Research Leadership Philosophy
Chuck Staben
University of Kentucky
The University Missouri asks for a statement of leadership philosophy rather than a
cover letter responding to the specific characteristics in their advertisement, a very
interesting request. Leadership is a critical quality for upper-level administrators, but
one that is difficult to define and hard to identify. Generally, it is easier to define and to
assess management skill, but leadership is more important. To make clear that
distinction, management is wielding power by position; leadership is acquiring power by
influence. Both are important, and the best research administrator will be both an
effective manager of people and resources and an effective leader.
Leadership means identifying goals and inspiring a group towards them. Leaders
inspire confidence so others will follow, even when they may not have to do so.
Leadership means that one’s subordinates, peers, superiors, and others recognize that
you are creative and capable; and that they want to follow you. A well-led organization
is one in which all members feel respected and valued, and can feel and be productive.
How do these ideas translate concretely to leading the diverse research enterprise at an
institution like the University of Missouri-Columbia?
Vision and Goals
AAU member universities, like Missouri, are distinguished by excellence, particularly by
the breadth and quality of their graduate education and research. The AAU indicators
are not the full measure of a great university, but they provide a fairly objective
snapshot. The University of Kentucky aspires to be a Top 20 public research university
and to become a member of the AAU; we have adopted similar measures and
implemented a Top 20 Business Plan to achieve these goals. Missouri, like many
universities, faces many challenges in maintaining and improving its stature, as well as
in meeting the needs of Missouri in terms of economic and intellectual workforce
development. Enhanced research across the university, as well as effective research
administration, is critical to achieving these goals.
Missouri has made great strides, increasing its Federal research expenditures 247%
from 1995 to 2005 (NSF data). For 1863 land grant universities, that percentage ranks
12th (University of Kentucky [278%] ranked 2nd to UMass in that interval). Nevertheless,
Missouri ranks relatively low in the AAU cohort of which it is a member. Missouri faces
considerable challenge in a limited state funding environment with many other priorities.
UM also faces challenges within the state. For example, in the biomedical area UM
plans to establish its own CTSA-funded Clinical and Translational Research Center, in a
state in which Washington University has already been funded.
Increased extramural funding will continue to be critical for continued progress at UM.
UM has already recognized, in its strategic planning process, the need to improve its
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signature programs while maintaining overall strength, to improve research
infrastructure to facilitate progress, and to meet the challenge of interdisciplinary
research in a comprehensive research institution. The Research Office can facilitate
the work of MU’s faculty, students, and staff to conduct research in an ethical, compliant
fashion without increasing unduly the time and financial obligations. Research can
enhance the infrastructure, such as core facilities, that enable research and encourage
collaborations. Research can also stimulate and coordinate interdisciplinary initiatives,
both in academic departments and in its own centers. Research can communicate the
importance of the work conducted at UM, and help translate that research to the
business community. Clearly, UM has taken important steps in the latter arena by
reorganizing its technology transfer office and by opening Discovery Ridge Research
Park. Research and engagement are critical arms of the original land grant mission; an
effective Research Office can play a major role in these missions.
Leadership
The goal of enhancing research in its many facets seems clear to someone, like me,
who has been engaged in doing so at a peer university. The difficulty is always in
actually achieving those goals. Doing this will demand effective management as well as
leadership. And, achieving UM’s research goals will not be an individual endeavorl; it
will require the dedication and success of many faculty, staff, and students. First, I think
it is important that a leader has made the transition to understanding that success is not
his or her individual success, but the success of the group. Almost 10 years ago I
recognized that I wanted to facilitate the academic work of others. I have continued my
academic work, and I think that the quality of my teaching and research deserve the
respect of my colleagues, but my personal success comes primarily from facilitating
their success rather than in pursuing my own research agenda. So, how does one
lead?
Leaders inspire confidence so others will follow, even when they may not have to do so.
This is particularly important in a research organization, where many of those who will
determine your success do not report to you; they report to their chair and dean and
respond to the national research agenda. To inspire confidence, one’s subordinates,
peers, superiors, and others must recognize that you are creative and capable; that you
know what must be done to move the University forward on a national stage. You must
understand the national research scene as well as the university priorities and
capabilities. One must share and reiterate goals, but also find means of aligning your
goals with those of the individuals on whom you depend. Having been a successful
researcher, department chair, and research administrator, helps establish credibility but
also helps one to understand others’ needs and priorities. These may be faculty
members, who are competing for grants while mentoring gradaute students and
teaching undergraduate classes, deans who are recruiting faculty in a competitive
environment, or administrators seeking to facilitate progress within an established
framework. The successful Vice Chancellor will work with all of these.
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A well-led organization is one in which all members feel respected and valued, and can
feel and be productive. It is an organization where there is considerable openness as
well as trust and confidentiality when necessary and appropriate. A leader can explain
decisions, and even those who are disappointed (such as those who do not receive
funding) will feel that they can understand the basis of a decision and continue to
respect the leader and to feel that further effort and contribution will be valued. I think
that particularly at universities, which are creative and open institutions, that a
willingness to listen to creative ideas and unusual solutions, and to be inclusive, is
critically important.
Leadership is also a very personal quality. Leaders have clear core values and
principles, and act consistently and dependably upon them. They lead by example and
by force of character. As a leader, I have and expect to work very hard and to do my job
extremely well. I am devoted to the organization and to the goals of the organization. I
think that a good leader understands what happens within and beyond his organization,
but does not personally manage each detail. Leaders of successful organizations
empower those with whom they work, rather than retain or consolidate all power within
their own offices. Good leaders make clear what must be done, but allow those with
whom they work responsibility in finding the solution. Good leaders also care for those
with whom they work, promoting them and finding them appropriate positions or roles in
which they succeed. Good leaders have high expectations and make those clear to
those who follow. And, of course, the buck really does stop at the leader’s desk, for
decisions and delegations that he has made, a good leader assumes personal
responsibility.
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