In the UK the title "professor" is generally applied only to the most senior academics--equivalent to North American full professors--and whom anecdotal evidence indicates to be often unprepared for the increasingly expansive academic leadership roles that they are expected to fulfil. The study reported in this paper was directed at…

Research leadership, a much neglected area of educational leadership and management, is disadvantaged by having an underdeveloped and inadequate knowledge base. This article represents a contribution to this knowledge base through a conceptual analysis. It presents as propositional knowledge an original theoretical model of the componential…

Drawing upon findings from a UK-based and -funded study of academic leadership provided by (full) professors, this article focuses on research leadership as perceived by those on the receiving end of it. Research leadership is defined as the influence of one or more people on the research-related behaviour, attitudes or intellectual capacity of…

"How helpful and how necessary is it for at least some of us to see ourselves as professional educational researchers?" asked Donald McIntyre in his 1996 presidential address to the British Educational Research Association. Still pertinent to consideration of the direction in which the British educational research community ought to…

Since 2003, doctoral education has become a key feature within the remit of the Bologna Process. Perceived as a crucial link between the European Higher Education Area and the European Research Area, it is perceived as the cornerstone upon which will be built Europe's future world-class research excellence. Yet consideration of how European…

This paper focuses on the research-related, in-service professional development of social science academic researchers. It identifies as a gap in provision the paucity of provision of career-long training in the "creative" elements of research practice--specifically the methodological skills that have the potential to enhance individuals' research…

What motivates research-focused academics, employed at a leading research university, to want to teach well--particularly considering that many of them admit to prioritising research above teaching? Why do they not simply settle for expending as little time as possible on their teaching planning and preparation, delivering run-of-the-mill,…