Can a teaching-centered university grow its research enterprise without losing what makes it distinctive?
We think it can. But the answer can’t be to simply add “more research” to an already full faculty workload.
For provosts and research leaders at RCUs, this is often one of the most important—and most sensitive—conversations in planning for R2. Faculty are already balancing teaching, advising, scholarship, and service. Meaningful research growth, and potentially growing graduate programs, requires meaningful support.
Which raises some practical questions:
Are teaching and service expectations aligned with the research outcomes you hope to achieve?
Are there supports in place for faculty during proposal development, pre- and post-award, mentorship, and interprofessional funding opportunities?
Do our evaluation and recognition systems reflect the kinds of scholarship and funding that are valued?
How can research growth create more opportunities for undergraduate and graduate students?
There is no single workload model that works for every institution. The goal is to make intentional choices that support both teaching excellence and a sustainable research culture.
We’d welcome perspectives from provosts, AVPs for research, deans, and faculty leaders: what has helped your institution create space for research while honoring its teaching mission?
Academic Advance Partners | aapconsult.com