research grant for in service faculty members

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Research Grant For In-Service Faculty Members

Name of the Scheme:

Objective of Scheme:

To provide opportunities to regularly appointed faculty members to pursue research in their area(s)

Eligibility:

Faculty members who have a minimum 10 years of service left in the University. Age – upto 50 years

200 or as may be decided by the Commission

Financial Assistance:

Rs.10.00 Lakh

Newly launched scheme

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Eligibility, application process.

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• Frequently Asked Questions

Sources And References

Something went wrong. please try again later., you need to sign in before applying for schemes, it seems you have already initiated your application earlier. to know more please visit, check eligibility, ministry of education, research grant for in-service faculty members.

• Scanned copy of your passport-size photograph and signature (size upto 1MB, format: jpg).
• Complete Research proposal (size upto 5 MB) and an abstract (size upto 1MB)
• After filling out the application form, an auto-generated form will be displayed on your screen. Please take the printout of the same, get it signed by the HoD/Registrar, and upload it before submitting the application form.
• Proof of being a single girl child has to be submitted from the parents on an affidavit of Rs. 100/- stamp paper duly attested by SDM/First Class Magistrate/Tahsildar as per the prescribed proforma. In case, the parents are not alive, the affidavit can be submitted by the guardian of the Candidate (Size: less than 1MB)
• For every Fellowship/Scholarship/Research Grant scheme of UGC, the beneficiary will have to submit feedback in the form of a report on the research work done on the web portal.
• After completion of the research work, the Institution concerned shall submit the summary of the awardee’s research work along with the published research papers.

Does Only The Submission Of An Application Form Guarantee The Award Of A Fellowship And Research Grant?

No, mere submission of an application form does not guarantee the award of a Fellowship and Research Grant.

Who Shall Be Held Responsible If The Applicant Furnishes Incorrect/Incomplete Information That Results In The Cancellation Of His/Her Candidature?

It is the responsibility of the applicant to provide correct information, failing which he/she will be solely responsible for the cancellation for his/her candidature.

What Is Meant By "Aadhaar Seeding"?

The fellowship is directly paid to the research scholars in their bank accounts. For this, the bank account numbers of the scholars are required to be Aadhaar linked and verified. This process is called "Aadhaar Seeding". As per the instructions of the Government of India, the Aadhaar has been made mandatory for the disbursement of all Government subsidies/Scholarships/Fellowships which are disbursed directly into the beneficiary’s account. Accordingly, Aadhaar will be used as an Identifier for the release of grants under these schemes.

What Would Be The Mode Of Payment For The Scholarship/Fellowship?

The payment of the scholarship/fellowship will be through DBT.

Is There Validity To The Scheme's Benefits?

The benefits are provided till the complete duration of the course.

Can I Apply Offline For The Scholarship/Fellowship?

No. You need to visit the official website to apply.

How Are The Applications Invited For The Purpose Of This Scheme? Is The Application Process Online?

Applications are invited through online mode once in a year through advertisements in leading newspapers & employment news. Short notification is also uploaded in the UGC website i.e. www.ugc.ac.in

Is There Any Application Fee?

No. The entire application process is completely free of cost.

Do I Need To Complete The Application In One Sitting?

No. You can save the application as draft and continue at a later time before the deadline.

How Do I Know If A Field In The Application Form Is Mandatory?

The mandatory fields have a red asterisk (*) mark at the end.

To Whom Should The Candidates Reach Out If They Have Any Doubts Regarding The UGC Scholarship/Fellowship Scheme?

The candidates can reach out to the helpdesk if they have any doubts regarding the UGC scholarship and fellowship schemes. Given below is the UGC helpline for scholarships/fellowships: Address: UGC, Bahadur Shah Zafar Marg, New Delhi - 110002. UGC Scholarship Contact No: 011-23604446, 011-23604200 Email ID: [email protected]

What Is The Objective Of This Fellowship Scheme?

The objective of this research grant is to provide opportunities to regularly appointed faculty members of Universities/ Institutes/ Colleges (hereinafter “Institutions”) to pursue research in their area(s).

What Will Be The Tenure Of The Fellowship?

The tenure of the fellowship will be 2 years.

How Many Slots Are There In The Fellowship?

There are 200 slots or as may be decided by the Commission.

What Is The Amount Of The Quantum Of Support?

The quantum of support under the scheme is ₹ 10,00,000. The grant can be utilized for purchasing items like minor equipment, consumables, contingencies, fieldwork, travel, etc.

Will The Grant Be Released In A Lump Sum Or In Installments?

The grant will be released in 3 installments to the university. (i) Initially, 50% of the grant will be released on receipt of the joining report (Annexure-I). (iii) The next installment of 25% of the research grant shall be paid on submission of the utilization certificate (Annexure II) of the first installment. (ii) The final installment of 25% of the research grant shall be released on a reimbursement basis on submitting the claims and utilization certificate of the second installment. However, the tenure to utilize the whole grant shall be 2 years from the release of the first installment of the research grant.

Can The Grant Be Used For International Travel, And Purchasing Furniture Items?

No, The grant cannot be used for international travel, purchasing furniture items, or for appointing a project assistant or research fellow.

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UGC Research Grant for In-Service Faculty Members

The purpose of the UGC research grant for in-service faculty members is to provide opportunities to regularly appointed faculty members of Universities/ Institutes/ Colleges (hereinafter “Institutions”) to pursue research in their area(s).

Eligibility Criteria for Research Grant for In-Service Faculty Members

(i) Faculty members regularly appointed and working the following institutions are eligible to apply under the schemes:

• Universities (including constituent and affiliated colleges/institutions) included under Section 2(f) of UGC Act, 1956 and having valid accreditation from NAAC.
• Deemed to be Universities under Section 3 of the UGC Act 1956 and having valid accreditation from NAAC.
• Institutions fully funded by Central or State Governments and empowered to award Degrees.
• Institutions of National Importance.

