You are on page 1of 76

HIRING AND MENTORING REPS FOR EXCELLENCE AND PRODUCTIVITY

Source: Altbach and Salmi (2011). The Making of World-Class Universities

Evolution of research production, selected universities
Source: Altbach and Salmi (2011). The Making of WorldClass Universities, p5

Rankings of the selected universities
Source: Altbach and Salmi (2011). The Making of WorldClass Universities, p.6

UPLB’s research culture

OVCRE

Summary of issues raised at the Preconf
Institutional-structural issues University should have clear cut research thrust/priorities to be pursued (e.g., not client-driven, based on national development needs, biotech, nanotech, robotics) Auditing/accounting policies, procurement process and procedures are cumbersome, tedious and sometimes unrealistic Quality vs quantity of research output Revisit clustering of academic units not conducive for research, not attractive to research funding institutions; disciplinal anchor/identities are demolished Laboratory as basic research unit

Mentoring system Research skills of potential faculty and researchers should be examined
Knowledgeable/competent research and/or admin support staff

Summary of issues raised at the Preconf
Institutional-structural issues
University should have clear cut research thrust/priorities to be pursued (e.g., not client-driven, based on national development needs, biotech, nanotech, robotics) Auditing/accounting policies, procurement process and procedures are cumbersome, tedious and sometimes unrealistic Quality vs quantity of research output Revisit clustering of academic units not conducive for research, not attractive to research funding institutions; disciplinal anchor/identities are demolished Laboratory as basic research unit

Mentoring system Research skills of potential faculty and researchers should be examined
Knowledgeable/competent research and/or admin support staff

Summary of issues raised at the Preconf
Incentives

Reduction of teaching load to six units to allow more time to do do research Access to research funds/resources  enhance “writing culture”

Summary of issues raised at the Preconf Infrastructure and other enabling environment Improvement of research and laboratory facilities, related student and faculty services, upgrading to “world-class” status Access to wi-fi and internet facilities

OVCRE

Action Plan

Metrics/Indicators

Time frame

Each unit to set target on the minimum number of ISI publication per faculty per year  Should we target one required publication, preferably ISI , high impact publication per faculty?  Should we increase the number of “Hard” publication required for promotion?  Should we target less no. of equivalencies/ substitutes required for promotion?

Number of ISI papers published per year per faculty, per college APB

Unit/ College APC

2013 – before promotion Ready for 2015-2016 where there is likely no intake of college freshmen

Action Plan Reduction of teaching load per college to 6 units/per semester per faculty

Metrics Number of teaching load units per faculty per semester, per college Research load units as % of total workload College Committee College Secretaries

Time frame 2013 – before promotion Ready for 20152016 where there is likely no intake of college freshmen if GE courses are devolved to other units, more time for research

OUR
OVCI

Action Plan Publication of thesis GS chapter or section preferably in ISI journal as an option to the thesis external review and thesis committee’s certification that thesis is in publishable form

Time frame Proposal ready for presentation on Nov GAAC, GS and UC 2012 meetings

Action Plan

Metrics/Indicators

Time frame

Intensify the conduct of writeshop to publish research output in high impact/ISI journals

Two writeshops per schoolyear

College RECs GS OVCRE

Every year from 2012

Action Plan

Metrics

Time frame

Increase GS enrolment as % All colleges enrolment of of total UPLB graduate students students GS

Every year from 2012

-Intensify recruitment -scholarship
- informative/ -attractive College and UPLB websites

GS enrolment as % ITC of total students of the College OPR
OVCI

Action Plan Improve the quality of faculty  Recruitment of “best & brightest” faculty with PhD degrees

Metrics
Number of faculty instructor rank (ap, AP rank) as % of total faculty Number of faculty with BS degree (MS, PhD degrees) as % of total faculty

Time frame College Every year Committees from 2012
OVCI

Action Plan

Metrics

Time frame

Increase the number of faculty with access to research grants and competitive funding

Number of faculty with access to OVCRE competitive grants or research grants with minimum amount Php .3M as % of total faculty

College RECs

Every year from 2012

Action Plan

Metrics

Time frame

Increase enrolment of international graduate students

GS international All colleges students enrolment as % of total UPLB GS students ITC -Intensify International recruitment graduate student OPR enrolment as % of - informative/ total students of the OVCI -attractive College College and UPLB websites

