Building A Culture of Research Recommended Practices PDF

Building a Culture of Research:
Recommended Practices
May 2014
Inthefollowingreport,HanoverResearchexaminessuccessfulpracticesfordevelopinga
culture of research in higher education. This report also considers the essential
characteristics of institutions with high levels of research productivity and profiles
institutionalplansfordevelopingandmaintainingculturesofresearch.
Hanover Research | May 2014
TABLE OF CONTENTS
ExecutiveSummaryandKeyFindings................................................................................3
INTRODUCTION...........................................................................................................................3
KEYFINDINGS.............................................................................................................................3
SectionI:ResearchProductivityinHigherEducation.........................................................5
IMPORTANCEOFACULTUREOFRESEARCH.......................................................................................5
THEPRODUCTIVEENVIRONMENT...................................................................................................6
InstitutionalCharacteristics...............................................................................................7
IndividualCharacteristics...................................................................................................9
LeadershipCharacteristics.................................................................................................9
SectionII:InfluentialFactorsforaCultureofResearch....................................................11
EFFECTIVELEADERSHIPANDCLEARGOALS.....................................................................................11
TRAININGANDSUPPORT.............................................................................................................12
MentoringPrograms........................................................................................................12
ContinuingEducation.......................................................................................................13
ResearchFunding.............................................................................................................15
TerminalDegreeAttainmentSupport.............................................................................15
RESEARCHCENTERS...................................................................................................................15
RESEARCHRECOGNITION............................................................................................................16
NETWORKSANDCOLLABORATION.................................................................................................16
TIMEANDPAY..........................................................................................................................17
CHALLENGES............................................................................................................................17
FacultyMotivationandAbility.........................................................................................17
Measurement..................................................................................................................18
DecreaseinTeachingResources......................................................................................20
GRADUATESTUDENTSINACULTUREOFRESEARCH..........................................................................20
SectionIII:InstitutionalProfiles.......................................................................................22
STONYBROOKUNIVERSITYSCHOOLOFNURSING..........................................................................22
EMORYUNIVERSITYDEPARTMENTOFMEDICINE...........................................................................25
INDIANAUNIVERSITYBLOOMINGTONSCHOOLOFLAW..................................................................28
2014 Hanover Research | Academy Administration Practice
EXECUTIVE SUMMARY AND KEY FINDINGS
INTRODUCTION
Inthefollowingreport,HanoverResearchconsiderssuccessfulpracticesforinitiating
andmaintainingacultureofresearch,focusinginparticularonpracticesindivisions
without strong research traditions, such as professional schools. The report
comprisesthreesections:
Section I discusses the importance of a culture of research and addresses

importantcharacteristicsofaproductiveresearchenvironment.
SectionIIaddressesimportantfactorsandsuccessfulstepsforimplementing
acultureofresearch.
Section III profiles the research development plans at three public

professionalschoolsalawschool,amedicalschool,andanursingschool.
KEYFINDINGS
Acultureofresearchrequiresbothinstitutionalandunitbasedleadersto
setclearresearchgoalsandcommunicatethemeffectively.Thegoalsmust
beaccompaniedbyawelldefinedplanofresearchsuccessevaluationaswell
as any accompanying changes in compensation. Administrators should also
adjust job descriptions to include statements of research and teaching
expectations.
Institutions wishing to develop a culture of research must allocate

significant resources for faculty training and support. Faculty with minimal
scholarship production experience will likely need training and personal
supporttobecomeproficient.Institutionsmaydevelopcontinuingeducation
courses or support services in research practices, grant writing, and grant
management. These programs could be housed in either a centralized or
disciplinespecificresearchcenter.
A developing culture of research requires open and collaborative personal

relationshipsamongfacultymembers.Congenialrelationshipsamongfaculty
members would support a successful facultytofaculty research mentoring
initiative. Such mentorships stand to be an important element of culture
establishment. Personal ties among faculty are also likely to foster
collaborative research efforts, which are a hallmark of research culture
success.
To implement cultural change, administrators must be prepared to tailor

resource allocations based on faculty members current motivations and
abilities.Thosewithhighmotivationandlowabilitywilllikelymakethebest
useoftrainingandsupportresources.Thosewithlowmotivationwouldlikely
benefit most from developing personal relationships both within their unit
andwithinthelargeracademiccommunity.
A culture of research may take years to develop and, once established,

requires regular maintenance. New policies relating to research must be
enforced with regularityover time before they are accepted. Once changed
policies have been accepted, administrators must be prepared to meet
continuing challenges, such as maintaining research funding, developing
partnershipswithoutsideinstitutionstoexpandresearchopportunities,and
confrontinginstitutionalchanges
Plans for a culture of research should include consideration of student

involvement.Doctoralstudentswhoareexposedtoresearchpracticesearly
intheireducationaremorelikelytocompletetheirdissertations.Institutions
maydevelopstudentresearchskillsthroughresearchassistantships.Faculty
mentorsmayalsoprovidepersonalizedresearchguidance.
SECTION I: RESEARCH PRODUCTIVITY IN

HIGHER EDUCATION
Thissectionexaminestheessentialcharacteristicsofinstitutionswithhighlevelsof
researchproductivity,andalsoconsiderstheimportanceofdevelopingacultureof
research.
IMPORTANCEOFACULTUREOFRESEARCH
Itisdifficulttorecognizeauniformlysatisfyingdefinitionofacultureofresearch.1
In order to provide a broad and useful conception for this report, Hanover draws
fromTeresaMarchant,whocharacterizescultureasasystemofwidelysharedand
strongly held values.2This would make a culture of research a system that places
greatvalueonconductingandcommunicatingscholarlyresearch.
Andrew Cheetham of the University of Western Sydney (UWS), Australia, further

notes, The research culture is the structure that gives [research behavior]
significanceandthatallowsustounderstandandevaluatetheresearchactivity.3So,
an institutions culture of research is not simply a group of scholars who see the
importance of research. A culture of research provides a supportive context in
whichresearchisuniformlyexpected,discussed,produced,andvalued.
Whiledefiningacultureofresearchmaybedifficult,itisnochallengetorecognize
theincreasingimportanceofhavingone.Facultyatmajorresearchinstitutionshave
traditionally been expected to maintain scholarly activities, including conducting
research and publishing scholarly works. But it is no secret that, in recent decades,
facultyatcomprehensiveandteachinguniversitieshavealsocomeunderpressure
to researchand publish.4This pressure continues today. Institutions and units that
havetraditionallyemphasizedeffectivefacultycontactwithstudentsasacriterion
forsuccessarelookingtodevelopculturesofresearchandincreasefacultyresearch
production.5
See:Evans,Linda.DevelopingResearchCulturesandResearchersinHE;theRoleofLeadership.
PresentationattheAnnualConferenceoftheSocietyforResearchintoHigherEducation,December11th
2007.p.1.http://www.education.leeds.ac.uk/assets/files/staff/papers/SRHEpapersubmission0132.doc
2
Marchant,Teresa.DevelopingResearchCultureOvercomingRegionalandHistoricalObstacles.Chapter
FiveinProfessionalDoctorateResearchinAustralia:CommentaryandCaseStudiesfromBusiness,
EducationandIndigenousStudies.Lismore:SouthernCrossUniversityPress.p.6.
http://www98.griffith.edu.au/dspace/bitstream/handle/10072/32464/63376_1.pdf?sequence=1
3
Cheetham,Andrew.GrowingaResearchCulture.AddresstotheAcademicSenateUniversityofWestern
Sydney,May,2007.p.5.
http://www.uws.edu.au/__data/assets/pdf_file/0018/7119/Item_3.6_Building_a_Research_Culture__Ta
bled_Doc.pdf
4
Blackburn,R.T.,etal.FacultyatWork:FocusonResearch,Scholarship,andService.ResearchinHigher
Education,32(4),1991.p.385.
5
Youn,T.I.K.,andPrice,T.M.LearningfromtheExperienceofOthers:TheEvolutionofFacultyTenureand
PromotionRulesinComprehensiveInstitutions.JournalofHigherEducation,80(2),2009.p.205.
This change is not surprising as the increasingly competitive higher education

