Growing Beyond Technical Skills in Research Administration
During a recent group learning workshop involving research administrators, I presented my study on how research administrators can navigate their career spectrum. Given the diversity and wealth of experience among the participants, they were invited to share their insights on the knowledge, skills, and experiences essential for early career research administrators in the 21st century.
It was interesting to see the diverse motivations of what led the research administrators to pursue a career in research administration. The reasons ranged from the love for research, working with different projects and researchers, previous skillset, opportunistic encounter, recommendation by career mentor, working at the intersection of research and administration, flexibility and passion for university jobs. A participant said, “I love research, and a good sidestep from conducting it is to manage it”.
A spectrum of experience was noted among the participants. Interestingly, there was no early career research administrator with less than five years of experience among the participants. Over 66% of the participants were mid-career research administrators with 7 – 15 years of work experience while 22% were senior career research administrators and had 17 – 25 years of experience. Based on their years of experience, knowledge, and skills, all the participants have ascended stage 3 of the hierarchy of skill acquisition showing their deep knowledge and expertise in the profession and they could serve as mentors to early career research administrators.
It was very interesting to see the different technical, soft, and analytical skills that were instrumental in participants securing their positions. However, soft skills were more instrumental than other skills such as budgeting, project management, research skills, pre-and post-award skills. Among the soft skills were good communication, attention to details, passion, interpersonal skills, willingness to learn, stakeholder engagement, ability to problem solve and be strategic, proven ability to meet deadlines, and strong administrative skills. Acquiring some of these soft skills requires intentionality, open mindedness and having a growth mindset.
The participants were asked what they enjoyed most in the profession. The participants enjoyed working directly with the researchers, observing the impact of research firsthand, helping researchers to make a difference in the world, the excitement of winning funding, personal, and professional development, working with a great team and manager, collaboration and networking, diversity of tasks and stakeholders, problem-solving and involvement in different research projects. This implies that no day is the same for a research administrator.
The participants were also asked to identify some pain points in their current roles. The most challenging aspects of the participant's current roles are the university administrative systems, staying above my workload, competing priorities, staff management, and development, mentoring academics on basic concepts, lack of human resources, time, inconsistent goals, undervalued professional staff, lack of recognition of skillset, meeting the needs of stakeholders, organizational restructure, inadequate information, managing researchers' egos and coping with diverse challenges.
The roles and responsibilities of research administrators are dynamic and involve the diversity of skills, knowledge, and experience. However, there is a need to grow beyond technical skills to acquire soft skills that could help future and early career research administrators, help in managing the expectations of different stakeholders, and to excel in the profession.
Authored by Olumide Odyemei, Research Integrity and Reporting Coordinator
University of Tasmania
#Catalyst
#September2024
#ProfessionalDevelopment