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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 World-
Class Universities,
p5
Rankings of
the selected
universities
Source: Altbach and
Salmi (2011). The
Making of World-
Class Universities,
p.6
UPLB’s research culture
OVCRE
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
Summary of issues raised at the Preconf
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
Unit/
College
APC
APB
2013 – before
promotion
Ready for 2015-2016
where there is likely no
intake of college
freshmen
Action Plan Metrics Time frame
Reduction of
teaching load per
college to 6
units/per semester
per faculty
Number of teaching
load units per faculty
per semester, per
college
Research load units
as % of total workload
College
Committee
College
Secretaries
OUR
OVCI
2013 – before
promotion
Ready for 2015-
2016
where there is
likely no intake of
college freshmen
if GE courses are
devolved to other
units, more time
for research
Action Plan Time frame
Publication of thesis
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
GS 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
enrolment of
graduate students
-Intensify
recruitment
-scholarship
- informative/
-attractive College
and UPLB
websites
GS enrolment as %
of total UPLB
students
GS enrolment as %
of total students of
the College
All colleges
GS
ITC
OPR
OVCI
Every
year from
2012
Action Plan Metrics Time frame
Improve the
quality of
faculty
Recruitment
of “best &
brightest”
faculty with
PhD
degrees
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
College
Committees
OVCI
Every year
from 2012
Action Plan Metrics Time frame
Increase the
number of
faculty with
access to
research
grants and
competitive
funding
Number of
faculty with
access to
competitive
grants or
research grants
with minimum
amount Php .3M
as % of total
faculty
College
RECs
OVCRE
Every year
from 2012
Action Plan Metrics Time
frame
Increase
enrolment of
international
graduate students
-Intensify
recruitment
- informative/
-attractive College
and UPLB
websites
GS international
students enrolment
as % of total UPLB
students
International
graduate student
enrolment as % of
total students of the
College
All colleges
GS
ITC
OPR
OVCI
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 Metrics Time frame
Reduction of
teaching load per
college to 6
units/per semester
per faculty
Number of teaching
load units per faculty
per semester, per
college
Research load units
as % of total workload
College
Committee
College
Secretaries
OUR
OVCI
2013 – before
promotion
Ready for 2015-
2016
where there is
likely no intake of
college freshmen
if GE courses are
devolved to other
units, more time
for research
69%
11%
5%
4%
11%
TEACH.LOAD
RESEARCH
EXTENSION
STUDY
ADMINISTRATIVE
UPLB Faculty Workload, 2009-2010
Source of data: OVCI, Faculty Service Records
90.04
85.05
84.58
70.45
68.57
66.65
65.27
63.70
58.95
44.72
42.55
42.48
UPRHS
CAS, w/UPRHS
CAS
SESAM
CVM
CEAT
CHE
CEM
CFNR
CDC
CA
CPAf
UPLB TEACHING LOAD as % of total workload, by College
- 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00
UPRHS
CAS, w/UPRHS
CAS
SESAM
CVM
CEAT
CHE
CEM
CFNR
CDC
CA
CPAf
TEACHING VS RESEARCH LOAD
RESEARCH LOAD
TEACHING LOAD
• “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.”
•
The Research-Teaching Nexus
CU Book & Journal Articles
UP Diliman 121
UPLB 98
UP Manila 17
UPV 16
UPOU 2
UP Min 3
UP Baguio 3
UP Cebu 2
Number of ISI Publications, 2010. UP by CU
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 Time frame
Publication of thesis
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
GS 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
enrolment of
graduate students
-Intensify
recruitment
-scholarship
- informative/
-attractive College
and UPLB
websites
GS enrolment as %
of total UPLB
students
GS enrolment as %
of total students of
the College
All colleges
GS
ITC
OPR
OVCI
Every
year from
2012
GS enrolment
DOST Accelerated S&T Human Resource Development Program
Scholarship, 2012-2013
University
Slots Available Qualifiers
Unfilled
Slots
MS PHD MS
MS
THESI
S PhD
DISSER-
TATION MS PhD
ADMU 24 5 20 1 5 4 0
CLSU 12 5 7 5 5 0
DLSU 20 5 12 2 1 8 3
MSU IIT 32 6 38 6 -6 0
UP DILIMAN 68 14 50 1 4 18 10
UPLB 131 30 125 2 14 6 16
UP MANILA 8 1 10 1 1 -2 0
UP VISAYAS 14 3 14 1 3 0 0
UST 25 4 19 2 3 1 6 1
VSU 22 4 22 3 0 1
Total 356 77 317 8 46 2 39 31
Action Plan Metrics Time
frame
Increase
enrolment of
international
graduate students
-Intensify
recruitment
- informative/
-attractive College
and UPLB
websites
GS international
students enrolment
as % of total UPLB
students
International
graduate student
enrolment as % of
total students of the
College
All colleges
GS
ITC
OPR
OVCI
Every
year from
2012
International graduate students, First Semester 2012-2013
Action Plan Metrics Time frame
Improve the
quality of
faculty
Recruitment
of “best &
brightest”
faculty with
PhD
degrees
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
College
Committees
OVCI
Every year
from 2012
Action Plan Metrics Time frame
Increase the
number of
faculty with
access to
research
grants and
competitive
funding
Number of
faculty with
access to
competitive
grants or
research grants
with minimum
amount Php .3M
as % of total
faculty
College
RECs
OVCRE
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 pre-determined 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, problem-solving, 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 socio-economic 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 Eligbility: RA 1080
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;
• Minimum five (5)years supervisory experience
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;
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
Philippine Council for Industry Energy & Emerging Technology Research & Dev't.
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
• 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.
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!!