Fig. A From Granting Council to Knowledge Council: Renewing the social sciences and humanities in...

Fig. A

From Granting Council toKnowledge Council:

Renewing the social sciencesand humanities in Canada

January 2004

Social Sciences and HumanitiesResearch Council of Canada

Conseil de recherches ensciences humaines du Canada

Fig. A

Part I:

Who We Are: Facts and Figures



Fig. A

SSHRC’s Mandate

> Promote and support research and research training in the social sciences and humanities

> Provide advice to the Minister of Industry



Fig. A

SSHRC’s ProgramsResearch Base> Standard Research Grants (SRG)

> Major Collaborative Research Initiatives (MCRI)

Targeted

> Initiative on the New Economy (INE)> Strategic Themes> Joint Initiatives> Research Development Initiatives (RDI)> Community-University Research

Alliances (CURA)

Research Communication

and Institutions

> Conferences and Congresses

> Research and Transfer Journals

> SSHRC Institutional Grants (SIG)

> Aid to Small Universities (ASU)

> Aid to Scholarly Publications

Training

> Doctoral Fellowships

> Postdoctoral Fellowships

> Canada Graduate Scholarships (CGS)• Master’s component

• PhD component



Fig. A

SSHRC’s Base Budget, 2003-04 = $197M*

*Excludes Canada Research Chairs program and Indirect costs program

Communications & Institutionals

6%

NCE$11.3MINE

$18.1M

Operational $16.4M

Strategic Areas & Innov. Funds

$19.0M

CGS$14.2M Research

Training$36.6M

Research Base $70.0M

$197M

35%

19%

7%

10%

9%

6% 8%



Fig. A

SSHRC's grants and scholarships budget by program cluster 1999-2000 to 2003-2004

-

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

Research Base Research Training(Includes CGS)

Strategics(Includes INE)

Research Communications

InstitutionalSupport

1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 $000

CGS

INE INE

INE

INE 2001-2002 INE 2002-2003 INE 2003-2004

CGS 2003-2004



Fig. A

A huge peer review machinery:

> Over 3500 research submissions/year (not incl. fellowships)

> Over 3000 applications for Ph.D. support

> 500 applications for post-docs

> 9000 external assessors

> 40 adjudication committees

> 300 committee members



Fig. A

A growing human sciences community:

> Faculty – There are 18,000 full-time social sciences and humanities faculty in more than 90 Canadian universities. 54% of all faculty is in the human sciences.

> Graduate students – 39,800 (or 58%) of all Canadian full-time graduate students are in the social sciences and humanities.

> Serious increase expected -- Consensus on rising university enrolment at all levels; number of faculty also growing tremendously (21,600 faculty needed just in human sciences).



Fig. A

A varied human sciences community:

Proportion of full-time faculty in Proportion of full-time graduate students in SSHRC’s mandate, 2000-2001 SSHRC’s mandate, 1999-2000 100% (33,864) 54% (18,178 in SSH) 58% (39,800 in SSH)

Source: Statistics Canada – faculty and graduate students data.

3.8% Law

12.3% Commerce 28.8% Humanities

6.7% Fine Arts

14.4% Education

34.0% Social Sciences (excludes law and commerce)

1.9% Law

15.8% Education

22.9% Humanities

100% (68,628)

4.0% Fine Arts

20.2% Commerce

35.2% Social Sciences (excludes law and commerce)

SSH 54%

NSE 29%

Hlth 10%

NSE 32%

Hlth 17%

SSH 58%



Fig. A

A community with varied interests:

Arts, Culture, Humanities: $17.0 -

23%

Environment (incl. Sustainability, Nat'l

Resources, Agriculture): $3.2 -

4%

Law, Justice, Security: $3.5 - 5%

Social Issues and Policy (Canadian Families, Health

Care, Housing): $9.8 - 13%

Education (incl. Life-Long and Language Learning, Literacy):

$16.0 - 22%

New Economy (incl Eco & Regional Development,

Innovation, Finance) $13.6 - 19%

Globalization (incl. Multiculturalism, Int'l Relations, Trade,

Politics and Governance): $10.0 -

14%



Fig. A

Trends:

> Team work, networking

> Problem-oriented interdisciplinary research

> Partnerships with clients (communities,

governments)

> Greater involvement of students in research

> Development of collective tools

> Digitization: transforming how we do research



Fig. A

Serving new communities:

> In last 5 years, SSHRC has opened up some programs to researchers in community and not-for-profit organizations.

