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IMPROVING LIFE

IMPROVING LIFE. Facilitating Research: A Customized Service Approach November 26, 2013 Diane Dobbins, Manager, Research & Partnerships, University of Guelph Dr. Theodore Noseworthy , Dept. of Marketing and Consumer Studies, University of Guelph. AGENDA. Objectives Context

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IMPROVING LIFE

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  1. IMPROVING LIFE Facilitating Research: A Customized Service Approach November 26, 2013 Diane Dobbins, Manager, Research & Partnerships, University of Guelph Dr. Theodore Noseworthy, Dept. of Marketing and Consumer Studies, University of Guelph

  2. AGENDA • Objectives • Context • Service and Facilitating Research • A Customized Service Approach to Facilitating Research • Case Study Examples • A Researcher’s Perspective …. • Exercise : Identifying Best Practices and Constraints • Discussion

  3. OBJECTIVES • Gain a better understanding of the field of research facilitation in Canada/Ontario. • Understand and describe the role of research facilitators in a research culture. • Gain insight about issues researchers are currently confronting with respect to research productivity • Enhance tools to assist researchers with pre-award preparation • Share past experiences and lessons learned.

  4. CONTEXT • Canadian University Research Funding Landscape • Provincial Perspective • University of Guelph Office of Research (ORS) College of Management and Economics Manager, Research and Partnerships

  5. SERVICES & FACILITATING RESEARCH Services Definition: • Drawing from Service Management literature services are defined as “any activity or benefit that one party can offer to another that is essentially intangible and does not result in the ownership of anything” (Kotler, 1997). Explore and discuss various elements of services within the research context. - intangible -a process or activity -simultaneous production and consumption -heterogeneous (diverse) -perishable (can`t store it)

  6. A CUSTOMIZED SERVICE APPROACH TO FACILITATING RESEARCH A customized service approach is about establishing a unique relationship with each researcher. New and established researchers have both comparable and individualized needs, based on available funding opportunities. Explore methods employed to develop relationships with researchers.

  7. CASE STUDY #1 Two pre-tenured faculty members are keen to collaborate on a small exploratory project and have approached the Research Facilitator for advice and possible options for seed funding. During the initial meeting it becomes known that depending on the results of their preliminary project it is hoped that it will lead to further collaboration and involve external partners and funding What options might you suggest for funding?

  8. CASE STUDY #2 Tenured professor received a SSHRC 4A ranking nearly two years ago. To be compliant with our internal 4A funding policy the researcher must submit a new application within two years otherwise he/she must return SSHRC 4A funding ($5000). During the same time period the researcher has been successful in securing alternative external sources of funding; has been awarded an internal research fellowship with annual stipend; taken on a short term administrative leadership role; along with being in the preliminary stage of organizing an international conference. The researcher could resubmit a SSHRC grant although it’s evident that his/her research interests have evolved. As a research facilitator, what other options might you suggest?

  9. CASE STUDY #3 A newly appointed faculty member commences his position in July. A colleague from the same unit initiates a meeting between this new faculty member and the research facilitator. The researcher is highly motivated and keen to apply for a SSHRC Insight Grant for the Fall competition. This was the first of many meetings between researcher and facilitator throughout his first year. During the researcher’s first year he applied for a SSHRC Insight Grant, a CFI-LOF grant, and an Early Researcher Award. What type of support is available for a new researcher demonstrating lots of potential?

  10. A RESEARCHER’S PERSPECITVE…… • Overview of a typical day for a researcher • A researcher’s perspective on what support he needed during his first year at the University while applying for various research grants. • Issues currently confronted with respect to research productivity

  11. EXERCISE: IDENTIFYING BEST PRACTICES & CONSTRAINTS As a research facilitator what is the most significant piece of advice you would give a new research facilitator about how to help a researcher? What are the most significant challenges or constraints you face as a research facilitator?

  12. DISCUSSION

  13. CONTACT INFORMATION Diane Dobbins ddobbins@uoguelph.ca (519) 824-4120 ext. 52152

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