Nickson, 2014).…”