In some universities, academic departments are tasked with delivering exceptional teaching while simultaneously increasing research output.
Transitioning a department from a teaching-intensive model to a dual-intensive culture—where excellent student experience and research performance coexist—can seem impossible, especially for a first-time line manager.
The challenge is compounded by tight budgets, high workloads, and the diversity of staff expertise and interests.
However, with strategic planning, strong leadership, and evidence-based approaches, it is possible to create a sustainable culture of dual excellence.
This article outlines a step-by-step guide for managing this transformation, enriched with case studies and supported by relevant literature.
By the end, you’ll understand the scale of the challenge and have practical tools to navigate it successfully.
Understanding the Challenge
The task of creating a dual-intensive academic culture requires navigating competing priorities: balancing teaching and research, managing workload equity, and fostering motivation while avoiding burnout.
Several key challenges stand out:
- Cultural Resistance: Academic staff may be reluctant to change their established roles, particularly if they’ve been primarily focused on teaching. Resistance often stems from fear of increased workload, concerns about skill deficits, or a lack of alignment with personal goals.
- Workload Pressures: Research activity requires time for planning, writing, and collaboration. Combined with heavy teaching demands, this can lead to staff burnout if not managed effectively.
- Skill Gaps: Some senior staff may have been out of research for years or lack experience in publishing or securing funding, effectively categorising them as Early Career Researchers (ECRs).
- Resource Constraints: Without additional resources, the transformation must utilise existing staff, time, and institutional resources.
Managing change in higher education is fundamentally about people.
The leanest, most practical solutions often lie closest to the source of the problem—the staff themselves.
Effective leadership will require empathy, creativity, and collaborative problem-solving.
A Framework for Change
To address these challenges, we should examine a framework, blending practical actions with insights from academic management literature.
1. Building the Case for Change
Key Actions:
– Create a Compelling Vision: Communicate why the change is necessary, linking it to institutional goals, departmental reputation, and individual career progression. Frame the transformation as an opportunity rather than a burden.
– Use Data to Inform Decisions: Draw on metrics such as National Student Survey (NSS) results, research output data (UK REF data), and league table rankings to highlight areas for improvement. Transparency helps to build trust.
Case Study: University X’s Research Revival
A UK university department improved its research profile by presenting clear data: only 15% of staff had recent publications.
Leadership framed this as an opportunity for growth, offering support through research workshops. Within three years, the number of published outputs doubled, and staff reported higher engagement in research.
Further Reading:
– McCaffery, P. (2019). The Higher Education Manager’s Handbook. Routledge.
2. Rebalancing Workloads
To ensure staff can engage in research without compromising teaching quality, workload management is critical.
Key Actions:
– Flexible Time Allocation: Implement research-focused and teaching-focused semesters. For example, staff with heavy teaching responsibilities in the fall could have lighter loads in the spring.
– Streamline Teaching Practices: Encourage team teaching, standardised module templates, and the use of digital tools for grading and feedback.
– Delegate Administrative Tasks: Use support staff and technology to handle non-academic tasks.
Case Study: Time Management at University Y
At University Y, a “protected time” policy was introduced, granting all staff one day per week free of teaching and administration for research.
Within two years, research grant applications increased by 25%, and staff satisfaction scores rose significantly.
Further Reading:
– Sulkowski, L. (2023). Managing the Digital University: Paradigms, Leadership, and Organization. Routledge.
3. Supporting Early Career Researchers (ECRs)
Many staff transitioning back into research may lack confidence or face skill gaps.
Treat them as ECRs, providing tailored support.
Key Actions:
– Mentorship Programs: Pair experienced researchers with those re-entering the field. Mentors can provide guidance on research design, publishing, and funding applications.
– Targeted Training: Offer workshops on grant writing, data analysis, and collaborative research tools.
– Gradual Targets: Set incremental goals for research outputs, such as presenting at conferences before targeting high-impact journals.
Case Study: Research Restart at Department Z
A post-1992 university department implemented a structured support program for ECRs, including bi-monthly progress reviews and writing retreats.