(ii) Age: up to 50 years. (Faculty above 50 years of age is not eligible to apply). (iii) The applicant should have a minimum 10 years of service left in the University from the date of submission of his / her application. (iv) The applicant must have successfully supervised Ph.D. dissertation of 5 full-time candidates (v) The applicant must have successfully completed at least 2 sponsored research projects funded by national / international government or private agencies.

Tenure and Slots

Tenure: 2 years. Slots: 200 or as may be decided by the Commission

Financial Assistance for Research Grant for In-Service Faculty Members

(i) The quantum of support under the scheme is Rs.10.00 Lakh. (ii) The grant can be utilized for purchasing items like minor equipment, consumables, contingencies, fieldwork, travel etc. (iii) The grant cannot be used for international travel, purchasing furniture items or for appointing project assistant or research fellow. (iv) The quantum of funds under these heads can be decided by the recipient depending on his / her needs. (v) The items / equipments purchased from this grant shall be property of the University.

Selection Process for Research Grant for In-Service Faculty Members

(i) Online applications will be invited by the UGC for the Research Grant for in- service faculty members. (ii) The applications will be evaluated by minimum of three referees assigned by the UGC as per area of research proposed by the applicant. (iii) The evaluation includes the merit of the proposed project, the professional standing of candidate and the institution where the research is to be carried out. (iv) On the basis of score received from the referees, the final merit list will be generated. The result shall be declared on UGC website (www.ugc.ac.in). (v) Selected candidates can download their award letter through UGC website. (vi) The whole process would be akin to that employed for manuscript handling and evaluation by leading international journals and will be a paperless exercise. No interim queries will be entertained. (vii) The Commission reserves the right to withdraw/cancel the award of Research Grant without assigning any reason.

Activation of Grant

a. The faculty member shall join / activate the Research Grant within 3 months from the date of issue of Award letter failing which the Research Grant will be treated as cancelled. In special circumstances with due approval of the competent authority, the joining period may be extended for a maximum period up to 6 months from the date of issue of award letter. b. The tenure of Research Grant shall commence from the release of first instalment of research grant.

Procedure for release of Grants

The grant will be released in 3 installments to the university. Initially, 50% of the grant will be released on receipt of the joining report (Annexure-I). The next installment of 25% of the research grant shall be paid on submission of the utilization certificate (Annexure-II) of first installment. The final installment of 25% of the research grant shall be released on reimbursement basis on submitting the claims and utilization certificate of second installment. However, the tenure to utilize the whole grant shall be 2 years from the release of first installment of research grant.

Note: No extension is permissible beyond the total period two years, at the end of which period the research grant ceases with immediate effect. Any claim/reference to the expenditure incurred beyond the tenure of two years will be illegal.

a. For every Fellowship/Scholarship/Research Grant scheme of UGC the beneficiary will have to submit a feedback in form of the report on the research work done on the webportal.

b. After completion of the research work the Institution concerned shall submit the summary of the awardee’s research work in the along with the research papers published.

Termination of Award

The Grant is liable to be terminated in case of: a) Misconduct. b) The awardee is found ineligible later. c) Any false/misleading information furnished by the awardee or any fraudulent activity by the Awardees shall lead to Penal action against him/her. d) Plagiarism or unethical practices. e) Any corrupt practices by the awardee. f) Violation of terms and conditions of the fellowship.

Before terminating/cancelling the Grant, the faculty member shall be given reasonable opportunity to defend himself/herself.

UGC Fellowship for Superannuated Faculty Members

Recommended:  MPhil and PhD Fellowships UGC NET Study Materials for Paper 1 (Download PDF)

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Teachers Day 2022: UGC to launch research grants, fellowship schemes on September 5, details

Updated Sep 4, 2022, 14:45 IST

UGC to launch research grants, fellowship schemes on Teachers Day 2022

• Research Grant for In-Service Faculty Members. The tenure will be for 2 years.
• Dr. D.S. Kothari Research Grant for Newly Recruited - The D.S Kothari scheme is a post-doctoral fellowship scheme for those in the field of sciences, medical and engineering sciences. The tenure will be for 2 years.
• Fellowship for Superannuated Faculty Members – UGC launched this scheme in order to provide an opportunity to the superannuated teachers who have been actively engaged in research and teaching programmes. The tenure will be for 3 years.
• Dr. Radhakrishnan UGC Post-Doctoral fellowship scheme - The aim behind this fellowship is to provide an opportunity to carry out the advanced studies and research in the fields of Humanities and Social Sciences including languages in Indian Universities, Colleges and Institutions. The tenure will be for 3 years.
• Savitribai Jyotirao Phule fellowship for the single girl child. The tenure for this doctoral fellowship will be for 5 years.

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UGC Invites Applications For Fellowships, Research Grants; Apply Now

The online application process is open at ugc.ac.in, frg.ugc.ac.in, the candidates can apply till october 10.

The University Grants Commission (UGC) has invited applications from interested, eligible candidates to apply for fellowships, research grants. The online application process is open at ugc.ac.in, frg.ugc.ac.in , the candidates can apply till October 10. The candidates can check the eligibility criteria, guidelines, selection process for UGC fellowships at ugc.ac.in . ALSO READ | Application Process Open For 4 UGC Scholarships; Details Here

The UGC launched fellowship schemes, research grants on- Savitribai Jyotirao Phule Fellowship for Single Girl Child, Dr Radhakrishnan UGC Post-Doctoral Fellowship, Fellowship for Superannuated Faculty Members, Research Grant for In-Service Faculty Members, Dr DS Kothari Research Grant for Newly Recruited Faculty Members.

