Research Leadership Model of School Administrators in Higher Education Institutions

Abstract

Aims: This paper constructed a theoretical model that elucidated the leadership process of school administrators who are leading and managing the area of research and development in higher education institutions. Study Design: Grounded Theory. Place and Duration of Study: Negros Occidental, Philippines. Methodology: Through criterion sampling, ten research administrators were sourced and interviewed. Furthermore, the data gathered were analyzed through Charmaz’s (2014) Constructivist Grounded Theory data analysis method and led to the emergence of a research leadership model. Results: The leadership process constituted a balance of educational leadership, research management, and adept research skills from research administrators that resulted to theoretical categories and subcategories. In leading research, three major categories emerged: (1) Understanding Research Leader’s Personal Values and Power Dynamics, (2) Research Leader as an Educational Leader, and (3) Research Leader as Driver of Research Impact Culture. Meanwhile, in managing research, four major categories emerged: (1) Institutional Soul Searching: Developing and Reaching Research Targets, (2) Facilitating Research, Societal Impact, and Absorptive Capacity, (3) Enabling Environment: Driver to do Research, and (4) Administering and Streamlining Research Ops. Conclusion: The results of this study contribute to the field of higher education administration by providing a comprehensive understanding of research leadership and suggest implications for institutions seeking to enhance their research capacity and school administrators aspiring to become effective research leaders.