marketplace has made faculty research production vital for success on multiple
levels:
InstitutionalReputation:Institutionalreputationamongresearchuniversities
iscloselyconnectedtoresearchproductivity.Namely,increases in research
productivityareconnectedwithanincreasinglyfavorablereputation.Halis
Dundar and Darrell Lewis note that, research productivity of [research
institutions]washighlyrelatedtotheirfavorablereputation.6
Faculty Advancement:Researchproductivityisalsoimportantforthehiring
and promotion of individual faculty members, even at traditional teaching
institutions.7James Fairweather notes a faculty survey on productivity in
which respondents described their production in terms of teaching and
research,butsaidthatwhatmattersisresearchandpublications.8
THEPRODUCTIVEENVIRONMENT
A2005studybyCaroleBlandandherassociatespresentsthecharacteristicsofunits
withsuccessfulfacultyresearchproduction.9DataweregatheredfromtheUniversity
of Minnesota Medical School, which may make the findings particularly helpful for
medical and other professional schools. However, the studys findings align with
those of other studies examining a variety of program types, suggesting they also
haveabroaderapplication.10
Bland, et al.s findings indicate that institutions with productive faculty share
importantcharacteristicsonthelevelsof:11
Theinstitution;
Leadership;and
Individualfacultymembers.
Success at any one level is not sufficient to account for successful research
productivity.Institutionsshouldaspiretodeveloprelevantcharacteristicsatallthree
levels.12
Dundar,H.,&Lewis,D.R.DeterminantsofResearchProductivityinHigherEducation.ResearchinHigher
Education,39(6),1998.p.608.
7
[1]Youn,Op.cit.,p.205.
[2]McGill,M.,andSettle,A.IdentifyingEffectsofInstitutionalResourcesandSupportonComputing
FacultyResearchProductivity,Tenure,andPromotion.InternationalJournalofDoctoralStudies,7,2012.
p.3.http://ijds.org/Volume7/IJDSv7p167198McGill348.pdf
8
Fairweather,J.TheMythologiesofFacultyProductivity:ImplicationsforInstitutionalPolicyandDecision
Making.TheJournalofHigherEducation,73(1),2002.p.3132.
9
Bland,C.,etal.ATheoretical,Practical,PredictiveModelofFacultyandDepartmentResearch
Productivity.AcademicMedicine,80(3)2005.p.225237.
http://www2.massgeneral.org/facultydevelopment/cfd/pdf/Predictors%20of%20Research%20Productivity.pdf
10
Ibid.,p.233.
11
Bulletedlistadaptedfrom:Ibid.,p.225.
The characteristics on each level provide a predictive model, not a causal model of
high research productivity. The report goes on to note, however, that the findings
shouldbeconsideredwhentryingtoincreasefacultyresearchproduction.13
INSTITUTIONALCHARACTERISTICS
Bland, et al. note 15 characteristics found in institutions with high faculty research
production. They are listed and described in Figure 1.1. Three themes in particular
canbediscernedfromthesecharacteristics:
Importance of Collegiality Many characteristics require collegiality and a

singularityofpurposeamongfacultymembers.Institutionslikelypursuethis
underanycircumstances.Whenattained,collegialitymayalsocontributeto
otherendeavorsbeyondincreasingresearchproduction.
LongTermGoalsSomecharacteristicsmustdevelopoveralongperiodof
time,suchasinculcatingaresearchbasedcultureandtherecruitmentand
selection of researchfocused faculty members. Andrew Cheetham notes,
[Building a culture of research] cannot be accomplished either quickly or
easily.14Itcouldtakeupto10yearsininstitutionsthatneedtoestablishone
fromthegroundup.15
AlreadyPresent Characteristics Some characteristics may already be

presentinunitsthatdonotcurrentlyhaveafocusonresearch,suchasopen
and clear communication and assertive participative governance within
theunit.
The bolded characteristics below are the strongest predictors of research

productivity.16
12
Ibid.,p.227.
Ibid.,p.230.
14
Cheetham,Op.cit.,p.5.
15
Marchant,Op.cit.,p.2.
16
Bland,etal.,Op.cit.,p.233.
13
Figure1.1:InstitutionalCharacteristicsthatFacilitateResearchProductivity
CHARACTERISTIC
DESCRIPTION
Recruitment
andselection
Greateffortisexpendedtorecruitandhirememberswhohavethetraining,
goals,commitment,andsocializationthatmatchtheinstitution.
Clear
coordinating
goals
Visible,sharedgoalscoordinatememberswork.
Research
emphasis
Researchhasgreaterorequalprioritythanothergoals.
Culture
Membersarebondedbyshared,researchrelatedvaluesandpractices,havea
safehomefortestingnewideas.
Positivegroup
climate
Theclimateischaracterizedbyhighmorale,aspiritofinnovation,dedicationto
work,receptivitytonewideas,frequentinteraction,highdegreeofcooperation,
lowmemberturnover,goodleader/memberrelationships,andopendiscussionof
disagreements.
Mentoring
Beginningandmidlevelmembersareassistedbyandcollaboratewithestablished
scholars.
Communication
with
professional
network
Membershaveavibrantnetworkofcolleagueswithwhomtheyhavefrequent
andsubstantive(notmerelysocial)researchcommunication,bothimpromptu
andforma,inandoutsideoftheinstitution.
Resources
Membershaveaccesstosufficientresourcessuchasfunding,facilities,and
especiallyhumans(e.g.,localpeersforsupport,researchassistants,technical
consultants).
Sufficientwork
time
Membershavesignificantperiodsofuninterruptedtimetodevotetoscholarly
activities.
Size/
experience/
expertise
Membersofferdifferentperspectivesbyvirtueofdifferencesintheirdegree
levels,approachestoproblems,andvaryingdisciplinebackgrounds,thegroupis
stable,anditssizeisatoraabovea"criticalmass."
Communication Clearandmultipleformsofcommunicationsuchthatallmembersfeelinformed.
Rewards
Researchisrewardedequitablyandinaccordancewithdefinedbenchmarksof
achievement;potentialrewardsincludemoney,promotion,recognition,andnew
responsibilities.
Brokered
Opportunities
Professionaldevelopmentopportunitiesareroutinelyandproactivelyofferedto
memberstoassuretheircontinuedgrowthandvitality.
Decentralized
organization
Governancestructuresareflatanddecentralizedwhereparticipationofmembers
isexpected.
Assertive
participative
governance
Clearandcommongoals,assertiveandparticipativeleadershipwhereactive
participationofmembersisexpected,andeffectivefeedbacksystemsareutilized.
Source:Bland,etal.17
17
Tablecontentsreproducedfrom:Ibid.,p.228.
INDIVIDUALCHARACTERISTICS
Thereportlistseightcharacteristicsofproductiveindividuals.Thecharacteristicsare
inFigure1.2.Thesecharacteristicsarethebestindicatorsofproductivityforfaculty
atinstitutionswiththecharacteristicslistedabove,inFigure1.1.18Motivationisa
strongindividualpredictorofresearchproductivity.
Figure1.2:IndividualCharacteristicsthatFacilitateResearchProductivity
CHARACTERISTIC
Socialization
Motivation
Content
knowledge
Basicand
advanced
researchskills
Simultaneous
projects
Orientation
Autonomyand
commitment
Workhabits
DESCRIPTION
Understandsthevalues,norms,expectations,andsanctionsaffectingestablished
faculty(e.g.,beneficence,academicfreedom).
Driventoexplore,understand,andfollowone'sownideas,andtoadvanceand
contributetosocietythroughinnovation,discovery,andcreativeworks.
Familiarwithinone'sresearcharea withallmajorpublishedworks,projects
beingconducted,differingtheories,keyresearchers,andpredominantfunding
sources.
Comfortablewithstatistics,studydesign,datacollectionmethods,andadvanced
methodscommonlyusedinone'sarea.
Engagedinmultiple,concurrentprojects,soastobufferagainstdisillusionmentif
oneprojectsstallorfails.
Committedtobothexternalactivities(e.g.,regionalandnationalmeetings,
collaboratingwithcolleagues)andactivitieswithinone'sownorganization(e.g.,
curriculumplanning,institutionalgovernance).
Hasacademicfreedom,plansone'sowntimeandsetsone'sowngoals,butisalso
committedtoandplaysameaningfulrolewithinthelargerorganization.
Hasestablishedproductivescholarlyhabitsearlyoninone'scareer.
LEADERSHIPCHARACTERISTICS
Finally,sinceleadersmediatetheimpactoftheinstitution,20Bland,etal.notefour
broad characteristics that are important for leadership of researchfriendly
institutions that house motivated faculty. These characteristics are in Figure 1.3.
Bland,etal.foundthathavingaparticipativeleaderisespeciallyimportant.
18
Ibid.,p.231.
Tablecontentsreproducedfrom:Ibid.
20
Ibid.
19
Figure1.3:LeadershipCharacteristicsthatFacilitateResearchProductivity
CHARACTERISTIC
Scholar
Researchoriented
DESCRIPTION
Highlyregardedasascholar;servesasasponsor,mentor,andpeer
modelforothergroupmembers.
Possessesa"researchorientation";hasinternalizedthegroup's
researchcenteredmission.
Capablyfulfillsallcritical
leadershiproles
Managerofpeopleandresources
Fundraiser
Groupadvocate
Keepsthegroup'smissionandsharedgoalsvisibletoallmembers
Attendstothemanyindividualandinstitutionalfeaturesthat
facilitateresearchproductivity
Participativeleader
Usesandassertive,participativestyleofleadership
Holdsfrequentmeetingswithclearobjectives
Createsformalmechanismsandsetsexpectationsforallmembers
tocontributetodecisionmaking
Makeshighqualityinformationreadilyavailabletothegroup
Vestsownershipofprojectswithmembersandvaluestheirideas
Bland, et al. conclude that, when individual facultys research productivity is the
goal,nothingsubstitutesforfourfactorsinparticular:22
Recruitingfacultywithapassionforresearch;
Providingthemwithformalmentoringprograms;
Facilitatingtheirnetworks;and
Providingtimeforthemtodoresearch.
Theseandadditionalstepsareconsideredinmoredetailinthefollowingsection.
21
22
Tablecontentsreproducedfrom:Bland,etal.,Opcit.
Bulletpointsquotedverbatimfrom:Ibid.,p.236.
10
SECTION II: INFLUENTIAL FACTORS FOR A

