Newcastle EDAMBA Conference- 2008

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Newcastle EDAMBA Conference-   2008 Powered By Docstoc
					Building Research Capacity in
the UK


  EDAMBA Conference 2008

  Richard Thorpe Leeds University Business School
Business and Administrative
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Views from across the pond -
AACSB
 Doctoral faculty production globally has not
  kept pace with increasing student demand
  in business education
 Where there are increases these are not at
  schools accredited by AACSB – more likely
  to be from for-profit institutions (quality)
 Little variability or innovation in the
  doctoral programme offering of AACSB
  schools
Some conclusions of their review
 Little evidence of business schools across the world
  increasing their capacity
 The growth in business schools has created a global
  market for well trained faculty already in short supply
 Limited financial support has reduced the
  attractiveness of training with graduates opting for
  industrial careers
 Doctoral programmes have changed very little over
  the years
 There is a need for more flexible programmes to
  attract untapped resources (for example mid-career
  professional)
In the US
   Bridge programmes
   Post Doctoral Programmes
   DBA programmes
   Consortia programmes
   Tulane University Latin Americam
    Partnership
In the UK
 There is concern surrounding the provision of academics
  in the field of Management and Business and a need to
  increase the number entering the profession and retain
  them over time.
 There are approximately 450 academics (ABS and ESRC)
  being recruited into business schools each year and this
  presentation deals with the research active group.
 The ESRC demographic reviews showed a very different
  pattern of entry into the profession from other social
  science disciplines.
 There is a need to provide a diversity of pathways and
  inputs into the system – one size doesn’t necessarily fit
  all in management and business field and…..
 Academics need support over the life course
Objectives of the current proposal

 To build of the success of the AIM initiative
 To continue to develop and retain academics within the
  profession, particularly in areas where AIM hasn’t
  focused
 To support and improve the quality of those academics
  who wish to be research active as they enter the
  profession
 To retain a critical mass of British and European
  academics within doctoral programmes.
 To focus training on recognise centres of excellence.
 To develop a new cadre of academics in new areas of
  expertise particularly practice relevant aspects
 To develop academics in Management and Business
  across the life course
    Research Careers for a New
    Strategy

                                             Professorial
       On-going                              Fellowship
                                                                      Centres
     Training and
     Development           Late career fellowships                Priority
                                                                 Networks/
                                                                  Groups
                                Mid-career
                                Fellowship              Large Grant

                                                   Small Grant

                  MBS Fellowships
                 Postdoctoral                First Grant Scheme
                  Fellowship

          +3 Studentship
                                                                    Research
          + case awards                                           Opportunities
   Research Masters