Staff who hadn’t published in over five years produced an average of two papers within 18 months.
Further Reading:
– Hill, R. (2016). The Academic Coach: How to Create a High-Performance Culture in Higher Education.
4. Fostering Collaboration and Research Culture
A thriving research culture can mitigate the isolation that often accompanies academic research.
Key Actions:
– Encourage Collaboration: Facilitate cross-departmental and interdisciplinary research projects. Collaboration reduces the burden on individuals and fosters innovation.
– Host Research Seminars: Regular seminars provide platforms to share ideas, receive feedback, and celebrate successes.
– Seed Funding Opportunities: Offer small grants to kickstart new research projects.
Case Study: Collaborative Success at University A
At University A, faculty from education and sociology collaborated on a funded project examining online learning.
This partnership led to increased publications, stronger grant applications, and shared workload benefits.
Further Reading:
– Clark, B. (1998). Creating Entrepreneurial Universities.
5. Monitoring Wellbeing and Building Resilience
Cultural change is demanding and can lead to staff burnout if not managed carefully.
Key Actions:
– Regular Check-ins: Conduct wellbeing surveys and one-on-one meetings to assess stress levels and address concerns early.
– Promote Work-Life Balance: Model healthy behaviours, such as respecting working hours and encouraging annual leave.
– Acknowledge Effort: Publicly celebrate milestones, such as papers accepted for publication or excellent teaching feedback.
Case Study: Building Resilience at Department B
A department implemented monthly “wellbeing lunches,” combining updates on the transformation process with stress management tips.
This small gesture fostered community and reduced feelings of isolation.
Further Reading:
– Maslach, C., & Leiter, M. P. (2016). Burnout: A Multidimensional Perspective.
6. Leading Inclusively and Empathetically
Leadership is the cornerstone of successful change.
As a first-time line manager, it’s essential to adopt an inclusive and empathetic leadership style.
Key Actions:
– Involve Staff in Decisions: Use committees or working groups to design implementation plans. This fosters ownership and reduces resistance.
– Communicate Regularly: Keep staff informed of progress, challenges, and successes. Transparency builds trust.
– Role Model Behaviour: Demonstrate balance by managing your own workload effectively, showing empathy, and being open to feedback.
Case Study: Inclusive Leadership at Department C
The head of a small humanities department invited staff to co-develop its dual-intensive strategy, leading to higher engagement and a smoother implementation.
Staff appreciated having their voices heard, reducing resistance to change.
Further Reading:
– Kotter, J. (1996). Leading Change.
Measuring Success and Sustaining Progress
The transformation process doesn’t end once initial changes are implemented. Success must be measured, and the culture continually reinforced.
Key Actions:
– Track Progress with Metrics: Monitor research outputs, teaching evaluations, and staff satisfaction scores. Use these to adjust strategies as needed.
– Sustain Momentum: Celebrate small wins, such as a staff member’s first research grant, to maintain motivation.
– Adapt and Innovate: Stay responsive to new challenges and opportunities, whether they arise from institutional policies or external factors such as funding changes.
Conclusion: Balancing Demands with Support
Transitioning to a dual-intensive academic culture is a complex but achievable goal.
The process requires balancing increased demands with meaningful support, fostering a shared vision, and creating systems that enable sustainable growth.
First-time line managers can lead this transformation by adopting a strategic approach, leveraging existing resources, and prioritising staff wellbeing.
The journey may be challenging, but as Sulkowski notes, “Universities are centres of thought that broaden the horizons of humanity. With creativity and leadership, they can also broaden their own capabilities”.
For further reading, explore the referenced literature to deepen your understanding and equip yourself with additional tools to guide your department to success.
References
1. Hill, R. (2016). The Academic Coach.
2. McCaffery, P. (2019). The Higher Education Manager’s Handbook.
3. Sulkowski, L. (2023). Managing the Digital University.
4. Kotter, J. (1996). Leading Change.
5. Clark, B. (1998). Creating Entrepreneurial Universities.