Every year from 2012

Publication Requirements for Appointment/Promotion to Appropriate Rank for UPLB Faculty

Equivalencies to ISI Publications

Promotion criteria for REPS

Minimum Qualification Standards for Appointment/Promotion to Appropriate Rank for REPS

*NOTE: One (1) ISI Publication = 1.5 Non-ISI refereed publication

Action Plan Reduction of teaching load per college to 6 units/per semester per faculty

Metrics Number of teaching load units per faculty per semester, per college Research load units as % of total workload College Committee College Secretaries

Time frame 2013 – before promotion Ready for 20152016 where there is likely no intake of college freshmen if GE courses are devolved to other units, more time for research

OUR
OVCI

UPLB Faculty Workload, 2009-2010

11% 4% 5%

11%

69%

TEACH.LOAD RESEARCH

EXTENSION
STUDY ADMINISTRATIVE

Source of data: OVCI, Faculty Service Records

UPLB TEACHING LOAD as % of total workload, by College
CPAf CA CDC CFNR CEM CHE 42.48 42.55 44.72 58.95 63.70 65.27

CEAT
CVM SESAM CAS CAS, w/UPRHS UPRHS

66.65
68.57 70.45 84.58 85.05

90.04

TEACHING VS RESEARCH LOAD

CPAf CA CDC CFNR CEM CHE RESEARCH LOAD TEACHING LOAD

CEAT
CVM SESAM CAS CAS, w/UPRHS UPRHS 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00

The Research-Teaching Nexus
• “Scholarship reconsidered: Priorities of the Professoriate”, Boyer (1990): • “..we must move beyond the tired old "teaching versus research" debate. • Dr. E. Roman (2009): The cultivation of research culture is impeded by “knowledge or skills problem, attitudinal problems, and environmental problems.”

Number of ISI Publications, 2010. UP by CU
CU UP Diliman UPLB UP Manila UPV UPOU UP Min UP Baguio UP Cebu Book & Journal Articles 121 98 17 16 2 3 3 2

Source: UP OVPPF, OVPAA

Number of instances UP Faculty members presented a paper in international conferences. Source: Pres. Roman End-of-Term report, 2010.

Action Plan Publication of thesis GS chapter or section preferably in ISI journal as an option to the thesis external review and thesis committee’s certification that thesis is in publishable form

Time frame Proposal ready for presentation on Nov GAAC, GS and UC 2012 meetings

Action Plan

Metrics/Indicators

Time frame

Intensify the conduct of writeshop to publish research output in high impact/ISI journals

Two writeshops per schoolyear

College RECs GS OVCRE

Every year from 2012

Action Plan

Metrics

Time frame

Increase GS enrolment as % All colleges enrolment of of total UPLB graduate students students GS

Every year from 2012

-Intensify recruitment -scholarship
- informative/ -attractive College and UPLB websites

GS enrolment as % ITC of total students of the College OPR
OVCI

GS enrolment

DOST Accelerated S&T Human Resource Development Program Scholarship, 2012-2013 Unfilled Slots Available Qualifiers Slots MS University THESI DISSERMS PHD MS S PhD TATION MS PhD ADMU CLSU DLSU 24 12 20 5 5 5 20 7 12 1 5 5 2 1 4 5 8 0 0 3

MSU IIT
UP DILIMAN UPLB UP MANILA UP VISAYAS UST VSU

32
68 131 8 14 25 22

6
14 30 1 3 4 4

38
50 125 10 14 19 22 1 2 1 1 2

6
4 14 1 3 3 3 1

-6
18 6 -2 0 6 0

0
10 16 0 0 1 1

Total

356

77

317

8

46

2

39

31

Action Plan

Metrics

Time frame

Increase enrolment of international graduate students

GS international All colleges students enrolment as % of total UPLB GS students ITC -Intensify International recruitment graduate student OPR enrolment as % of - informative/ total students of the OVCI -attractive College College and UPLB websites

Every year from 2012

International graduate students, First Semester 2012-2013

Action Plan Improve the quality of faculty  Recruitment of “best & brightest” faculty with PhD degrees

Metrics
Number of faculty instructor rank (ap, AP rank) as % of total faculty Number of faculty with BS degree (MS, PhD degrees) as % of total faculty

Time frame College Every year Committees from 2012
OVCI

Action Plan

Metrics

Time frame

Increase the number of faculty with access to research grants and competitive funding

Number of faculty with access to OVCRE competitive grants or research grants with minimum amount Php .3M as % of total faculty

College RECs

Every year from 2012

Source: OVCRE 6-Year RDE Report, 2011.