Advanced
Quantitative
Methods -undergrads
In the UK – a six stream approach
 Better Undergraduate quantitative methods
 ‘Ring fence’ a certain number of
  management and business scholarships
 ‘Ring fence’ a certain number of
  management and business postdoctoral
  fellowships
 Establish a new early career fellowship
  scheme
 Develop a ‘beefed up’ late career fellowship
  scheme
 Fund business engagement clusters
And ……….
 An infrastructure of research training
  support
     RDIs one to be presented later today
     ESRC centres for research methods
     A new gateway to training provision
Gateway of Support
   All components backed by a national professional training
    infrastructure
     ESRC, RDIs and National Centre for research
      methods
     Relevant professional bodies
     Capacity engagements with AIM fellows
     Training workshops through current and future BAM
      and AIM events
     Connecting the participants by creating cohorts and
      adding value through managed networking and
      inputs that will improve career development
     Regional collaborations?
             Specialist nodes of the NCRM
             Access to materials e.g. JISC/ESRC/AHRC etc
             Access to ESRC strategic initiative for advanced quants
Careers
Two Definitions of Career
 Verb -To rush in an uncontrolled way – ‘to
  barrel along’
 Noun – A choice to dedicate your life to a
  particular profession – calling, vocation,
  livelihood, employment
 A series of jobs in a profession or
  occupation that a person has through their
  life
 Latin – Carrus – a two wheeled wagon
Can you plan it?
 Yes
   But you need to be clear what you want
    to achieve
Career purposes and anchors
 Discipline /Domain/Sector/Theme
     The notion of Schien’s ‘career anchors’
        Entrepreneur
        Manager
        Technician
        Innovator
Some ‘facts’ about the context
 Undergraduate, postgraduate, post
  experience
 110 UK business schools
 Ancients, red brick, plate glass, post ’92
 Research elite schools
 MBA league table elites
 Post experience elites
 Size: 10 to 100?
 10% of University activity?
Jobs, roles and career structures
 Lectures, Senior Lecturers, (Principal
  Lecturers) Readers & Professors
 Research assistants, research fellows etc
 Teaching fellows
 Heads of departments, deans, assistant
  deans etc
 Teaching vs research
 Academic work vs management /
  administration / leadership
My own career
 No first degree – management career
  at Clarks
 MSc Strathclyde
 RA 1978 and RF 1980
 International Teachers Programme
  and PhD - Lancaster
 SL 1986, Prof 1994, Director of
  Graduate School 1996
 Chair of BAM, 2005
Issues and mistakes
 Too much teaching too early!
 Too few publications after SL and
  failure to convert PhD and conference
  papers into good journals
 Lack of focus for the chair and
  unrealistic
 Failure to understand the ‘rules of the
  game’
Luck (or chance) plays a part
 John Goodman – Rule Making and
  Industrial Peace
 Diary studies and a move to
  Strathclyde
 ITP – and a research supervisor
 Joint publications and ‘the book’
 Maintaining contacts
 Taking a role in BAM
Some suggestions
 Lecturer – teach and publish
 SL – get better known, publish in
  good journals and work in a team
 Chair – you will now need
  international referees, book(s) and
  focussed publications
 Deans – demonstrate the ability to do
  tough managerial jobs and have good
  outside networks – OK researcher
Suggestions (2)
 Relationships build and sustain.
  Supervisors, mentors, collaborators,
  protégés and reputation. Remember
  you will be judged by those you judge
 Develop your intellectual project(s) –
  five year time periods
 Growing importance of metrics - REF
How to get on – social capital
 Within the University
 Informal networking – outside the
  university
 Cultivate collaborative relationships
 Have a subject?
 Publish and present at conferences
 Become indispensable
      How to Make a Mess of the RAE -
      from a past panel member

Do:
• Have unresolved goal conflict between teaching, research,
  practitioner-led activities, and outreach
• Appoint capable young academics and give them heavy teaching
  and administrative loads
• Run the School as a cash-cow for the University
• Increase research output at the expense of quality
• Be seduced by the halo effect (despite your best efforts, your
  research is usually not as good as you think)
     How to Make a Mess of the RAE

Don’t:
• Get adequate development funding to support your strategy
• Appoint Professors who are committed and supportive research
  leaders
• Convert practitioner-based output into refereed journal articles
Training for research
 Research Methods Training

 Research philosophy
   Alternative epistemological positions to provide to
    context for theory construction.
 Research design
   research design and the choice of appropriate
    techniques. The formulation of researchable problems
    and appropriate alternative approaches to research
 Research methods
   Data collection and analysis, quantitative and
    qualitative, including appropriate skills
 Specialist methods
   Advanced methods in techniques appropriate to the
    specialist areas being researched
General and transferable skills

   General Research Skills
       Bibliographic and computing skills
       Teaching skills
       Language skills
       Ethical and legal issues
       Exploitation of research and Intellectual Property Rights
   Personal development and employment
    related skills
       Communication skills: writing and dissemination and
        media skills
       Research management and team working skills
       Personal and career development (QAA requirements for
        postgraduate skills audits)
 Research Career – Funding
 Pathway
  On-going                                      Professorial        Centres
Training and                                    Fellowship
Development
                                                                Priority
                                                               Networks/
                                                                Groups
                              Mid-career
                              Fellowship             Large Grant

                                                 Small Grant


               Postdoctoral                First Grant Scheme
                Fellowship

       +3 Studentship


 Research Masters
                                                                                Research
                                                                              Opportunities
Funding across the lifecourse –
Track funding – think of 5 years projects and chains


   Research studentships
   Post doctoral fellowships
   Early career fellowships
   Ring fenced small grants for career researchers (includes
    all academics early in their careers)
   Small and medium sized grants in response mode,
    perhaps targeted at different Boards for different types of
    grants e.g. resources, training
   Mid career fellowships
   Clear opportunity for very large grants
   Professorial fellowships

				
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