Know The UGC Fellowships, Research Grants; Details Here

Research Grant for In-Service Faculty Members

The fellowship aims to give research opportunities to regularly appointed faculty members. The tenure of the fellowship programme is two years, the initiative would grant Rs 10 lakh.

Dr DS Kothari Research Grant For Newly Recruited

The post-doctoral fellowship is for candidates in the sciences, medicine, and engineering stream. The tenure of the fellowship programme is two years.

The selected candidates for fellowships/ research grants will get Rs 50,000 per month and Rs 50,000 per year as a contingency. The upper age limit of the candidates should not be more than 67 years of age. For details on the UGC fellowship programme, please visit the website- ugc.ac.in .

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UGC to launch five new fellowship and research grants on Teachers' Day

The university grants commission will launch five fellowship and research grants, including those for single girl child and retired faculty members, on teachers' day, according to its chairman jagadesh kumar.

University Grants Commission (UGC) chairman Jagadesh Kumar on Sunday declared that on Teachers' Day UGC will launch five fellowships and research grants, including those for single girl child and retired faculty members.

The five schemes that will be launched on the occasion of the birth anniversary of former President Dr. Sarvapalli Radhakrishnan include-

Savitribai Jyotirao Phule Fellowship for Single Girl Child

Dr Radhakrishnan UGC Post-Doctoral Fellowship

Fellowship for Superannuated Faculty Members

Research Grant for In-Service Faculty Members

Dr DS Kothari Research Grant for Newly Recruited Faculty Members

Kumar also said that, "On the occasion of Teachers' Day, UGC is announcing several research schemes which will benefit Higher Educational Institutions across the country."

About the Fellowships

This fellowship aims to promote education of single girl child and encourage them to pursue research work leading to award of PhD degree.

The fellowship has no fix limit of slots. This fellowship has a total tenure of five years.

The 'Dr Radhakrishnan UGC Post-Doctoral Fellowship' will offer 900 candidates an opportunity to carry out advanced studies and research in Sciences, Engineering and Technology, Humanities and Social Sciences including languages in Indian universities and institutions.

30% seats of the fellowship are reserved for women candidates. The selected candidates will be given ₹ 50,000 per month as part of the fellowship and ₹ 50,000 per annum as contingency.

The 'Fellowship for Superannuated Faculty Members' is being launched with an aim to provide research opportunities to retired teachers.

100 slots are available within this fellowship and the selected candidates will be given ₹ 50,000 per month as part of the fellowship with ₹ 50,000 per annum as contingency.

The 'Research Grant for In-Service Faculty Members' seeks to provide research opportunities to regularly appointed faculty members.

Under this fellowship, 200 candidates will receive ₹ 10 lakh for a tenure of two years.

The 'Dr DS Kothari Research Grant for Newly Recruited Faculty Members' will provide research opportunities to regularly appointed faculty members.

The quantum of support under the scheme is ₹ 10 lakh which will be provided to 132 selected candidates for a tenure of two years.

(With inputs from wire agencies)

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Teachers' Day 2022: UGC to launch new fellowships, research grants

Teachers' day: the five schemes that will be launched on monday are: savitribai jyotirao phule fellowship for single girl child, dr radhakrishnan ugc post-doctoral fellowship, fellowship for superannuated faculty members, research grant for in-service faculty members, and dr ds kothari research grant for newly recruited faculty members..

The University Grants Commission will launch five fellowship and research grants, including those for single girl child and retired faculty members, on Teachers' Day, according to its chairman Jagadesh Kumar.

The five schemes that will be launched on Monday are: Savitribai Jyotirao Phule Fellowship for Single Girl Child, Dr Radhakrishnan UGC Post-Doctoral Fellowship, Fellowship for Superannuated Faculty Members, Research Grant for In-Service Faculty Members, and Dr DS Kothari Research Grant for Newly Recruited Faculty Members.

"On the occasion of Teachers' Day, UGC is announcing several research schemes which will benefit Higher Educational Institutions across the country," Kumar said on Sunday.

The 'Fellowship for Superannuated Faculty Members' is being launched with an aim to provide research opportunities to retired teachers. There are 100 slots available for this fellowship and selected candidates will be given ₹ 50,000 per month as part of the fellowship and ₹ 50,000 per annum as contingency.

The 'Research Grant for In-Service Faculty Members' seeks to provide research opportunities to regularly appointed faculty members. The quantum of support under the scheme is ₹ 10 lakh which will be provided to 200 selected candidates for a tenure of two years.

The 'Dr DS Kothari Research Grant for Newly Recruited Faculty Members' will provide research opportunities to regularly appointed faculty members. The quantum of support under the scheme is ₹ 10 lakh which will be provided to 132 selected candidates for a tenure of two years.

The 'Dr Radhakrishnan UGC Post-Doctoral Fellowship' will offer an opportunity to carry out advanced studies and research in Sciences, Engineering and Technology, Humanities and Social Sciences including languages in Indian universities and institutions.

This fellowship has 900 seats and 30 per cent of them are reserved for women candidates. The selected candidates will be given ₹ 50,000 per month as part of the fellowship and ₹ 50,000 per annum as contingency.

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List of UGC Fellowships 2024 and Research Grants, check details from here

University Grants Commission has launched five UGC Fellowship and Research Grant schemes on its official website, ugc.ac.in.

These grants were launched by the UGC on the occasion of Teachers Day 2024. Interested candidates can check details of List of UGC Fellowships 2024 and Research Grants and apply for these schemes.

UGC Fellowships in India or List of UGC Fellowships in India by University Grants Commission India. The University Grants Commission, established in 1956, is an autonomous statutory body under the Government of India responsible for promotion of higher education in India.