Source: OVCRE 6-Year RDE Report, 2011.

Action Plan

Establishment of common facilities and venue (such as University café) that would facilitate communication and exchange of ideas of faculty, researchers, staff and students, thus, paving the way to create new environment for collaboration

OVCPD

Action Plan Enhance research and laboratory facilities, related student and faculty services, upgrading to “world-class” status OVCPD

Provide a stable and faster access to wi-fi and internet facilities

ITC

HIRING AND MENTORING REPS FOR EXCELLENCE AND PRODUCTIVITY

SOURCE: OVCRE

Research
• The process of searching
– carefully – with a method

to answer a question

Source: Research Skills, Francesca Rossi, University of Padova, Italy

Skills
• A skill is the learned capacity or talent to carry out predetermined results often with the minimum outlay of time, energy, or both. • Talent or learned capacity?

Source: Research Skills, Francesca Rossi, University of Padova, Italy

Cambridge University Skills Portal
What Employers Look For “……value their more mature scientific outlook, but we do find they lack application of knowledge in a commercial context, and adaptability.” - Materials Technology Specialist In 2006, the Association of Graduate Recruiters’ survey of employers revealed that they also seek the following skills, attributes and interests:

http://www.skills.cam.ac.uk/postdocs/employers/

Skills: •Problem solving •Report writing •Numeracy •Oral communication •Planning and organisation •Time management •Project management •Teamworking •Leadership •Career management

Attributes: •Commitment and drive •Motivation and enthusiasm •Flexibility and adaptability •Risk-taking/enterprise Interest in: •Commercial Awareness •Cultural Sensitivity

Talent or learned capacity?
• Most of the skills can be learnt or improved over time, if one wants • Some talent is needed, but alone it is not enough
– People with great talent and no skills obtain much less than what they could do

• Not only technical skills
Source: Research Skills, Francesca Rossi, University of Padova, Italy

SEARCA R&D MANAGER
JOB SUMMARY: Direct and oversee all activities related to the objectives of the Center’s Research and Development (R & D) Program; develop, market, manage, and monitor research projects; lead research initiatives aimed at articulating policy directions, and at building research capacities in the SEA region, focused particularly on Agricultural Competitiveness and Natural Resource Management.

SEARCA R&D Manager
• QUALIFICATION: PhD/Doctorate Degree in fields related to agricultural development; 10 years relevant work experience, preferably in a similar post, in a managerial capacity • BASIC KNOWLEDGE: Research management; working knowledge of R & D needs in Southeast Asia.

SEARCA R&D Manager
• BASIC SKILLS: High ability to lead, coordinate, monitor and evaluate project operations; highly skilled in establishing and maintaining networks /partnerships with foreign and local institutions; highly proficient in project identification, proposal development, presentation, marketing and fund generation; highly innovative in project development; excellent leadership, management, monitoring, coordination, problemsolving, and analytical skills; excellent oral and written communication, interpersonal, and client orientation skills; good working knowledge of computer software applications.

Food and Agriculture Organization of the
United Nations

• Fishery Resources Officer
Under the overall guidance of the Service Coordinator, Marine and Inland Fisheries Service, and the direct supervision of the Inland Fishery Team Leader, will participate in the formulation and implementation of the programme on sustainable and responsible use of inland fishery resources and associated ecosystems.

