The traditional way in which much of higher education has thought of grants is as a way to support faculty research. Typically, this funding sits outside or at least on a parallel track with other faculty concerns of teaching and publishing. Sometimes grants are the purview of research faculty in certain disciplines only, many of whom do not teach.
Large institutional grants are used for special projects. As operating budgets tighten, necessary funding for faculty research, professional development, and teaching needs is being reduced. It is time to reposition the place of grant funding within the Academic Affairs’ revenue stream. Through a robust grant culture, faculty can replenish those funds and gain some self-sufficiency in supporting their research, professional development, and teaching needs.
There will always be faculty members able to obtain grants on their own with little support from their institution. This capacity to thrive in isolation will often enable these faculty to successfully write a few grants over their academic career. What is often overlooked is that the grants process is more than a single event of writing a compelling argument for a desired outcome; rather it is a complex process comprised of many interlocked and progressive steps requiring more than the single writer alone.
Learning from R1 Institutions for whom grant-supported research is part of the mission, sustained successful grant-work takes institutional backing. It does not require vast sums of operating cash or huge endowments. Building a grant culture on any sized campus is possible. There are a few necessary components to success—clear communication, creation of a partnership between faculty and academic administrators, and integration of the required elements into the fabric of the institution.
The benefits of a self-sustaining grant culture on any campus are clear. In addition to easing budget shortfalls, it will pay additional vital dividends in helping to retain both faculty and students: faculty can maintain their academic projects and students can enjoy the high impact, but often high-cost practices, that augment their learning and preparation for their future.
An effective partnership between academic administrators and faculty requires recognition of the mutual benefits—that creating this new culture is not simply adding to the burdens of faculty and administrators. The best way to build trust and to underscore administrative support is to integrate this culture within faculty governance: proposal development must be linked to professional development and promotion and tenure structures. Find a place within work-load and compensation structures to reward the work of proposal development and grant administration.
Communication is a dynamic multi-pronged network. Among faculty include grant-work as an agenda item in faculty meetings and perhaps faculty senate discussions. Also report on grant activity at campus-wide informational events such as orientations, awards ceremonies, board meeting, etc. Educate faculty, staff, and administration that this project is supported at the highest institutional levels, and that it will benefit the community: leverage administrative power to help facilitate outreach across campus and “legitimize’ the requests for campus support.
As grant culture spreads, its successes will build on itself, increasing visibility, enhancing institutional reputation, and leading to complex institutional grants that can address multi-area issues and foster large-scale institutional change.