• List of Fellowships 2024, check details of fellowships in India
• Guidelines on Utilization of AP MRC Grants, School Complex Grants
• Call for Applications for Fellowships under HRD for Health Research Scheme 2024

UGC provides financial assistance to universities/institutes for conducting research & academic activities. The UGC offers various fellowships to students pursuing their postgraduate studies in India.

These fellowships are offered to deserving candidates who have completed their master’s degree in any discipline.

As per UGC Officials, the aim behind these research grants and fellowship schemes is to provide an incentive to teachers in Higher Education and encourage them to continue to perform scientific research.

A total of 5 schemes and grants have been launched, namely –

• Savitribai Jyotirao Phule Fellowship for the Single Girl Child,
• Dr Radhakrishnan UGC Post-doctoral fellowship,
• Fellowship for Superannuated faculty members,
• Research grant for in-service faculty members and
• the Dr. DS Kothari Research Grant for Newly Recruited Faculty Members.
• The UGC FRG Scheme details and eligibility criteria has been shared below for interested candidates

Savitribai Jyotirao Phule Fellowship for the Single Girl Child: Under this fellowship scheme, the aim is to support a single girl child’s education and help her pursue research which would result in the award of a PhD Degree. The duration of this fellowship is 5 years.

Eligibility of SGC Fellowship: Candidates must be engaged in a full time PhD programme or pursuing a degree in any discipline. Candidates must be under 40 years of age (45 years for reserved categories).

Dr S. Radhakrishnan UGC Post-doctoral fellowship: Under this fellowship, 900 candidates would be selected to carry out advanced studies and research in the field of Sciences, Engineering and Technology, Humanities and Social Sciences.

30 percent of the seats would be reserved for women. Selected candidates would receive Rs.50, 000 per month as a fellowship payment and Rs. 50,000 annually as a contingency.

Eligibility of DSRPDF: Candidates must be PhD degree holders and unemployed. Candidates must have cleared their post-graduation with a minimum of 55 percent marks. Candidates from reserved categories will be given a 5 percent mark relaxation. Candidates must also be under 35 years old to apply (under 40 years for reserved categories).

Fellowship for Superannuated faculty members: Under this, retired educators and faculty members will be given an opportunity to access new research possibilities.

A total of 100 spots are available. Selected candidates will be given Rs. 50,000 per month with Rs. 50,000 annually as a contingency.

Eligibility of SFM Fellowship: Candidates should be at least 50 years of age and should have a minimum of 10 years of employment remaining at the university from the date of their application.

As per UGC, candidates must have also done two sponsored national or international government or private research projects. Candidates should also have supervised the PhD dissertation of five full time candidates.

Research grant for in-service faculty members: The aim of this research grant is to give regularly appointed faculty members access to research opportunities. Under this, 200 candidates would be selected and each would earn Rs. 10 lakhs for a duration of two years.

Eligibility of RGINF: Candidates should have successfully supervised the full time PhD dissertation of 10 candidates, three of these candidates should have received their degrees in the preceding 10 years.

Candidates should have also managed at least three sponsored research projects by national or international organisations as the main investigator. Candidates should not exceed the age of 67 years.

Dr. DS Kothari Research Grant for Newly Recruited Faculty Members : Under this research grant, faculty members who have been recently appointed will be given a chance to conduct research.

The total amount given to the candidates would be Rs. 10 lakhs. A total of 132 candidates would be selected for a period of 2 years.

Eligibility of DSKNRF: Candidates should be newly appointed Assistant Professors against permanent posts and should have a PhD Degree.

Candidates must also have conducted a minimum of 5 research papers. Candidates would be required to apply within a period of two years of the date of joining.

Instructions : Please read the UGC Guidelines carefully and ensure that you have understood the eligibility criteria before applying.

Please be careful in filling up the information in all aspects. Incomplete application form will be summarily rejected. Please fill all your details carefully while filling the application form, once submitted, it will not be modified. No queries will be entertained for the same.

Any error/ misinformation in the application form may result in cancellation of candidature. 5. For applying under any one scheme, you need to register on https://frg.ugc.ac.in , this is a one-time process.

The Registration ID generated will be sent on registered email address. For all further communications this Registration ID and email address will be used. No requests will be entertained for modification of email address at later stage.

Mere submission of an application form does not guarantee award of Fellowship and Research Grant. 9. It is the responsibility of the applicant to provide correct information, failing which he/she will be solely responsible for cancellation for his/ her candidature. To avoid last hour rush kindly apply on time. No request for extension will be entertained. No hard copies of application form will be accepted or entertained at any point of time

Required Documents for applying: Following Documents are required while submitting of an application form

• Scanned copy of your passport size photograph and signature (size upto I MB , format: jpg).
• Complete Research proposal (size upto 5 MB) and an abstract (size upto 1 MB).
• After filling the application form, an auto-generated form will be displayed on your screen.
• Please take the print out of the same, get it signed by the HoD/Registrar and upload the same before the submission of the application form.
• Proof of being single girl child has to be submitted from the parents on an affidavit of Rs. 100/- stamp paper duly attested by SDM/ First Class Magistrate/ Tahsildar as per the prescribed proforma.
• In case, the parents are not alive, affidavit can be submitted by guardian of Candidate(Size: less than 1 MB)

*Disclaimer: We have published the above information for reference Purpose only, For any changes on the content we refer to visit the Official website to get the latest & Official details, and we are not responsible for anything

• UGC Research Grant 2023 for In Service Faculty Members, check details from here
• TS School Grant Guidelines 2024, check utilisation of school grants from here
• Teacher Grant Guidelines 2024, check utilisation of TLM Grants from here

Key Strategies for Building Research Capacity of University Faculty Members

• Open access
• Published: 16 March 2017
• Volume 42 , pages 421–435, ( 2017 )

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• Laura F. Huenneke 1 ,
• Diane M. Stearns 2 ,
• Jesse D. Martinez 3 &
• Kelly Laurila 4  

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Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We review conventional approaches to increasing research, focusing on outcomes for individual faculty members and use one federally-funded effort to build cancer-related research capacity at a public university as an example to explore the impact of various strategies on research outcomes. We close with hypotheses that should be tested in future formal studies.

