Research Leadership - the power of influence

Research leadership is arguably the most powerful lever of all to transform research performance and culture. Yet training and support are lacking at the most senior levels. The solution? Focus on influence.

Research leadership. Critical for creating powerful cultures and environments, in generating research of the highest quality, and creating impacts that truly transform lives across the world. And one of the most challenging jobs to do well.

Yet what do we really mean by research leadership? Do we understand where we are right now? More to the point, do we really know how to create the excellent leadership that is going to transform research people, cultures, and environments?

Research leadership has been a passion of mine for nearly 20 years. In my research management and leadership career, I made it a priority to support the development of capable capacity in research leadership at every level. And I did this by observing and studying what really makes great leaders that people want to follow - then supporting others to do the same.

In this article I talk more about some of the challenges and opportunities facing senior research leaders today, and the awesome potential for a transformation in research culture - if we can get it right.

A common definition

So what do we mean when we talk about research leadership. In his truly excellent Higher Education Policy Institute 2022 report 'Research Leadership Matters: Agility, Alignment, Ambition ', Professor Matthew Flinders defines research leadership as:

The activity of supporting and facilitating the production of research in an inclusive manner that maximises the scientific quality and social impact(s) of that endeavour

As he goes on to clarify, research leadership more commonly refers to the 'contribution of an individual to supporting and nurturing the research careers of others'. This can be at any level within the research ecosystem, including PhD supervision, individual research projects, programmes of work, at centre, institute, faculty or university level, and can also include wider leadership within research funding organisations and learned societies.

All of which indicates that a one-size-fits-all approach to research leadership is not going to be sufficient. Which is why I have chosen to split the topic into two articles. In this issue, I will talk about how we support the most senior levels of research leadership - at Pro-Vice Chancellor (PVC), Dean, and Associate Dean roles.

In the next issue I'll be exploring in more detail how we can support research leadership at every level to develop a vibrant and diverse pipeline of leadership capacity and capability.

The research landscape has changed - dramatically

Since I took my first tentative steps into a research lab as an undergraduate way back in 1992, so much has changed. To give you some context, at that time the internet was only just becoming mainstream...

As the UK Research and Innovation Strategic Plan for 2022-2027 identifies:

The world is changing fast and the UK needs a research and innovation system that is fit for the future: able to respond with agility to social, environmental, technological and economic change on a global scale

The opportunities for world changing research and impact are vast, yet to realise that potential, we will need to create a 21st century approach to research leadership. And the key to doing that is to employ a technique that great leaders have employed for thousands of years...

Influence.

The challenge

At the most senior levels, research leaders face one very particular challenge - in most cases, the majority of the people they lead do not report to them. This is especially true in less research-intensive environments.

Yet these leaders are tasked with creating and implementing strategies which are supposed to transform research in their organisation. With creating environments over which they may not have direct control. Of managing functions, processes, and people who report into School, College, or Faculty management structures.

Added to this, research is highly dependent on the Research Management professional services which may in turn report to professional, rather than research leaders.

Combined, this leads to a lot of moving parts, most of which lie outside the research leaders' control.

The other challenge

So far so tricky. There is another key factor which can make senior research leadership a more stressful career path. In many parts of the sector, there is a lack of training for these leaders, and even less clarity about the expectations of the role. Newly-minted Professors may be unprepared for new leadership expectations. Associate Deans now find themselves managing colleagues (without formal authority). Promotion to a PVC role within the Office of the Vice Chancellor comes with a whole host of institutional-level responsibilities and (dare I say it) politics.

Learning from what works

I want to say that there are very many incredible research leaders within universities, and I have had the privilege to work with more than my fair share. I have seen the power of visionary research leadership - not just in breaking new ground in research, or creating bold institutional strategies. The most transformational leaders are those who create environments and structures to allow talented individuals to thrive and develop their own research and leadership excellence.

Their one unifying characteristic is that they lead through influence, gaining loyalty and respect and, most crucially creating significant change.

Leading through influence

So what do we mean when we talk about leading through influence? As a Director of Research, the majority of my role depended on being able to lead in this way. For an extended time I was effectively leading both professional and academic functions, and so was almost entirely dependent on influence. Learning from this experience, and from the great leaders I have worked with, I describe leading through influence in this way:

The ability to inspire others to move through relationships, curiosity, trust, and a genuine desire to serve, especially in the absence of authority or hierarchical power.

Crucially, influence has nothing to do with 'persuading' or 'getting people to do stuff'.

Leading through influence in research requires a fine balance. At the core is the need to create strategies that will transform performance and leapfrog the institution to the next level.

And then to 'sell' those strategies in a way that inspires people to move. Not just academic colleagues, but also executive boards, governing bodies, professional services leads, and external stakeholders such as business and loco-regional government. All of whom will require a different approach.

How can we support research leaders to do this effectively?

If I were to teach one thing about influence and leadership, it would be this:

It's about them, not you.

When we're under pressure to deliver that strategy, that change project, that REF result, it can be easy to get hyper-focused on the result, on what we are trying to achieve. We feel like we have to push through the process and get implementing as soon as possible. Yet this can damage trust, causing resistance, confusion, and poor outcomes.

A more effective strategy is to give research leaders the tools and training - and time - to take a step back. To flip their perspective and put themselves in the shoes of the different stakeholders involved. To listen and understand what each of those stakeholders might need, what concerns they have, what contributions they could bring.

If done well, this approach builds trust, liking, engagement, and buy in. It creates a far more open and inclusive culture. Which in turn creates a powerful positive feedback mechanism to create transformational results.

Yet to do this takes confidence. It requires a level of self-awareness, and a genuine desire to serve and bring value. It is dependent on a clear understanding of the expectations, remit, and authority of the role. And, to do this effectively, the research leader will need to be supported by those above them. Within this framework, internal or external mentoring or coaching can be powerful, especially in supporting research leaders to have positive conversations with those who will be resistant to the change.

Having a more professional, supportive, and influence-based approach to senior research leadership training can lead to success beyond expectations. It makes leadership more attractive as a career choice, and can be a means to increasing diversity at senior levels.

Oh, and it will also help you to hit those research performance and REF targets...!

Have your say

I want to highlight that this approach is already being used within Universities - indeed, The University of Reading has a 'Leading Through Influence' development programme.

Please share your own initiatives and successes in supporting and training senior research leaders so that as a sector we can learn from best practice.

#ResearchLeadership #ResearchCulture #Influence