Food and Agriculture Organization of the
United Nations

• Fishery Resources Officer
In particular, the incumbent will; • participate in the formulation and promotion of activities related to the assessment, development and management of inland fisheries, particularly with regards to quantitative analysis and modelling in developing countries; • analyse the role played by inland fisheries in rural lively hoods, poverty alleviation and food security, using a variety of information sources;

Food and Agriculture Organization of the
United Nations

• Fishery Resources Officer
In particular, the incumbent will; • prepare technical documents, content for web pages and other material as appropriate; • provide technical backstopping to field projects and training activities relating to inland fisheries; • participate in the preparation and review of projects on inland fisheries;; • participate in inter-agency and inter-departmental working groups to deliver expertise and technical support to address issues relating to inland fisheries; • perform other related duties as required.

FAO Fishery Resources Officer MINIMUM REQUIREMENTS Candidates should meet the following:
• Advanced University Degree in Biological, Fishery, Ecological Sciences, including extensive coursework in inland aquatic ecology, quantitative analysis, environmental modelling, limnology, fisheries or closely related field of study • Seven years of relevant experience related to the assessment, development and/or management of inland fisheries, including experience within an international setting and in developing countries Working knowledge of English, French or Spanish and limited knowledge of one of the other two or Arabic, Chinese or Russian

FAO Fishery Resources Officer SELECTION CRITERIA
Candidates will be assessed against the following: • Relevance of experience with computer software for quantitative analysis and modelling of inland fisheries and associated ecosystems • Relevance of publication records • Relevance of experience in assessing, developing or managing inland fisheries in developing countries or in an international organization • Quality of both oral and written communication skills

IRRI Assistant Scientist – Social Sciences
Responsibilities: • The successful candidate will be reporting to an Internationally Recruited Staff (IRS), the position requires knowledge and skills in agricultural economic theory with particular emphasis on impact assessment, participatory approaches to technology development and evaluation and socio-economics data management and analysis. He/She will be tasked to support the conduct of socioeconomic baseline surveys and surveys of adoption and estimation of benefits derived from prior innovations, as well as contribute to reports, news/feature articles and research papers.

IRRI Assistant Scientist – Social Sciences
• Provide assistance in the implementation of the project by conducting library research, reviewing project proposals and reports, project materials, inteviewing project participants and conducting field visits and survey sites • Contribute to conceptualization, planning, designing and implementing research to (a) assess and identify rice farmers' technology needs and preferences and knowledge gap; and (b) ensure that primary and secondary data collected are organized,validated, processed and interpreted correctly for impact assessment and other strategic, socioeconomic studies • Support research in technology dissemination including collection of secondary information, collection of primary information through participatory approaches, site characterization, rapid rural appraisal, farmer interviews, household surveys, focus group discussion and other qualitative and quatitative research methods and provide training and supervision to enumerators

IRRI Assistant Scientist – Social Sciences
• Contribute to collection of information and clear understanding of the 'research-to-impact pathway' for project(s) by clearly identifying the key users of research results and the likely beneficiaries, by interacting with scientific community actors involved in the project and by providing assistance to scientists in the description of impacts for planned and ongoing research activities • Assist in the design, coordination and conduct of training activities to enhance NARES capacity in technology development and evaluation, participatory action research methods, gender analysis and other qualitative and quantitative research methods, as well as data management and analysis

IRRI Assistant Scientist – Social Sciences
• Identify contraints to adoption of technologies and systematically assess the rate and level of uptake of new technologies or research results by the key users • Write and present research papers at local and international seminars and conferences, workshops and meetings and for publication in journals, particularly on results of baseline surveys, impact assessment and socioeconomic studies using data collected and analyzed • Contribute to the content build up of the project database and monitoring and evaluation mechanisms • Perform other job-related duties from time-to-time as instructed by the IRS and the Division Head

IRRI Assistant Scientist – Social Sciences Requirements
• Advanced degree in Agricultural Economics / Statistics / Rural Sociology with graduate core courses or adequate knowledge in statistics, economics, environmental science or related fields • At least three (3) years of relevant research work, preferably interdisciplinary in nature • Research management skills • Oral and written communication skills

Philippine Textile Research Institute Senior Science Research Specialist • Minimum Requirements:

Education: BS Chemistry, Chemical Engineering or Mechanical Engineering Preferably with MS degree or has earned at least units in MS Chemistry or Material Science and Engineering
Related Training: 16 hours

Philippine Textile Research Institute Senior Science Research Specialist

Experience: Minimum of 1 year experience preferably with four years of relevant R&D experience and lead researcher or project leader and at least with two publications on his/her R&D work
Competencies: Strong background and interest in any of the following: Nanochemistry/nanotechnology; polymer/fiber/textile chemistry; organic fine chemicals and synthesis; material science; knowledge in intellectual property management

Philippine Council for Industry Energy & Emerging Technology Research & Dev't.