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Higher education institutions are under increasing pressure to adapt to evolving competitive and financial pressures (Christensen and Eyring 2011 ; Selingo 2013 ). In particular, in recent decades many public universities in the United States have seen substantive declines in state appropriations. Changes in institutional revenues can alter institutional priorities (Fowles 2014 ; Jaquette and Curs 2015 ), and many universities are consequently exploring more entrepreneurial activities and new collaborations or partnerships (Slaughter and Rhoades 2004 ).

One goal embraced by many institutions is the aim of increasing research-related revenues, especially federal funding and associated indirect cost recovery (Streharsky 1991 ; Warshaw and Hearn 2014 ). Increased research activity leads both to increased revenue and to higher rankings, in turn leading to more student applications and increased tuition (Litwin 2009 ). Thus many universities set goals of moving up in national research activity rankings, and institutions historically more focused on instruction similarly attempt to build research funding.

Universities pursue specific strategies for building research capacity (Fisher 2009 ; Hearn et al. 2006 ; Litwin 2009 ). Expanding research, however, can cause tensions with traditional expectations for teaching, service, and outreach (Neumann and Terosky 2007 ; Romainville 1996 ). Increasing research focus also presents challenges in managing risk and regulatory compliance for institutions (Rosenzweig 1987 ). Positive outcomes of investment in building research capacity are by no means assured (Taylor and Cantwell 2015 ).

Public education in the United States exemplifies the way fiscal pressures can lead to restructured university budgets and activity. As an example, the three public universities in the state of Arizona (University of Arizona, Arizona State University, and Northern Arizona University) have recently experienced some of the most substantive drops in state appropriations of any public universities in the U.S. (National Center for Educational Statistics 2015 ). The fiscal year 2015 all-funds operating budget for these three universities estimated the state general fund contribution as only 17% of the total (Arizona Board of Regents 2015 ). Meanwhile, one of the state’s strategic goals for the universities is the doubling of research expenditures from 2010 to 2020. This aggressive goal necessitates explicit effort to build research capacity, particularly in an institution like Northern Arizona University (NAU). While classified as a high-research doctoral institution, NAU has historically prioritized undergraduate instruction; and the university has fewer doctoral programs than its sister institutions. Efforts to build NAU’s research capacity in defined areas offer opportunities to analyze the relative effectiveness of different strategies.

One federal funding program designed to build university research capacity is the Comprehensive Partnerships to Advance Cancer Health Equity (CPACHE), which is funded by the National Cancer Institute ( 2015 ) or NCI. The program aims to increase capacity for cancer-related research at institutions serving under-represented minority populations in collaboration with NCI-designated comprehensive cancer centers. NAU has received funding since 2002 from CPACHE to support The Partnership for Native American Cancer Prevention, a collaboration with the University of Arizona’s Cancer Center (UACC). The Partnership for Native American Cancer Prevention (NACP or the Partnership) connects two universities operating within the same state system under a strategic vision set by a shared Board of Regents.

Creation of partnerships or collaborations is a strategy frequently followed in order to promote institutions learning from one another and pooling expertise and resources (Kornreich 1973 ). However, formal relationships do not necessarily translate to successful enhancement of performance for the partners. An earlier report from a similar CPACHE collaboration (Thompson et al. 2013 ) detailed challenges posed by differences in institutional cultures and described strategies for surmounting these cultural differences. Communication and respect for differences in culture, such as differences in faculty workload pressures, were reported to be the most helpful strategies.

There is broad recognition that faculty members represent one of the most important elements of research capacity for an institution (Shehzad et al. 2014 ) and that university policies, practices, and resources greatly shape the productivity of researchers (Harkavy and Hartley 2012 ; Kyvik and Aksnes 2015 ). The analysis we offer in this article describes challenges faced and strategies employed by the Partnership in building the research capacity and careers of participating faculty at Northern Arizona University, highlighting areas in which our strategies contrast with more conventional approaches. This review is based on evaluation of program accomplishments, rather than a formal hypothesis-driven investigation of outcomes. That is, we assess a single exemplar, which was not designed as a research-based intervention. However, we outline important hypotheses for future investigation of factors influencing researcher success.

Approaches to Increasing Research Activity

In established research institutions, expansion of research is often attempted by adding faculty members to existing units and providing mentoring and infrastructure to maximize individual success. The University of Arizona Cancer Center (UACC) has pursued this conventional approach with success; however, NAU’s experiences over many years in hiring individual talented researchers have been less positive, with many failing to achieve hoped-for productivity or leaving the institution. A review of the literature concerning research development reveals several strategies aimed at improving upon the standard model: cluster hiring, revision of institutional policies and infrastructure, and systemic prioritization of research for administrators as well as for individual faculty members.

The strategy of developing research in cluster areas has demonstrated advantages for emerging research universities (Birx et al. 2013 ). A research cluster, a multi-disciplinary team of faculty members from multiple departments focused on a common theme, provides a mechanism for leveraging regional strengths, sharing limited resources, and providing opportunities for both faculty members and students. While Partnership funds have not been adequate to support a true set of cluster hires, the collaborative efforts of NAU and UACC to address issues of cancer health equity in regional populations are designed to create some of the same advantages.