CULTURE OF RESEARCH
Successfulinstitutionsprovidesignificantsupporttofacultyresearchefforts.They
can choose from a variety of tactics to develop a culture of research and increase
facultyresearchproductivity.Inthis section,HanoverResearchidentifiesinfluential
factors behind the development of a culture of research, based on a review of
secondaryliteratureandinstitutionalpractices.
Researchcenteredinstitutionsprovidesupportsincluding:
EffectiveLeadershipandClearGoals;
FacultyTrainingandSupportPrograms;
ResearchCenters;
RecognitionofResearchProduction;
EncouragementofFacultyCollaboration;
BalancedTeachingandResearchResponsibilities;and
PaythatisCommensuratewithExpectations.
EFFECTIVELEADERSHIPANDCLEARGOALS
Initiatingasuccessfulcultureofresearchrequirescleargoalsandeffectiveleadership
from university and unit administration. Bland, et al., noted four important
characteristics that leaders of successful research environments possess. Teresa
Marchantrecognizestheimportanceofsimilarcharacteristicsinleadershipofunits
withdevelopingculturesofresearch.Importantactionsofhighleveladministration
include:23
Includingresearchculturedevelopmentasanitemonimportantcommittee
agendas;
Providing a clear and publicized articulation of institutional research goals

andexpectationsforindividualresearchers;
Aligning all levels of the university with the cultural development strategy;
and
Makinguseofparticipativegoverning.
Administrationatthelocalorsubunitfactorsshouldhavestrongleadershipskills
andthefreedomtoallocateunitresourcesasisnecessary.24
23
24
Bulletedlistadaptedfrom:Marchant,Op.cit.,p.56.
Bulletedlistadaptedfrom:Ibid.
11
Thoseinleadershiprolesmustalsorecognizethelimitsofadministrativeactionfor
implementingculturalchange.Marchantwarnsthatacultureofresearchwillnotbe
successfully inculcated through authoritarian topdown demands for change. 25
Leadership may change policies, but it takes acceptance and enforcement of
changed policies over time to change culture. Marchant notes that, culture is
maintainedandtransmittedbyorganizationpracticesthatkeepitalive,suchas:26
Humanresourcepolicy,particularlyrecruitment;
Socialization;
Performancemanagement;and
Leadership.
TRAININGANDSUPPORT
Successfuldevelopmentofacultureofresearchwithinateachingfocusedacademic
unitwillincludetheintroductionofeducation,formation,andfundingopportunities
forfacultymembers.Thesemayinclude:
Mentoringprograms;
Continuingeducationcourses;
Grantwritingsupport;
Researchfunding;and
Supportforterminaldegreeattainment.
MENTORINGPROGRAMS
Mentoringprogramsencourageexperiencedfacultymemberswithresearchskillsto
share their expertise with those who need assistance developing their competence
for research.27Andrew Cheetham notes, It is the intersection and interaction of
researchmentoringnetworksthatbuildsandstrengthenstheresearchculture.28A
mentorshipprogramhasthepotentialtosupportaunitscultureofresearchby:29
Buildingdepartmentalresearchcapacity;
Fosteringstrongpersonalandprofessionalrelationshipsamongcolleaguesin
thecontextofresearchdevelopment;and
Providingrecognitionoffacultywithexcellentresearchskills.
25
Ibid.,p.7.
27
28
Ibid.
29
Bulleteditemsadaptedfrom:
[1]Bland,etal.,Op.cit.
[2]Hammond,S.,Madsen,S.,andFenton,J.StrategicallyIncreasingFacultyProductivity.Academic
ExchangeQuarterly,8(4),2004.Accessedat:http://rapidintellect.com/AEQweb/5jun2821z4.htm
26
12
Mentorship in research skills may be particularly important in professional fields

