International Journal of Technology Management & Sustainable Development - Volume 4, Issue 3, 2005

Universities throughout the world have become more proactive in the management of their research activity in response to an increasingly competitive global environment. Whilst the importance of robust structures is recognised, the precise mechanisms adopted vary between institutions. Issues of particular concern are the extent to which professional research managers are able to forge effective relationships with academic departments and other administrative units of their universities, and the extent to which the strategy for research management is integrated into a wider institutional strategy. This article, based on an intensive benchmarking study of fifteen higher education institutions from nine countries, identifies a range of approaches to address these issues, as well as highlighting specific examples of good practice that might be considered for wider utilization.

This article examines the growth of process evaluation in two different contexts: the Academy of Finland and North West University in South Africa. Comparing and contrasting the approaches using the theoretical concepts that lie behind the differentiation of Mode 1 and Mode 2 forms of knowledge production throws up a number of features which have particular implications for the development of the research management function in universities and other public bodies.

Various developments at global, regional and national levels have had a profound impact on the way in which universities and research institutes manage their research capacity and outputs. This has, in many cases, led to an increased role for centralised research offices as well as having implications for individual researchers. In this article, we seek to identify some of the specific functions of, and challenges facing, the former, drawing on the findings of the Association of Commonwealth Universities' (ACU) global survey and discussions emanating from two international workshops. We find the development of structures and the provision of services to be uneven between regions. We also find that while capacity for research management has grown, so have demands on universities, leading to increased expectations and recognition of the potential for improvement. Both findings suggest that much can be gained through international benchmarking and sharing of good practice.

International technology transfer benchmark data can be used to understand the implications of promoting technology transfer in higher education institutions in developing countries. While the data indicates that the average return, after 810 years of activity, is around 1 to 2 per cent of the annual research expenditure, the returns are, however, characterised by high uncertainty and variability. An understanding of the nature of the returns and the dynamics of the technology transfer process is necessary for institutional and public sector managers to manage this emerging discipline effectively. Unrealistic expectations of the returns can lead to dysfunctional policy decisions. The data presented in this article, together with a dynamic model, provides background to, and an aid to understanding, the issues, so as to promote better decision-making.