> Very high demand for SSHRC’s program for research in fine arts disciplines.

> New joint initiatives developed and funded by SSHRC and other organizations (including government departments) in support of targeted research.

> New support for Aboriginal research agenda, with active participation of Aboriginal researchers and experts.

Fig. A

What is SSHRC’s future?



Fig. A

New world, New needs

Forces of change include:

> A radically new world

> A new research environment

> A new university landscape



Fig. A

Huge demand for human sciences knowledge:

> Need to understand world trends

> Need to understand new problems (e.g. new economic disparities, governance and ethics challenges, socio-political, ethnic and cultural fault lines)

> Need for HS knowledge on every vital policy issue (e.g. restructuring of the labour force; sustainable development linguistic duality; First Nations).



Fig. A

Huge pressures on SSHRC

> Applications to SSHRC’s key Standard Research Grants program rose 44% over last 5 years. This year’s growth is over 18%.

> SSHRC now supports around 25 per cent of faculty members in human sciences, up from 15 per cent five years ago.

> Recurring problem of projects that are approved but not funded; larger proportion of those in smaller universities.

> Growing demand for SSHRC to bridge with government.



Fig. A

SSHRC’s core values:

> Research excellence

> Competitive funding

> Inclusiveness and openness

> Innovative continuity

> Accountability



Fig. A

Transformation: reaching beyond

2 additional core values for SSHRC:

> Interactive engagement

> Maximum knowledge impact



Fig. A

Sustained interactive connection: From this…

> geographically scattered research effort

> disciplinary silos

> disconnected from use

> fragmented knowledge-building

> Isolated research agendas



Fig. A

Sustained interactive connection: To this…

> ongoing connections across geography, institutions, and sectors

> integrated across disciplines

> integrated with decision-making, policy and practice

> synergistic research agendas

> fully connected to the world



Fig. A

Maximum knowledge impact: From happenstance…



Fig. A

Maximum knowledge impact: To permanent interfaces…



Fig. A

Key questions: Inventing new structures/programs/ approaches> “Confederations of learning”

> More formal Institutes

> Knowledge mobilization units in universities

> Web-facilitated communities of practice

> A clearinghouse for advanced expertise

> Exchange/mobility programs

> Enriched and connected post-secondary training environments

> A Human Sciences Foundation

> Scholarly-based journals for lay audiences



Fig. A

Key questions: Improving current SSHRC programs

> Smaller “operating” grants to more people?

> Larger “research” grants to fewer people?

> Special support for young scholars?

> Promote greater relevance, synergy and impact of strategic grants?

> Different/new support for research communications?

> New or different support to institutions?

> Development of more collective tools for research?



Fig. A

CURA

SSHRC Today

GraduateTrainingPh.D.

M.A.

Institutional Capacity-building

ResearchBase

Targeted

Research Communication

Initiative on the New Economy

Major Collaborative Research Initiatives



Fig. A

Clearinghouse for expertise

Mobilityincentives

Knowledge mobilization

Confederations of Learning

Research support------------

Research training

Policy-relevant institutes

Institute on aboriginals

Institute on sustainable development

Institute on the new economy

SSHRC Tomorrow



Fig. A

Questions for discussion

> Basic goals and values: To what extent does the new vision resonate with your sense of what Canada requires? How engage proactively?

> New programs and approaches: Advantages and disadvantages of proposed adaptive structures? Alternatives?

> Improving current programs: Reactions and priorities?

> Increasing linkages and knowledge flows outside universities: Best partners? Respective roles of SSHRC, universities, disciplines, NGOs, government departments…?

> Next steps: Which new structures first? And sequence and priorities thereafter?



Fig. A

How did we get here?

> Phase I (Oct.-April 2003): decision to act

> Phase 2 (May-Sept. 2003): taking stock of political constraints

> Phase 3 (Oct.-Dec. 2003): SSHRC Council takes action

> Phase 4 (Jan. 2004): Deliberative consultation



Fig. A

The transformation process:

> January: SSHRC meeting with campus representatives

> February-April: Consultation on university campuses and with partners

> March: National meeting – heads of scholarly associations

> June: Open meeting - Congress of the Humanities and Social Sciences

> Then… synthesis, Council discussion, over to the government



Fig. A

Key messages

> A real consultation

> Not a zero-sum game

> Need external voices

> A culture change

> Speak with one voice

> We are building a success

Fig. A From Granting Council to Knowledge Council: Renewing the social sciences and humanities in...

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