whereyoungerfacultymayhavehadlesstraininginresearchanditsimportance.A
recentstudyofresearchmentorshipsforjuniormedicalfacultyatalargeacademic
institutionfoundthatjuniorfacultyhadconsiderableinterestinbeingmentored,
and concluded that mentoring physicians seeking to add research skills and
academic productivity holds significant promise as a way to develop new
investigators. Both mentors and mentees participating in the program noted that
institutionalsupportisvitalforpromotingmentorship.30
CONTINUINGEDUCATION
Continuingeducationcoursesprovideaformalsettinginwhichexperiencedfaculty
researchers can train less experienced faculty members. As with mentorship,
research suggests that there may be a particular need for such training in
professionalfields.Forinstance,asurveyofjuniorfacultyinU.S.schoolsofpharmacy
found that many reported a lack of formal training in most research skills during
their postgraduate training while these faculty members felt well prepared to
meet the teaching, clinical, and service expectations of their departments, they
werelessconfidentaboutmeetingresearchexpectations.31
Althoughsuchdeficienciesmaybebestaddressedthroughchangestopostgraduate
preparationinthesefields,institutionshavealsohadsuccessinprovidingtrainingto
young academics once they are employed as faculty. Hofstra Universitys North
ShoreLongIslandJewishSchoolofMedicine,forinstance,hasrecentlyimplemented
a program of research development, both to increase the scholarly activity of
residentsandtoenhancetheresearchfocusofthefaculty.32
Themultifacetedinterventionemployedbytheschoolhasincludedaformalized
researchcurriculum,aswellas:33
Aneedsassessment
Appropriateofdedicatedresearchstaffing
Developmentoftrackingtoolsandpolicies
Additionalresearchtimeforresidents
30
Ragsdale,J.etal.CharacterizingtheAdequacy,Effectiveness,andBarriersRelatedtoResearch
MentorshipAmongJuniorPediatricHospitalistsandGeneralPediatriciansataLargeAcademic
Institution.HospitalPediatrics.March2014.http://www.ncbi.nlm.nih.gov/pubmed/24584979
31
Lee,K.etal.EvaluationofResearchTrainingandProductivityAmongJuniorPharmacyPracticeFacultyin
theUnitedStates.JournalofPharmacyPractice.December2010.
http://www.ncbi.nlm.nih.gov/pubmed/21507862
32
Merwin,S.etal.APreliminaryReportontheInitiationofaClinicalResearchPrograminanOrthopaedic
SurgeryDepartment:RoadmapsandToolKits.JournalofSurgicalEducation.January/February2014.
http://www.ncbi.nlm.nih.gov/pubmed/24411423
33
Ibid.
13
Together,theseinterventionsinvigoratedfacultyandtraineestobegingenerating
more research inquiries. And along with an increase in institutionallyrequired
research training for faculty/residents has come an increase in the time faculty
spend on research and the amount of research produced, such as abstracts
submitted for national meetings. Overall, the program has been effective in
transforming the focus of a clinical department into one with a nascent clinical
researchprogram.34
Similarapproachescanbeeffectiveinotherdisciplinesaswell.WhentheSchoolof
Business at Utah Valley State College (UVSC) was seeking accreditation by the
Association to Advance Collegiate Schools of Business, it needed to improve its
faculty research production. In response, UVSC developed a course, Writing for
Scholarly Publication, for a small group of faculty in need of training, and faculty
membersrespondedpositively.35
Similarly,withinthefieldofsocialwork,asurveyofaround100graduateprograms
around the country found multiple types of researchrelated training being offered
byamajorityoftheprograms(Figure2.1).Grantrelatedsupportwasfoundtobethe
most common, but assistance with writing and research methods was found to be
relativelycommonaswell.
Figure2.1:TrainingandSupportOpportunitiesforSocialWorkFaculty
TRAININGANDSUPPORT
PREVALENCE
AnnouncementsofExternalFundingOpportunities
97.0%
GrantPreparationAssistance
91.9%
GrantWritingSeminars
77.1%
DataAnalysisSeminars
55.7%
ManuscriptWritingSeminars
54.6%
LiteratureReviewAssistance
43.8%
ManuscriptPreparationAssistance
39.6%
Source:Freedenthal,etal.36
34
Ibid.
Hammond,S.etal.Op.cit.
36
Freedenthal,S.,Potter,C.,andGrinsteinWeiss,M.InstitutionalSupportsforFacultyScholarship:A
NationalSurveyofSocialWorkPrograms.SocialWorkResearch,32(4),2008.p.226.
35
14
RESEARCHFUNDING
Inadditiontoprovidingsupportforgrantproduction,institutionswishingtodevelop
and maintain a culture of research may provide more direct support of faculty
research.Institutionsmay:
Allocatefundsdirectlytoresearch;
Adopt a generous sabbatical policy to enable frequent and/or extended
researchtime;and
Facilitate access to highclass research libraries, computers, updated
laboratoriesandotherfacilities.
Freedenthal,etal.notethatspecialsupportsmaybeputinplaceespeciallyfornew
juniorfaculty,includingtheallocationofresearchstartupfunding.37
TERMINALDEGREEATTAINMENTSUPPORT
Supportforterminaldegreeattainmentfostersacultureofresearchbyfacilitating
attainmentofresearchtrainingaswellasadvancedacademiccredentialsforcurrent
faculty with insufficient scholarly training. UVSC provided institutional support to
facultywhowerewillingtopursueterminaldegreesintheirfields,includingayear
longsabbaticalandareducedteachingloadfortwoyearsafterthesabbatical.38This
supportwasofferedtofacultywhowerefiveyearsormorefromretirement.
RESEARCHCENTERS
Researchcentersmaybeestablishedtohousesomeorallofthetrainingandsupport
programs listed above. Teresa Marchant suggests that, in addition to a centralized
research unit, each discipline or unit should ideally have its own research center,
which directs resources for faculty research. 39 Andrew Cheetham agrees, but
indicatesthataspecializedorunitspecificresearchcentermaybebestimplemented
whereacultureofresearchhasalreadybeguntotakehold,ascenterfundingmaybe
difficulttogainforunitswithunprovenresearchsuccess.40
Theuseofunitlevelresearchcenterstoenhanceacultureofresearch,particularlyin
atraditionallynonresearchintensivefield,canbeseenatIndianaUniversity,where
theSchoolofJournalismscurrentstrategicplanincludestheobjectivetostrengthen
andenhanceourresearchinfluenceandproductivityatalllevelsofthecurriculum.
Ofthesixactionstheschoolintendstotaketowardsthisobjective,fullyhalfentail
creatingaresearchcenter,including:41
37
Ibid.,p.221.
Hammond,etal.,Op.cit.
39
Marchant,Op.cit.,p.5.
40
41
StrategicPlan20102015.IndianaUniversitySchoolofJournalism.http://journalism.indiana.edu/about
us/strategicplan2010/
38
15
Amediaresearchlabfundedbygrantsandfoundationsupport.
A center within political communication, which will emphasize academic
researchforbothgraduateandundergraduateprograms.
Acenterwithinlifesciencecommunicationwithanemphasisonhealththat
includesbothundergraduateandgraduatestudy.
RESEARCHRECOGNITION
Unit and institutionwide recognition of research excellence is also an important
element for developing a culture of research. An institutions faculty awards and
discussionoffacultysuccessesreflectthecharacteristicsthataremostimportantto
aninstitution.Successfulstrategiesassociatedwithresearcherrecognitioninclude:42
Publishingajournaltohighlightthesuccessesoffacultyresearchers;
Creatingfacultyawardsinrecognitionofachievementsinresearch.
Circulating regular newsletters, memos, or emails with faculty publishing

