A Social Innovation Model as Bridge-Builder between Academia and Research Management

Autor/inn/en	Williamson, Charmaine; Shuttleworth, Christina
Titel	A Social Innovation Model as Bridge-Builder between Academia and Research Management
Quelle	In: Journal of Research Administration, 52 (2021) 2, S.100-127 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1590
Schlagwörter	Models; Research Administration; Epistemology; Strategic Planning; Researchers; Criticism; Professional Identity; Intellectual Disciplines; College Faculty; Interpersonal Communication; Innovation; Universities; Doctoral Students; Masters Programs; Doctoral Programs; Graduate Students; Mentors; Research and Development; Faculty Workload; Supervision; Teacher Student Relationship; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Analogiemodell; Forschungsadministration; Erkenntnistheorie; Strategy; Planning; Strategie; Planung; Researcher; Forscher; Kritik; Geisteswissenschaften; Fakultät; Interpersonale Kommunikation; University; Universität; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Magister course; Magisterstudiengang; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Forschung und Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Institutional research management (RM) is increasingly seen as a strategic force, not only to raise the research output per academic, but also the quality thereof. RM, therefore, has to attend to researcher development (RD). How RD is achieved, as part of RM, is still viewed as an embryonic field with attendant calls for additional research. Often, criticisms of RM's researcher support efforts come from the academy itself. These drawbacks, perhaps, originate from the nature of research, in that advanced scholars gain strategic research identities through deep positioning within disciplinary specificity, embedded in knowledge-based and methodological originality. This then creates a disjuncture between academia, as researchers, and RM, as support services. Academic staff 's perception of the value of RM may be filtered through how well RM speaks to epistemological, academic fields, while inculcating the same in RD. RM's chances of gaining support and traction for their work from the researchers they support, may well be gained through "speaking within the remit of disciplinary languages". Yet, how might this be smartly achieved in the intensely active and respective roles of the two parties? We present a novel RD model, which has been shown to boost credible conversations between researchers and research managers. The research novelty is expressed through a model of social innovation, which brought methodology into the heart of RM's support and received traction from researchers, who perceived RM as "speaking their language", while triggering conceptual thresholds. The findings extend an under-studied area of social innovation within an empirical setting in a mega-university and theorise how conceptual thresholds spur on social innovation. (As Provided).
Anmerkungen	Society of Research Administrators International. 500 North Washington Street Suite 300, Falls Church, VA 22046. Tel: 703-741-0140; Fax: 703-741-0142; e-mail: membership@srainternational.org; Web site: https://www.srainternational.org/resources/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01