What combination of skills and career paths in today’s research management and administration (RMA)?

Susi Poli, EdD Candidate, UCL Institute of Education Kristel Toom, Tallinn University

EARMA Annual Conference 2015 in Leiden

Susi’s participation at the conference has been co-funded through a EARMA AC Travel Bursary (EACTB)

Summary

• Aims • Research into research management • This study: research questions, methodology,

methods • Sample of the study • Findings • Reflections on reflection-in-action

Aims • To show results from a piece of research into research

management (study in 2012 during my professional doctorate)

• An increasing body of literature, more articles coming out, therefore a newer field of investigation in today’s research

• Looking for evidence (by using either quantitative or qualitative methods), having a robust methodology, and then showing findings which can be used in everyday practice

• Eraut and Schon call for research into professional practice, possibly done by practitioners

Research into research management through Eraut

• How to do/disseminate this type of research for practical purposes and enrich the professional community?

• Eraut claims that “the knowledge-development potential of practitioners is under-exploited … further reflection and discussion can enhance the knowledge derived from case experience and organise it in ways that encourage its further development … the researcher-practitioner team will need to combine the analytic skills of the original researcher with the creative skills of the practical problem-solver” (Eraut, 1994: 56)

• Just professional doctorates aim to equip practitioners with analytic skills

Research into research management through Schon

• Schon calls knowledge in action “a manager’s reflection in a context of action” (ibid, 2011:241)

• In Schon’s view, knowledge and practice inform each other and reflection-in-action stands for tackling the (practical) situation in conversation with the situation itself, including the strategy to cope with unique situations

• This strategy will be shaped by the interaction with any particular situation (ibid, 2011).

• But also ‘reflection on reflection-in-action, which stands for sharing own reflection in action, which is what managers seldom do

• Reasons why managers are not in a position to help others, especially within the same organisation/community (Schon, 2011) and also why we need consultants

This study: research questions, methodology, methods

• Research Questions = what are the core skills in today’s RMA? Are these skills culturally-driven? Is it feasible to combine skills with career paths? Therefore, do some skills arise from specific career paths?

• Theoretical perspective: - Shelley’s study on changing roles and career experiences in UK RMA –

specifically professional background, current responsibilities, issues in managing these responsibilities, changes in the RMA role, and future aspirations (2009)

- Whitchurch concept of ‘blended professionals’ (2008) used for the identification of three main patterns of professional development

• Methodology/methods: qualitative research, through survey

Sample of the study

• Members of the EARMA PDWG

• Senior research managers: only women, from a number of EU countries,

and a cross-spectrum of experience in roles in RMA

• Coming from the 3 main patterns of professional development or career paths as described by Whitchurch (2008)

• Three patterns: individuals from academia previously trained as researchers, those from management in HE who aim to gain academic credentials through masters or PhD courses, and also those from other sectors as a result of dedicated appointments before being hired in HE and RM

• A questionnaire with a set of closed and also open questions

Findings 1

• A common set of compulsory/recommended skills regarded

as needed in today’s RMA

• But these skills regarded differently (in different EU contries or organisations), so culturally-driven

• Overall, these skills were not seen as associated with a career path

• However, most of the skills were high-profile and historically located in academia, so to stand with researchers and who has an academic profile

Findings 2 – These skills

• cultural knowledge • networking • good interaction (empathy) with peers but also (mainly?) with different

university groups (incl. academics) • being pro-active • being humble • communication and intercultural communication • leadership (depending on the situation) • strategic skills • planning and timing • other languages • having worked abroad (staff mobility) • social media literacy

Reflections on reflection-in-action

• Can you follow your threat of career, and find out your narrative in

career? Have you been creative in shaping your career or culturally-driven (by your country, institution or also your expected-to-be career path)? Have you been ready to switch role laterally (not necessarily upwards)

• What further career paths in RMA? And what core skills in RMA?

• What culturally-driven skills can you spot in today’s RMA? Also consider aspirational skills, or also what you need to be more effective/aligned with others in practice

• Anticipating skills in need in tomorrow’s RMA. What prospective

skills?

References • Eraut, M. (1994). Developing professional knowledge and competence.

Psychology Press. • Poli, S. and Toom, K. (2013). Exploring the Theory. Research management

as a newer field of investigation. EARMA Link

• Schon, D. (2011). The reflective practitioner.

• Shelley, L. (2009). "Research managers uncovered - Changing roles and 'shifting arenas' in the academy." Higher Education Quarterly, 64(1), pp. 41-64.

• Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377-396.

Thanks for your attention

• Let me know your comments, pls • Further suggestions and comments welcome here:

susi.poli@unibo.it and Kristel.Toom@tlu.ee