successes;and
Yonghong Xus research indicates that this type of recognition may contribute to
retaining productive nursing research faculty.43However, financial considerations
remainveryimportantinthisfield.
NETWORKSANDCOLLABORATION
Acultureofresearchissupportedbyfacultyinteractionandresearchcollaboration.44
Bland,etal.notethatsuccessfulresearchershaveanetworkoflikemindedscholars
withwhomtodiscusstheirprojects.Theygoontonotethatthisnetworkdoesnot
needtobewithinagivenfacultymembersunitorinstitution.45
Institutionssupportthedevelopmentoffacultynetworksthroughactivitiesincluding:
Sponsoringfacultyparticipationinscholarlyconferences;
Hostingconferencesandsymposia;and
Establishing institutional relationships with other universities, professional
associations,andgovernmentbodies.
42
Bulletedlistadaptedfrom:
[1]Hammond,etal.,Op.cit.
[2]Xu,Y.J.FacultyTurnover:DisciplineSpecificAttentionisWarranted.ResearchinHigherEducation,49
(1),2008.p.5758.
43
Xu,Op.cit.
44
[1]McGill,Op.cit.,p.169.
[2]Marchant.,Op.cit.,p.8.
45
16
For example, New York University (NYU) established a Faculty Resource Network
(FRN), which has the mission to foster connection, collaboration, and collegiality
through a partnership of colleges and universities dedicated to faculty
development.46In support of this mission, the FRN provides faculty enrichment
seminars,hostsnationalsymposia,andoffersvisitingscholarprograms.47
TIMEANDPAY
Developing a culture of research within a teachingfocused unit will likely entail
reducingteachercourseloadstogivefacultymoretimeforscholarlyproductivity.
JamesFairweatherfoundthat,formostfacultymembers,generatinghighnumbers
ofstudentcontacthoursdiminishespublicationrates,andviceversa.48Bland,etal.
similarlyfindthatfacultywithfewerteachinghourstendtoproducemoreresearch.49
Institutionsseekingtoensurefacultyputabalancedeffortintoteachingandresearch
must establish criteria for pay increases, promotions, and other advancement that
reflectthisbalance.50Aninstitutionmayalsoconsiderincentivizingpayforresearch
production. A recent study of salary incentive policies at Canadian medical schools
findsthatpaymentincreasestiedtoresearchproductionyieldincreasedscholarly
output.51
CHALLENGES
Whileinstitutionsmaytakestepstodevelopacultureofresearch,theywilllikelybe
pressed by difficulties throughout the process. Three noteworthy challenges are
discussedbelow.
FACULTYMOTIVATIONANDABILITY
ThefruitfulresearchenvironmentmodeledbyBland,etal.stipulatesthatfacultyare
motivatedandcapableresearchers.Whileinstitutionsseekingtodevelopacultureof
research will adapt their hiring practices to add faculty members with research
production potential, current faculty may lack the interest or skills to contribute
meaningfully to the developing culture. To implement cultural change,
administrators must be prepared to tailor solutions to faculty members current
motivationsandabilities.
46
AboutUs.NewYorkUniversityFacultyResourceNetwork.http://www.nyu.edu/frn/about.us/
ProgramsandEvents.NewYorkUniversityFacultyResourceNetwork.
http://www.nyu.edu/frn/programs.events/around.the.network.html.
48
Fairweather,TheMythologiesofFacultyProductivity:ImplicationsforInstitutionalPolicyandDecision
Making,Op.cit.,p.44.
49
50
Fairweather,James.BeyondtheRhetoric:TrendsintheRelativeValueofTeachingandResearchin
FacultySalaries.TheJournalofHigherEducation,76(4),2005.p.418.
51
Akl,E.,etal.EffectsofassessingtheProductivityofFacultyinAcademicMedicalCentres:ASystematic
Review.CanadianMedicalAssociationJournal,May,2012.p.5.Accessedat:
http://www.cmaj.ca/content/early/2012/05/28/cmaj.111123.full.pdf+html
47
17
WhentheSchoolofBusinessatUtahValleyStateCollegerequiredincreasedfaculty
researchproduction,Hammond,etal.recognizedfourcategoriesoffacultymember
basedontheirmotivationsandabilitiesforresearch.Theyconcludedthataonesize
fits all allocation of resources was not appropriate for faculty and suggested
customized approaches. 52 The faculty categories and recommended resource
allocationsareinFigure2.2.
Those with high motivation and low ability will likely make the best use of training
and support resources. Those with low motivation would likely benefit most from
developing personal relationships within the unit and within the larger academic
community.
Figure2.2:CustomizedResourceDedicationforFaculty
FACULTYCATEGORY
HighMotivation
HighAbility
HighMotivation
LowAbility
SUGGESTEDRESOURCEDEDICATION
Teachingloadreductions
Summerfacultyresearchgrants
Conferencefunding
Eletterpublishedregularlytohighlightscholarlysuccesses
Recognitionandsupportwasofferedforthosewillingtomentorother
faculty
Mentorprogram
Workshopsfocusingonbasicresearchskills
Terminaldegreecompletionsupport
Continuingeducationopportunities
Eletterpublishedregularlytohighlightscholarlysuccesses
LowMotivation
HighAbility
Individualattentiondedicatedtocreatesocialtieswithfaculty
LowMotivation
LowAbility
Cleararticulationofdepartmentgoalsanddepartmentconfidencein
facultysuccess.
Individualattentionfromdepartmentchairstodevelopaplanfor
expectationsandprogress.
Maintainpreviousteachingandcitizenshipactivities
Terminaldegreecompletionsupport
Continuingeducationopportunities
Source:StrategicallyIncreasingFacultyProductivity53
MEASUREMENT
The demand for increased research productivity within a developing culture of
research is attended by the challenge of effectively measuring scholarly output.
Institutions may consider a variety of factors in a number of different ways. This is
notsurprising,though,sincemeasurementsofprogressandsuccessmustchangeas
institutionsdevelop.54
52
Hammond,etal.,Op.cit.
Ibid.
54
McGill,Op.cit.,p.169.
53
18
Universitiesortheirunits,includingprofessionalschools,mayuseoneormoreofthe
followingfactorstomeasureresearchproductivity:55
Fundedresearch
Unfundedresearch
Quantityofpublications,grants,andpresentations
Researchimpactfactor
Thevalueofgrants/giftsrelativetobasesalary
Regularityofbeingprincipalinvestigatoronaresearchgrant
Multipleinstitutionshavemadeuseofapointbasedevaluationsystemsdeveloped
bydepartmentalcommittees.56
Inmeasuringpublications,variousbibliometricsmaybeusedtoassessthequalityas
well as the quantity of a researchers output. Such measures may include the
weightingofpublicationsbasedonthequalityofthejournalorcountsofthenumber
of times other researchers cite a publication.57These may be briefly defined as
follows:
Weighted journal publication citations: This measurement gives high value

to an article that is published in a journal the articles of which are cited
regularly.Bythismeasure,themostsuccessfularticlesarepublishedinwell
citedorprestigiousjournals.58
Work citations:Thismeasurementgiveshighervaluetoanarticlethemore
timesithasitselfbeencited.Thismeasuredoesnotreflecttheprestigeof
thejournalinwhichanarticleispublished.59
Bothtypesofmeasurementmayhavebenefitsanddrawbacks,butatleastonestudy
recommendsusingweightedjournalpublicationmeasurements.60
Measuresofindividualresearchsuccessprovidehelpfulindicatorsofaunitscapable
researchers, but the success of a culture of research may be better measured at
other levels.Ifaunitlightenscertainfacultymembersteachingloadsforresearch,
additionalcourseresponsibilitiesmayfalltootherfacultymembers,whowouldhave
55
Akl,etal.,Op.cit.,p.4.
Ibid.
57
Henrekson,M.andWaldenstrm,D.HowShouldResearchPerformanceBeMeasured?AStudyof
SwedishEconomists.AworkingpaperpublishedbytheResearchInstituteofIndustrialEconomics.2007.
p.3.http://www.ifn.se/wfiles/wp/wp712.pdf
58
Ibid.,p.4.
59
Ibid.,p.7.
60
Ibid.,p.13.
56
19
lesstimetoproducescholarship.Thesuccessofadevelopingcultureofresearchmay
bebetterreflectedinunitlevelmeasurementsofproductivity.61
Additionally, higherlevel evaluation metrics may become more relevant as a unit

