Partnerships for Emerging Research Institutions Report of a Workshop (2009) / Chapter Skim
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Solutions to Overcoming Barriers: Strategic Partnerships for Economies of Scale
Solutions to Overcoming Barriers: Strategic Partnerships for Economies of Scale
Pages 17-34
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From page 17... ...
In the case of services that needed to be provided (sponsored research office, business services, technology transfer, grants management) , the solution often meant partnering with an organization that already had the necessary functions at a significant scale, and then using the partner's economies of scale to achieve the needed functions at a reduced price.
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From page 18... ...
• Implement interdisciplinary proposal development groups centered around various research themes to stimulate collaboration and assist junior faculty. • Develop a strategy to increase the number of new faculty and researchers annually and provide competitive start-up funding in targeted areas.
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From page 19... ...
Those individuals' ability to raise funds then paved the way for the next generation of incoming researchers, in the same college, to enter a more research-intensive environment with more robust resources. This strategy allows emerging research institutions to focus on areas in which they are particularly well-suited by virtue of geography, access to special populations, prominent alumni, or unusual faculty expertise; thus making success more likely.
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From page 20... ...
However, this practice significantly increases faculty teaching load. Dorothy Zinsmeister, assistant vice chancellor for academic affairs for the University System of Georgia, explained what happened when, as a department chair at Kennesaw State University, she increased class sizes.
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From page 21... ...
The practice of using research funding to pay for a teaching substitute is usually termed "release time." It is a direct means of creating time for research. Dorothy Zinsmeister used the alternative term "reassigned time" to reflect the fact that the time is not free but is reallocated from teaching to research.
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From page 22... ...
described how the University System of Georgia, using state funding, launched a program to provide ERI researchers a semester or year at the Georgia Institute of Technology. This faculty development program operated for several years until state budgets were dramatically reduced in the aftermath of post-dot.com budget shortages in 2000 and 2001 when hundreds of start-up businesses on the Internet crashed.
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From page 23... ...
were given to the ERI researcher to use in launching a research program on return to his or her home institution. Muyskens and Barefield concluded by pointing out that Georgia's Faculty Development Program yielded lasting benefits to Georgia Tech, as well as to the ERIs, including: • Better preparation of ERI students transferring to Georgia Tech.
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From page 24... ...
Susan Ross, director of the Office for Sponsored Research at Northwestern University, Evanston Campus, and Adam Kessel, education developer at the American Indian Center of Chicago, described the case of a successful partnership among Northwestern, the East-West University, and the American Indian Center on an NSF project to build
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From page 25... ...
To obtain the grant, the Northwestern provost had to commit his sponsored research office to assisting the partner institutions, which had never processed a proposal for a federal grant. What followed was a hands-on approach, with Northwestern walking its ERI colleagues through new awardee forms, cash management processes, FastLane submissions, report writing, regulatory policies and procedures, and more.
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From page 26... ...
A second approach to the dilemma of how to provide tech transfer services to ERI faculty is outsourcing. As an example, Tanaga Boozer described the capabilities of Intellectual Property Solutions, a small company that provides a virtual tech transfer office to universities that may not be in a position to establish their own.
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From page 27... ...
No solutions to the first problem were identified in the workshop, but the GALILEO project, described by Merryll Penson, executive director of library services, University System of Georgia, was offered as a model for solving the problem of access to journal subscriptions. GALILEO (Georgia Library Learning Online)
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From page 28... ...
"Tenure and promotion decisions play a crucial role in retaining outstanding faculty." Jim Muyskens mentioned that the University System of Georgia (where he had been a senior vice chancellor) had, in addition, implemented posttenure review with criteria specific to research, and that this practice had in fact been what motivated some of the ERI faculty in the University System of Georgia to begin to look at retooling themselves through faculty development programs.
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From page 29... ...
The workshop featured four sources of support as examples of programs available through federal agencies: the Army's Mentor-Protégé program, NIH's Extramural Associates Research and Development Award (EARDA) at the Child Health and Human Development Institute, the NSF
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From page 30... ...
For many ERIs, government contracting is a specialty skill whose absence on campus precludes ERI researchers from accepting large DOD contracts, or contracts from other agencies. The ability to obtain contracting expertise through mentoring would present a significant opportunity for ERIs' ability to secure research funding and to develop long-term collaborations for future joint efforts.
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From page 31... ...
and professional development activities, including technical assistance workshops in grantsmanship and research methodologies. These activities are designed to enhance knowledge related to the development of competitive research grant applications, as well as provide networking opportunities among colleagues.
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From page 32... ...
, joint support of proposals submitted through other NSF channels, and a variety of outreach and workshop events to familiarize EPSCoR researchers with NSF programs, priorities, and policies. The Funding Models The Mentor-Protégé, EARDA, STAR Alliance, and EPSCoR programs are but four examples of federal resources available to ERIs wishing to enhance their research capacity and infrastructure.
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From page 33... ...
Private foundations and organizations Office of Intellectual Property (USP) Federal agencies NSF STAR Alliance Partnerships across institutional types NSF EPSCoR Faculty and student research collaboration NSF PREM Research training and professional NSF MSP and LSAMP development NIH MORE Programs Mentoring NIH EARDA Technical assistance Army and DOE Mentor-Protégé Grantsmanship workshops SBIR and STTR Outsourcing Grants Plus Intellectual Property Solutions Partnerships Sponsored programs administration Technology transfer functions Regulatory compliance support Staff training Research capacity building Internal funding Start-up funds Research awards Return of overhead receipts Research incentives for new research projects
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