Achievements at the University of Puerto Rico illustrate how developmental funding can trigger change to promote research in an undergraduate minority-serving institution (Godreau et al. 2015 ). Historical challenges included insufficient infrastructure for managing grant awards, high faculty teaching loads, little inclusion of research productivity in criteria for tenure and promotion, and the absence of graduate programs and therefore graduate assistants and postdoctoral researchers to enhance productivity. Solutions included securing administrative commitment to post-award staff support, hiring research active faculty with reduced teaching loads, and modifying tenure and promotion criteria to reward research productivity. Research students were incorporated into mentoring communities to assist with career development experiences and resources. Over the course of a decade, the institution increased the numbers of research-active faculty members, students involved in research, peer-reviewed articles, and external grant proposals.

Building research capacity in an emerging research institution also requires assessment of research management practices and identification of transitional practices to promote the evolving research agenda. Based on classifications of Bosch and Taylor ( 2011 ), early phases are marked by “hand holding” management, institutional emphasis on teaching, a faculty mindset that research is intimidating, and a centralized research mission with deans’ focus on teaching output and research activity rather than research quality and outcomes. Transition through a “broadening” phase to the “honing” phase is marked by increased emphasis on research relative to teaching, decentralization of the research mission into college and department priorities, increased collaboration, and a growing focus on recruitment of high quality researchers and postgraduate students. We describe how our use of institutional administrators and external advisors contributed to institutional buy-in for the shifting research agenda and how development of institutional leaders from within NAU faculty contributed to increased research capacity.

Program Context and Data Sources

Our overall question is whether NACP efforts to build cancer-related research capacity have been successful at the level of individual faculty members at NAU. We review the basic program elements that have been used to increase this research at NAU and combine this with records of faculty employment and research outcomes (publications and grant proposals). While the Partnership’s objective of building capacity at an institutional level is also important, an analysis of the Partnership’s success at that scale requires different data and is left to a different review.

We examine outcomes for individual faculty members affected by particular strategies: explicit recruitment to the institution, cultivating researchers from other disciplines already in the institution, mentoring programs within and across institutions, and investments in research infrastructure. We also describe two other strategies relevant to developing research capacity: engaging institutional administrators and planning for leadership succession.

Northern Arizona University is a medium-sized public university historically focused on undergraduate teaching. It is a member of the American Association of State Colleges and Universities and in the Carnegie classification scheme is a Doctoral University – Higher Research Activity. It consistently ranks 200 or below in the list of institutions in total research and development funding (National Science Foundation 2017 ), with relatively few doctoral programs and graduates. In the collaboration discussed here, NAU teams with the University of Arizona’s Cancer Center (hereafter UACC) to address specific aims in research, training, and community outreach related to cancer health disparities in minority communities in Arizona.

NCI Partnerships to Advance Cancer Health Equity (PACHE) were established in 2001 under the original title of Minority Institution – Cancer Center Partnerships. The program links minority-serving universities with cancer centers in developing capacity to address cancer health disparities, that is, disproportional impacts of cancer on under-served populations. Research projects are structured as collaborations, typically with less experienced researchers at the minority-serving institution paired with established researchers at the cancer center. Faculty teams are supported for pilot projects for up to 3 years and are expected to build preliminary results and publications leading to greater funding for up to 3 additional years. Funds are also directed by the partnerships to recruiting and training diverse students and early-career researchers in cancer-related work. Finally, since the focus is on cancer disparities, each partnership does outreach with affected communities through community-based, participatory research and community health educators, ensuring engagement with and reporting to the communities of focus.

Our Partnership (NACP) was initially funded in 2002; in 2007 the initial five years of funding ended. After two years of interim activities, a successful competing renewal proposal was funded in 2009 for another five years. A third successful proposal was funded in 2014, and NACP is consequently in its third five-year funding period. Over the past six years, an extensive evaluation effort has provided detailed information for formative and summative purposes (Trotter et al. 2015 ), including typical outcomes such as publications, grant proposals, and student mentoring. For our purposes in this article, our outcomes were defined as follows. For all NAU faculty members supported by the Partnership, either as a principal investigator or as a research project leader, we addressed the following questions:

Did the faculty member go through any promotion or tenure applications during or after the period of NACP support, and if so, was the application successful? Successful promotion would indicate a positive impact on the university’s and individual’s research capacity.

Is the faculty member still employed at NAU in fall 2015? Long-term retention of the faculty member at the university would indicate a positive impact on university capacity. On the other hand, departure from the university would indicate that the NACP investment did not result in a long-lasting increase in university capacity.

Has the researcher authored scholarly publications during or after the period of support? Increasing faculty publication in the peer-reviewed literature would be a positive outcome.

Has the faculty member submitted external grant proposals, other than for direct NACP pilot or full projects, through NAU? Have any of those grant proposals been funded? Obtaining external grant funding is a common indicator of an individual’s capacity as a researcher.

The first two questions were addressed by examining NACP files and soliciting CV’s from previously-supported faculty members, in some cases reaching those who had departed NAU through internet searching. The third question was addressed by consulting two on-line bibliographic databases, PubMed Central and Web of Science ™ from Thomson-Reuters. The fourth question was addressed through a search of institutional data held in the NAU Office of Sponsored Projects. We consulted with the NAU Institutional Review Board before seeking institutional records; the IRB confirmed that this case study is not a human subjects research project. We compiled and examined outcomes at the level of individual faculty members, but in accord with IRB guidance we present results only in aggregated summaries so that the identity of any individual faculty member cannot be not revealed.

Overall Outcomes for NACP-Supported Faculty Members

During the first two cycles of funding at NAU, the Partnership supported twenty-one (21) individuals either as research project leaders, principal investigators, or program leaders for development, training, or outreach. Outcomes for individuals vary, and the success of the project in achieving certain outcomes has been less than uniformly high. Overall, the Partnership has had more positive impact on some outcomes than on others.