implementsacultureofresearch.Ifaunitissuccessfulinestablishingcollaborative
relationshipsamongcolleagues,theunitsincreasedresearchproductivitymaywell
comethroughgroupsolutionsratherthanfacultymembersworkingindividually.62
DECREASEINTEACHINGRESOURCES
Afinalchallengeincreatingacultureofresearchistopreserveaunitseffectiveness
in other areas, particularly teaching, as the dedication of additional resources to
supporting research may decrease those available to support teaching. Ted Youn
indicatesthatshiftsinresourceallocationfromteachingtoresearchinitiativesmay
have detrimental longterm effects on institutions with important teaching
missions, such as comprehensive universities.63It is possible that similar concerns
could applyto units within a research institution that have traditionally focused on
teaching,suchasprofessionalschools.
GRADUATESTUDENTSINACULTUREOFRESEARCH
An institutions policies, administration, faculty, and staff are the primary factors
behind the development of a culture of research. Nonetheless, an institutional
culture of research will naturally impact students educations, as well.64Research
indicatesthatinstructormentoringfacilitatesstudentdissertationcompletions.65It
is likely that a culture of research that is built, in part, through faculty to faculty
mentorrelationshipscouldimplementafacultytostudentmentorshipprogramwith
relativeease.
Evenifaformalmentorshipprogramisnotfeasible,studentswilllikelybenefitfrom
being immersed in a culture of research. One study notes that graduate students
havefewerdifficultiescompletingdissertationswhentheyhavebeenintroducedto
research practices early on in their studies.66Faculty in a culture of research are
regularly engaged in research projects. Any student research assistants they use
standtogainvaluableexperienceandknowledge.
61
McGill,Op.cit.,p.169.
Fairweather,TheMythologiesofFacultyProductivity:ImplicationsforInstitutionalPolicyandDecision
Making,Op.cit.,p.44.
63
Youn,Op.cit.,p.231.
64
Shah,Mubarak.CreatingaCultureofResearch.UniversityofSouthFlorida.FacultyFocus,10(2),2011.
pp.67.http://vision.eecs.ucf.edu/news/Faculty_Focus.pdf
65
Grasso,M.,Barry,M.,andValentine,T.ADataDrivenApproachtoImprovingDoctoralCompletion.
CouncilofGraduateSchools.p.30.
http://www.cgsnet.org/ckfinder/userfiles/files/Paper_Series_UGA.pdf
66
Ibid.,p.31.
62
20
Twoofthethreeschoolsprofiledinthenextsection,TheCollegeofNursingatStony
Brook University and the Maurer School of Law at Indiana UniversityBloomington,
explicitlyincorporatestudentparticipationintounitresearchplans:
Stony Brook Universitys School of Nursing This schools strategic plan

notes that, Active programs of research provide opportunities for students
to participate in a variety of ways that will enhance their educational
experience and be congruent with the Carnegie philosophy of introducing
studentstoresearchearlyintheircurriculum.67Facultyshouldseekfunding
forstudentassistants.68
Maurer Law School This schools plan notes, We will enhance the
connection between our scholarship and our teaching by integrating our
scholarshipintoourteaching,byinvolvingstudentsinourscholarlyactivity,
andbysupportingstudentscholarlyefforts.69
67
SchoolofNursingStrategicPlan20102015.StonyBrookUniversity.p.8.
http://nursing.stonybrookmedicine.edu/sites/default/son/SON_StrategicPlan.pdf
68
Ibid.
69
TheStrategicPlan.MaurerSchoolofLaw.p.7.http://law.indiana.edu/about/doc/strategic_plan.pdf
21
SECTION III: INSTITUTIONAL PROFILES
In this section, Hanover Research profiles the strategic plans for developing or
maintaining cultures of research within professional schools at several research
institutions. The profiles illustrate important goals professional schools strive to
achieve in supporting a culture of research. The plans also indicate the steps these
schools take in order to achieve their research productivity goals. Professional
schoolsfromthreedifferentinstitutionsareconsidered:
StonyBrookUniversity,SchoolofNursing;
EmoryUniversity,DepartmentofMedicineintheSchoolofMedicine;
IndianaUniversityBloomington,MaurerSchoolofLaw.
The analysis pays special attention to each units mission, research goals, and
strategiesforgoalattainment.
STONYBROOKUNIVERSITYSCHOOLOFNURSING
StonyBrookUniversityisalargepublicresearchuniversitywithaSchoolofNursing
(SON)thathasrecentlybeguntodeveloparesearchprogram.Theschoolsstrategic
plan for 2010 to 2015 is the initial platform for this initiative70and provides an
overviewofthefirststepsaprofessionalschoolmighttakeinfosteringacultureof
researchandincreasingfacultyresearchproductivity.
MISSION
The primary element of the SONs mission is providing highquality education to
future nurse leaders.71Program implementation, however, requires faculty with
strongcommitmentstoeducationaswellascommitmentto:72
Clinicalpractice;
Scholarlyactivity;and
Research.
TheSONhopestobecome,adestinationpublicivynotonlyforstudents,butfor
facultyandotherresearchersaswell.73
70
SchoolofNursingStrategicPlan20102015,Op.cit.,p.2.
Ibid.,p.6.
72
Bulletedlistcopiedfrom:Ibid.
73
Ibid.
71
22
RESEARCHGOALS
The strategic plan envisions a research competency at the SON that will make it a
research school of distinction. In order to realize this strategic initiative, the SON
distinguishedthreegoals:74
IncreaseresearchactivityandgrantsubmissionwithintheSON;
SecuregrantfundingfortheSON;and
EstablishanInstituteforQuality,Safety,andTeamScience.
The goals were developed not only to improve research activities among faculty
members,butalsotoprovideopportunitiesforstudents.Theplannotesthatactive
faculty research activities, an element of the first goal, will likely include student
participation.75Studentscanbeintroducedtoresearchpracticesandstartdeveloping
effectiveresearchhabitsfromthebeginningsoftheireducationsiffacultymembers
areengagedinresearchprojects.76
The second goal also includes specifications aimed at improving students

educational experiences. Funding for research should be sought for student
assistants at the undergraduate, graduate, and doctoral levels.77Financial support
provided to students through research grants will allow ambitious students even
from economically challenged backgrounds to participate and contribute to the
schoolscultureofresearch.78
STRATEGIES
Inordertoattainitsresearchgoals,theSONhasidentifiedthreesetsofstrategiesor
tactics. The tactics associated with each goal are provided in Figure 3.1. The SONs
goals and strategies for developing a culture of research include many of the
influentialfactors addressed above in Section II. Among othersteps, the SON plans
to:79
Hireeffectiveresearchers;
Establishafoundationfornursingresearch;
Provideresourcestoaidingrantpreparationandmanagement;
Recognizefacultyaccomplishments;and
Encouragecollaboration.
74
Bulleteditemscopiedverbatimfrom:Ibid,p.8.
Ibid.
76
Ibid.
77
Ibid.
78
Ibid.
79
Bulletedlistadaptedfrom:Ibid.,pp.8,10.
75
23
The Institute for Quality, Safety, and Team Science is designed to provide grant
supportforfaculty,aswellasto:80
Trackresearchproductivity;
Identifyresearchsupportmechanisms;and
Assist investigators in negotiating processes necessary for conducting
research.
ThemostnotableelementslackingfromtheSONsstrategiesareafacultymentoring
programandanysortofcontinuingeducationortrainingforresearchers.
Figure3.1:ResearchDevelopmentGoalsandStrategies/Tactics
Goal
Strategies/Tactics
Increaseresearchactivityandgrant
submission
RecruitAssociateDeanforResearchaswellasfaculty
withestablishedresearchprograms
Identifycurrentresearchactivity,interest,and
fundingavailability
Identifyandanalyzeinfrastructuretosupport
research
Increasegrantsubmissionandsubmissionofoneor
morefoundationgrants
Collaborateoninterdisciplinarygrants
EstablishafoundationforresearchinSchoolof
Nursing
DevelopaPh.D.programinnursingby2015
Securegrantfunding
InitiateNIHP20Centergrantapplication
IncreasesubmissionsandsecureNIHfunding
Increasenumberofresearchbasedpublications
Disseminateresearchfindings
SupportformalpostdoctoralfellowshipforSchoolof
Nursingfacultymember
SubmitproposalforPh.D.program
Broadenscopeofresearchactivitiestoinclude
multicenterstudies
EstablishanInstituteforQuality,Safety,
JoininterdisciplinaryresearchconsortiumatStony
andTeamScience
BrookUniversity
AdmitfirstcohortofPh.D.students
Source:StonyBrookUniversitySchoolofNursing81
80
81
Bulletedlistadaptedfrom:Ibid.,p.8.
Ibid.
24
EMORYUNIVERSITYDEPARTMENTOFMEDICINE
EmoryUniversitysSchoolofMedicine(SOM)isasuccessfulresearchmedicalschool,
rankinginthetopquarterofU.S.NewsandWorldReportsnationalrankings.82The
SOM houses a Department of Medicine (DOM), which receives 20 percent of the
SOMsexternalfundingforresearch,whichisthehighestofanySOMdepartment.83
The DOM notes, however, that the departments high level of research activities
beganlessthan30yearsagoandhaveincreaseddramaticallysince2000,84indicating
that the DOMs current culture of research, while established, is relatively young.
This departments research goals and strategies illustrate a successful culture of
researchthatisstilllookingtogrow.
MISSION
TheDOMsmissionissimpleandbroad,Toservehumanitybyimprovinghealth.85
The departments vision points to three areas of competency in which the DOM
wishestoleadandinnovate:86
Discovery;
Patientcare;and
Education.
The DOMs strategic plan notes with more specificity that academic departments
have a mandate to perform basic, translational and clinical research related to
physiology, pharmacology and disease. 87 This is only one element of the
departmentstripartitemission.
RESEARCHGOALS
Inordertofulfillitsmissionandrealizeitsvision,theDOMsstrategicplanaddresses
majorgoalsinfiveareas,includingenhancingthedepartmentsresearchimpact.88
The DOMs analysis of the current research programs strengths, weaknesses,