• Supervising Science Research Specialist (Permanent SG 22) – ETDD
• Requirements: • Bachelor's Degree, Master's Degree holder in natural science or engineering preferably in ICT or electronics areas; graduate degree is an advantage; • With at least 30 hours of administrative and technical training;

Philippine Council for Industry Energy & Emerging Technology Research & Dev't.

Supervising Science Research Specialist • Requirements: • Bachelor's Degree, Master's Degree holder in natural science or engineering preferably in ICT or electronics areas; graduate degree is an advantage; • With at least 30 hours of administrative and technical training;

Philippine Council for Industry Energy & Emerging Technology Research & Dev't. Minimum five (5)years supervisory experience on project management from conceptualization, evaluation, monitoring to completion; • With managerial and leadership skills; • Knowledge and experience on policy development, formulation of plans and strategies in the emerging technology sectors can be an advantage;

Philippine Council for Industry Energy & Emerging Technology Research & Dev't.

Supervising Science Research Specialist • Requirements:
• With excellent oral and written communication skills;With very good interpersonal, coaching and motivation skills; • Must have Professional Civil Service Eligibility or its equivalen

Source: http://sydney.edu.au/science/uniserve_science/projects/skills/jantrial/research .htm

MENTORING
• Mentoring is an interaction between a more experienced person and a less experienced person; it provides guidance that motivates the mentored person to take action.
Source: Marilyn Suiter, for US National Science Foundation Program Director, Presidential Awards of Excellence in Science, Engineering and Mathematics Mentoring (PAESMEM), http://ehrweb.aaas.org/sciMentoring/Definitions_of_Mentoring_1.pdf

• Mentoring is a personal enhancement strategy that encourages the sharing of known resources, expertise, values, skills, perspectives and experiences. • It involves a mentor (experienced individual) and a mentee (learner) and is based upon encouragement, constructive comments, openness, mutual trust, respect and a willingness to share and learn from expertise and experiences. • The mentee is able to build skills and knowledge, and develop goals for their professional development. • The mentor also benefits from being able to share expertise and continuously reassess how to improve and build upon their skills and knowledge.

Mentoring

Source: LGPro Mentoring Program, http://www.lgpromentoring.com.au

What does research show?
• Research shows mentoring can have a positive influence on mentees, mentors and organisations in areas of professional development, productivity, promotion and retention. Professional development • In a recent (2009) independent survey of 59 of the 79 Local Government CEOs in Victoria, 88% identified professional mentoring programs as one of the best ways to develop the skills required to become a CEO in Local Government (Source: Metropolis Research)

• In a further survey of 232 potential CEOs in Local Government in Victoria, 80% identified professional mentoring programs as one of the best ways to develop the skills required to become a CEO in Local Government (Source: Metropolis Research)

Source: LGPro Mentoring Program, http://www.lgpromentoring.com.au

Productivity • 71% of Fortune 500 companies use mentoring to ensure learning occurs in their organisations (Source: ASTD) • 95% of mentoring participants said the experience motivated them to do their very best (Source: The War for Talent by Ed Michaels, Helen Handfield-Jones & Beth Axelrod) Promotion • 75% of senior officers attribute mentoring to playing a key role in their careers (Source: ASTD) • CEOs attribute mentoring as one of the top three factors affecting career growth (Source: AccountTemps survey of Fortune 500 companies) Retention • 77% of companies say mentoring programs increase staff retention (Source: The Center for Creative Leadership) • 62% of employees who receive mentoring said they are very likely to stay with their current employer (Source: Yellowbrick)

Source: LGPro Mentoring Program, http://www.lgpromentoring.com.au

Source: American Psychological Association, Introduction to Mentoring

Source: American Psychological Association, Introduction to Mentoring

UPLB: Towards a World-Class Research University

Maraming salamat!!