Promotion and Tenure Applications

NACP participants have generally enjoyed positive outcomes for promotion and tenure decisions. Individuals hired from outside NAU in the NACP and other pre-tenure individuals who received NACP support have all been successful in assistant-to-associate professor promotion and tenure. Several individuals supported as assistant or associate professors also moved successfully through promotion to full professor. One non-tenure-track research assistant professor was successful in promotion to research associate professor. Several individuals successfully applied for and moved into leadership or administrative positions at the departmental or central university level. In all, 11 of the 21 participants had positive outcomes in these career steps, and no participating individuals were denied promotion or tenure. In sum, NACP experience has been positively correlated with career advancement within NAU.

Continued Employment at the University

Of the 21 individuals supported over the 13 years reviewed, four are still employed at NAU and actively supported on NACP funding, either as research project leaders or as NACP principal investigators and program leaders. Of the 17 persons whose NACP support has ended, one departed from NAU within one year after the last date of NACP support; seven had departed from NAU within 5 years of the end of support, and only 5 have been retained as long as 10 years after the end of NACP participation. Some departures were retirements, but at least four were moves of early or mid-career individuals to research positions elsewhere. While individuals were successful in developing research and advancing their careers, these departures represent a disappointing outcome in terms of long-lasting increases in the university’s research capacity.

Peer-Reviewed Publications

Because of the disciplinary breadth of faculty participants, we searched for publications both in the PubMed Central® database ( www.ncbi.nlm.nih.gov/pmc/ ) and in the Thomson-Reuters Web of Science ™ bibliographic database. Five of the 21 participants were not represented by any publications dated after initial support from NACP. Three individuals had publications in one or both databases on topics not related to the aims of NACP (that is, not related to cancer, to health disparities, to community outreach and community-based participatory research, or to biomedical training activities). While the remaining 13 individuals had authored publications in one or both databases for the period under review, many of the papers did not pertain to NACP supported work; only 6 individuals cited NACP support for relevant work. In conclusion, there is little evidence in the record that NACP funding directly facilitated publication productivity.

External Grant Proposals and Funding

We examined data on grants received through the NAU Office of Sponsored Projects, by investigator, for the time period since each individual’s initial support by NAU. Of the 21 supported individuals, 9 received no external funding during or after NACP support. Ten did have external funding for projects related to biomedical or health disparities, and two others received funding for projects not in biomedical or health disparities fields. While established faculty members may have had successful funding records prior to association with NACP, some had not previously been funded by NIH or other biomedical entities. Early career individuals supported as research project leaders were generally successful in obtaining external funding after NACP support: 9 of 10 funded externally, 7 from biomedical agencies. It appears that Partnership support did lead to increased levels of external funding for biomedical and health disparities work for some but not all participants.

Strategies Attempted, Results, and Challenges

Recruiting new faculty from outside the institution.

The Partnership has twice allocated funding to recruitment of new tenure-track faculty, including funds for salary and benefits prior to NAU picking up the lines. In the early years two faculty members were recruited with explicit expectations of pursuing cancer-related research; the grant provided recruiting expenses, startup, and an initial two years of salary. The faculty members received release time from teaching while supported on the grant (a novel practice for NAU at that time) and were assisted in developing collaborations for pilot projects. Both found collaborators at UACC and submitted pilot and full grant proposals. Both were successful in recruiting minority students into their labs at the undergraduate and/or masters’ level. One was successful in publishing peer-reviewed papers on Partnership work; however, neither investigator garnered external funding for cancer-related research. One faculty member left NAU for another academic institution; the other remains but is no longer conducting cancer research.

NAU also provided institutional funds to support hires in areas of cancer or health equity research without using Partnership funds. In one case a position was provided to recruit a minority faculty member who was subsequently supported by NACP before generating external support for independent research. This faculty member maintains a productive research program but no longer collaborates directly with UACC investigators on the original project. In a second case a department voluntarily recruited a research active faculty member with an interest in cancer health equity. This faculty member has been unsuccessful in finding a co-investigator at UACC, but is developing research projects that include minority health equity. In a third case, Partnership support was used to increase the startup package to recruit a mid-career faculty member with prior cancer-related research experience. This person has now earned support as co-leader of an NACP pilot project. Institutional investments, then, have proven to have more positive sustained impact on cancer research capacity than grant-funded recruitments.

In today’s constrained financial conditions, state and minority institutions frequently have limited ability to create new faculty lines or to redirect lines from teaching to research. Even talented researchers may find it difficult to achieve productivity in a new context, especially if institutional resources are limited or if departmental and institutional cultures have not yet evolved to support research. Finally, productive researchers can be recruited away to more research-active settings or to institutions with greater financial resources, making successful retention as important as hiring. We conclude that the conventional approach to building research through new hiring is neither easy nor consistently successful.

Cultivating and Attracting Researchers from within Existing Faculty

As noted, it may not be feasible for many institutions to rely solely upon creating large numbers of new faculty positions in order to build research activity. Drawing upon existing faculty strengths and encouraging already active researchers to take on new research activities is an unconventional alternative that the Partnership has pursued by using several mechanisms.

Call for Proposals for Pilot Projects

The NACP budget included funds for new pilot project collaborations in 6 of the 13 years covered in this review. We disseminated a request for proposals at both universities. Guidelines require a collaboration involving at least one member from each institution; one challenge is that many faculty members at one institution are not acquainted with potential collaborators at the other. Establishing a letter-of-intent stage, where individuals indicate the general nature of their interests, has allowed us to carry out match-making activities in time for potential collaborators to meet one another and carry out initial planning prior to submitting a pilot proposal. This step has increased the number of faculty members at each institution expressing interest in NACP and the number of pilot project proposals submitted from 1 to 2 proposals to roughly a dozen per deadline.