opportunities,andthreats(SWOT)indicatesthatthedepartmentrecognizesitselfas
a productive research environment. Most research strengths refer to faculty
82
BestMedicalSchools:Research2014.U.S.NewsandWorldReport.http://grad
schools.usnews.rankingsandreviews.com/bestgraduateschools/topmedicalschools/researchrankings
83
StrategicPlan20122017:DepartmentofMedicine.EmoryUniversity.p.4.
http://medicine.emory.edu/documents/domstrategicplan2012
84
Ibid.,p.18.
85
OurMission&Vision.EmoryUniversityDepartmentofMedicine.
http://medicine.emory.edu/about_us/who_we_are/mission_vision.html
86
87
StrategicPlan20122017:DepartmentofMedicine.Op.cit.,p.18.
88
Ibid.,p.13.
25
members abilities to attain research funding. Strengths also include the following
departmentalcharacteristics:89
Possessesmultipleinvestigatorswithhighscientificimpact;
Ishometovibrantanddiversebasicresearch;and
Isanextremelycollaborativeenvironment.
The departments research weaknesses are primarily tied to insufficient research

infrastructureandinformationresources.Thestrategicplanalsoindicatesthatlittle
supportisavailabletosupportnewawards.90
TheDOMsresearchopportunitiesinclude:91
Developingresearchprojectsbasedoncurrentdepartmentalcompetencies;
Fosteringrelationshipswithothermedicalinstitutions;and
Developinginterdisciplinaryresearch.
These weaknesses and opportunities, selfidentified at a highly ranked medical

school, indicate that some elements of a successful research environment, such as
establishingandmaintaininginstitutionalrelationships,requireregularattention.The
departments four initiatives for improving the DOMs research impact also reflect
this.TheDOMsinitiativesinclude:92
Support innovation, integration and translation of basic discoveries into

clinicalcareandhealthcaredelivery;
Enable future discovery by enriching the scientific and administrative

platformsforbasicandclinicalresearch;
Streamlineresearchadministrativeprocedures;and
Advocate and facilitate the adoption of an effective, user friendly, and
integratedITinfrastructure.
Theseinitiativesreflecttheneedforcontinuousdevelopmentsandrefinementsthat
aninstitutionwithacultureofresearchmustattendto.Theseinitiativesaredesigned
tosupportandstrengthenacultureofresearchalreadyinplace.
STRATEGIES
To achieve its goals, the DOM has identified a number of strategies, each with
associated action items, which are shown in Figure 3.2. Notable recommendations
include:
89
Bulleteditemscopiedverbatimfrom:Ibid.,p.19.
Ibid.
91
Bulleteditemsadaptedfrom:Ibid.
92
Bulleteditemscopiedverbatimfrom:Ibid.
90
26
Encouraging collaboration by providing grant money for projects with two

investigatorswhohavenotworkedtogetherbefore;
Publicizingfacultyresearchthroughadepartmentwebsite;
Incentivizinggrantpursuitbyofferingmatchingfunds;
Providingtraininginmedicalexperimentationmethodology;and
EstablishingextensiveITsupportforresearchprojects.
Figure3.2:InitiativesandActionItemstoSupportResearchProductivity
INITIATIVE
ACTIONITEM
Supportinnovation,integrationand
translationofbasicdiscoveriesinto
clinicalcareandhealthcaredelivery.
Createpilotseedgrantswithtwoprincipalinvestigators
whohaveneverworkedtogetherbefore.
Creategroupstopromotenewresearchideasand
collaborations.
CreateanInternalVisitingProfessorProgramtoshare
researchinterests.
Createacomprehensive,userfriendlywebsiteto
showcaseresearch,promotecollaborationandcollate
researchadministrationbestpractices.*
Enablefuturediscoverybyenriching
thescientificandadministrative
platformsforbasicandclinical
research.
Createaspacepolicybywhichspaceisallocated
accordingtoresearchsuccess.
Providematchingdollarsforsuccessfulprograms.
Increasebiostatisticalsupport,availabilityandtraining.
Streamlineresearchadministrative
procedures.
Workwithofficesanddepartmentswithinthe
institutiontoimproveresearchadministration.
Createpostawardreportingmechanismthatisdata
drivenanduserfriendly.
Advocateandfacilitatetheadoption
ofaneffective,userfriendly,and
integratedITinfrastructure.
ExpandITresourceswithintheDOMtosupportbasic
andclinicalresearch.
IncreaseDOMITbudgettosupportresearchITand
infrastructureupgrades.
AppointaViceChairforITandcreateanITadvisory
teamtoprioritizeandfacilitateITeffortswithinthe
department.
Research,collateandadvertiseITsolutionscurrently
available.
Expandvideoconferencingcapabilitiesandsupport.
Worktowardscreatingcommonplatformsforpatient
datathatcanbequeriedbyvariedinvestigators.
Source:EmoryUniversityDepartmentofMedicine93
*Thisactionitemsupportsallfourinitiatives.
93
Tablecontentsadaptedfrom:Ibid.,p.20.
27
The DOM recommends additional action items in support of a productive research

environment while addressing the distinct goal of cultivating an environment of
excellenceforemployees.94TheDOMhadamentorshipprograminplaceforsome
faculty, already, which this plan recommends expanding to additional faculty.95
Thementorprogramiscareerfocused,notprimarilyresearchfocused.However,ina
cultureofresearch,acareerfocusedmentorwillprovideresearchsupport.
TheDOMalsoseeksto,realigncompensationtoencompassallthreemissionsofthe
department.96This appears to be a continuing challenge for Emory Universitys
DOM, and will likely be a prominent challenge for any unit working to revise its
mission to reflect the importance of both teaching and research. Two action items
recommendedtosupportthisinitiativeattheDOMinclude:97
Revivingandimplementingcitizenshipmetrics;and
Providingnonsalarycompensationtorewardemployeesandimprovemoral,
e.g.,vacationtime.
INDIANAUNIVERSITYBLOOMINGTONSCHOOLOFLAW
The Maurer School of Law (SOL) at Indiana UniversityBloomington (IUB) ranks
among the top 30 schools in the nation and among the top 15 public law schools,
according to U.S. News and World Report.98The SOLs strategic plan notes the
schools important role within one of Americas great research universities and
includesaplantodeveloptheSOLsresearchproductivity.TheSOLs2005strategic
planillustratesresearchinitiativesofaschooldevelopingitscultureofresearch.Alist
offollowupinitiativesfrom2012pointtocontinuingchallengesforestablishingand
maintainingacultureofresearch.
MISSION
TheSOLseekstoincreasetheknowledgeandunderstandingofthelawthrough:99
Thescholarshipofthefaculty;
Publicservice;and
Teaching.
Thestatementlistsfacultyresearchasthefirstmethodtheschoolusestoachieveits
mission,makingitclearthatscholarshipisanimportantelementforthesuccessof
theSOL.
94
Ibid.,p.12.
Ibid.,p.28.
96
Ibid.,p.27.
97
Bulleteditemsadaptedfrom:Ibid.,p.28.
98
BestLawSchools.U.S.NewsandWorldReport.http://grad
schools.usnews.rankingsandreviews.com/bestgraduateschools/toplawschools/lawrankings/page+2
99
TheStrategicPlan,Op.cit.,p.1.
95
28
TheSOLsvisiondoesnotexplicitlymentionresearch,butseestheschoolashousing
faculty, students, and graduates who advance knowledge in the state, nation, and
world. 100 The advancement of knowledge includes scholarly research, as the
strategiesforachievingtheSOLsmissionreflect.
RESEARCHGOALS
Thefirstbroadgoalthatsupportstheschoolsmission,Enhancingourintellectually
exciting community of engaged, influential scholars,101addresses the SOLs plan of
facultyresearch.Thisgoalencompassesthreeareasofresearchdevelopment:102
Scholarship Faculty will regularly publish original, creative, and important

scholarship in prominent scholarly journals, publications by leading presses,
andotherhighlyinfluentialvenues.
Intellectual Community The SOL will build and maintain an intellectual

community that supports innovative and important scholarship, and that
attractsandretainsoutstandingandinfluentialscholars.
Interdisciplinary and Collaborative Research and Teaching The SOL will

encourage and support interdisciplinary and collaborative research and
teaching, particularly in cooperation with other schools and centers of the
Bloomingtoncampus.
STRATEGIESANDPROGRESSMETRICS
The SOL provides recommended actions and indicators of progress for each area.
TheseareprovidedinFigure3.3.Similarlytotheplansalreadyexamined,theSOLs
planlookstofosteracultureofresearchthroughmanyoftheapproachesdiscussed
inthesectionsabove.TheSOLplansto:
Adjustfacultycompensation,aswellasteachingandadministrativedemands,
toreflecttheimportanceofresearchproduction;
Hirenewfacultywithresearchpotential;
Develop collaborative research networks within the department and with

otherIUBunits;
Developresearchcenters;and
Seekexternalfundingforresearch.
IUBsplandoesnotcallforfacultymentoringorprofessionaldevelopmentprograms.
100
Ibid.,p.4.
Ibid.,p.5.
102
BulletedItemscopiedverbatimfrom:Ibid.p.68.
101
29
Figure3.3:ResearchProductionStrategiesandIndicatorsofProgress
AREAOF
DEVELOPMENT
Scholarship
Intellectual
Community
Interdisciplinary
andCollaborative
Researchand
Teaching
ACTION
Providefacultymemberswithsufficienttime
toproducesubstantialscholarshipofhigh
quality.
Adoptasalarystructurethatencouragesthe
hiringandretentionofexcellentscholars.
Thefacultyappointmentsprocesswillplace
primaryemphasisonhiringproductivescholars
whowillhaveasignificantimpactontheir
respectivefields.
ReachouttotheIndianaUniversity
communityinrelatedareastobringthe
perspectivesofotherdisciplinestoourwork.
Developprogramsandopportunitiesfor
intensiveintellectualexchangewithinour
facultyasawholeandinsmallercommunities
oflearning.
Supportthecreationofinterdisciplinary
researchcentersandprojects,courses,and
programsofindividualresearch.
Investresourcesincollaborativeprogramsand
centersbasedonexistingfacultystrengthsand
cooperationwithotherIUBunits.
Strengthenourjointdegreeprogramsandadd
newonesasvaluableopportunitiespresent
themselves.
BuildontheLawSchoolstraditionalstrength
inthestudyofLaw&Societythroughresearch
supportandfacultyrecruitment.
Seekexternalfundingforresearch,programs,
andcenters,andwewillevaluatethecontinuing
viabilityofcenters,bytheirabilitytoattract
externalsupportorotherwisetoservean
importantinstitutionalinterest.
INDICATOROFPROGRESS
Increasedquantityofplacementsof
articlesandbooksinprominentscholarly
journals,publicationsbyleadingpresses,
andotherhighlyinfluentialvenues
Increasedinfluenceoffacultyscholarship,
includingnumberofcitationstofaculty
work,adoptionsofcasebooksandother
teachingmaterials,reviews,published
responses,andinvitationstopresentwork
outsidetheLawSchool
Improvementsinnationallyrecognized
rankingsoflawschoolsandlawfaculties,
includingtheU.S.Newsacademicand
practitionersurveyrankings
Hiringandretentionoffacultymembers
whoareorwillbeleadersinpublishing
original,creative,andimportantscholarship
inprominentscholarlyjournals,publications
byleadingpresses,andotherhighly
influentialvenues
Increasedsuccessincompetitionforhiring
andretentionoffacultymembersamong
peerschools
Maintenanceofalowstudent:faculty
ratio
Greaterquantityofinterdisciplinary
scholarshippublishedinprominentscholarly
journals,publicationsbyleadingpresses,
andotherhighlyinfluentialvenues
Expandedstudentparticipationinjoint
degreeandotherinterdisciplinaryprograms
Increasedexternalanduniversityfunding
forresearchbythelawfaculty.
Greaterrecognitionoflawschool
programsinrelevantnationalrankingsand
surveys.
Creationofnewcentersinstrategicareas,
suchasconstitutionaldemocracyand
environmentallawandpolicy.
Source:MaurerSchoolofLaw103
103
Tablecontentsreproducedfrom:Ibid.
30
TheSOLsupdatedinitiativesfor20122015reflecttheschoolssatisfactionwiththe
steps it took due to the 2005 strategic plan. 104 Further recommended steps
include:105
Increasingopportunitiesforinterdisciplinaryandcollaborativework;
Developinginfrastructuretofacilitatefundedresearch;
Maintainingfinancialincentivesforresearchproductivity;and
Increasingthevisibilityoffacultyscholarship.
104
20122015Initiatives,BuildingonSuccess:ARoadmapfortheFuture.MaurerSchoolofLaw.p.89.
http://law.indiana.edu/about/doc/FinalStrategicInitiativeswithIndicators10.8.12.pdf
105
31
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http://www.hanoverresearch.com/evaluation/index.php
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Building a Culture of Research:

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

EXECUTIVE SUMMARY AND KEY FINDINGS

Section I discusses the importance of a culture of research and addresses

Section III profiles the research development plans at three public

Institutions wishing to develop a culture of research must allocate

A developing culture of research requires open and collaborative personal

To implement cultural change, administrators must be prepared to tailor

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

A culture of research may take years to develop and, once established,

Plans for a culture of research should include consideration of student

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

SECTION I: RESEARCH PRODUCTIVITY IN

Andrew Cheetham of the University of Western Sydney (UWS), Australia, further

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

This change is not surprising as the increasingly competitive higher education

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

Importance of Collegiality Many characteristics require collegiality and a

AlreadyPresent Characteristics Some characteristics may already be

The bolded characteristics below are the strongest predictors of research

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

SECTION II: INFLUENTIAL FACTORS FOR A

Providing a clear and publicized articulation of institutional research goals

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

Mentorship in research skills may be particularly important in professional fields

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

Circulating regular newsletters, memos, or emails with faculty publishing

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

Weighted journal publication citations: This measurement gives high value

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

Additionally, higherlevel evaluation metrics may become more relevant as a unit

2014 Hanover Research | Academy Administration Practice

Hanover Research | May 2014

Stony Brook Universitys School of Nursing This schools strategic plan

2014 Hanover Research | Academy Administration Practice