Summer Research Conference

Nine years after the Partnership began, NACP initiated an annual summer research conference. The initial aims were to provide an opportunity for all NACP-supported researchers to present ongoing work for feedback and to allow potential collaborators from NAU and UACC to become familiar with NACP. Thanks to feedback from an engaged evaluation process, the conference has sometimes also provided opportunities for active work on manuscripts, for exposure to minority cultural perspectives and research priorities, and for personnel across the large project to interact. Two funded projects involving summer conference attendees have now emerged, so this strategy has demonstrated some success.

Planning Grants

For proposals deemed promising but premature, modest funding is provided on occasion for pairs of researchers to meet for collaborative discussions and to carry out proof of concept studies. These planning grants strengthen proposals from the team in subsequent rounds to meet the expectation that applications submitted internally can be reviewed as rigorously as an externally-submitted NIH proposal. This mechanism has been highly effective; in years 12 and 13 the investigators leading all funded pilot and full projects had earlier received planning grant funds to carry out pilot studies, develop Institutional Review Board protocols, and carry out other work to strengthen the eventual proposal.

Affiliates Program

In 2013 the Partnership initiated a formal Affiliates Program at NAU (later adopted by the UACC). We identify and provide modest support for faculty members who have cancer research backgrounds or whose history of student mentoring is a good fit for NACP. Affiliates are encouraged to participate in NACP or other cancer-related meetings and activities. They are supported to travel to the other institution to present seminars and seek collaborators. They are also invited to submit proposals when pilot funds are available, and several have successfully moved to funded status. This low-cost program has increased the number of faculty members at NAU actively cultivating collaborations and cancer-related funding opportunities.

Advisory Committee Member Engagement

One novel phenomenon has generated additional research projects: the transition of Internal Advisory Committee (IAC) members to become project co-leaders. NCI requires PACHE partnerships to have an IAC, comprising individuals from both institutions who review progress annually and assist with planning. NAU selects IAC members from the ranks of institutional administrators such as associate vice presidents for research, department chairpersons or deans. In several cases IAC members have become enthusiastic about potential research and/or potential collaborators they have met through NACP. As they have formulated plans to apply for potential NACP funding, they have resigned IAC membership in order to avoid conflicts of interest. One lead investigator, two program leaders, and three research project co-leaders have come from our IAC.

Mentoring Programs within and across Institutions

The standard mentoring approach within the UACC entails pairing new faculty members with experienced faculty researchers in a mentoring committee advising on career and research. The committee meets twice a year with the mentee to discuss progress and set goals, to provide guidance on lab management and mentoring trainees, and to familiarize the mentee with criteria for promotion and tenure. The UACC has also developed a mechanism for increasing the competitiveness of grant proposals by providing a review prior to submission. In early years the Partnership used this model to link senior UACC mentors with new NAU researchers.

Conventional mentoring, however, was not sufficient to overcome two significant challenges in this Partnership: geographic distance and difference in institutional cultures. Northern Arizona University in Flagstaff is more than 250 miles from the UACC in Tucson. Initially mentoring pairs met only infrequently, usually in NACP meetings where other objectives reduced time available for personal consultation. Differences in context between the two universities pose even greater challenges to effective mentoring. Historical emphasis at NAU on instruction and work with undergraduates can cause conflict between growing research expectations for NACP-supported faculty members and the expectations of their home departments. Mentors from the UACC were initially unfamiliar with promotion and tenure criteria at NAU and could not always give relevant advice. Other issues at NAU not understood by UACC mentors are lack of infrastructure, fewer research-active colleagues for support, fewer doctoral students, and minimal access to modern equipment. Meanwhile, most UACC researchers must provide a significant portion of their own salaries through grants and therefore spend much time writing proposals. UACC faculty members can view the effort needed to develop functional partnerships as time taken from higher priorities.

We now routinely use video-conferencing to overcome the distance barrier. Video meetings also enable junior faculty from NAU to participate in the Young Investigator’s Forum at the UACC, linking those early career individuals with senior researchers at UACC for advice on new research proposals. We emphasize positive elements of the cross-institutional structure, including specific experimental and analytical capabilities at NAU that are useful to UACC researchers. Importantly, NAU faculty members often have more extensive experience and understanding of issues related to minority students. On occasion, pre-tenure individuals at UACC have collaborated with more established researchers at NAU. Overall the Partnership promotes the idea that mentoring is not a simple uni-directional or top-down relationship.

The Partnership evolved over time to provide more guidance for faculty development by assigning a senior researcher from each institution as a “research development” principal investigator. These individuals carry out several activities aimed at supporting the professional development of researchers while also cultivating new collaborations and the general increase of cancer-related research capacity at NAU (Table 1 ). The Partnership also brings department chairs and deans into mentoring conversations at NAU in order to achieve protected time and resources for faculty members to conduct research and to write grants and manuscripts.

Investing in Research Infrastructure

Investment in research support has changed as funded research projects have evolved. Early projects were laboratory-based, focusing on environmental health effects and providing an opportunity to invest in research infrastructure such as equipment that would support all NACP work. Funds were also provided for a research technician to support the projects. As NACP-funded research transitioned to include community-based and health sciences work, research needs could no longer be met by such focused investments; and we are currently exploring ways of providing staff support for behavioral and population-focused research.

Another important innovation at NAU has been a focus on access to research students. Several NAU departments with faculty members supported by the Partnership do not have Ph.D. or even M.S. programs, and faculty members in these units have typically had only undergraduates or no research students at all in their labs. We have linked several faculty members to M.S. and Ph.D. students from other programs, with subsequent acceleration of data collection and publication.

Investing in Institutional Leadership

An important element of the Partnership’s long-term success has been building strong sustained relationships with NAU’s administrative leaders. From the beginning, deans and department chairs have been included as members of the Internal Advisory Committee. Their participation provides helpful insights about factors shaping the development of research capacity in their units and in the institution; as noted above, it is beneficial for early-career researchers to have their academic supervisors engaged with Partnership expectations and opportunities.

We have also benefited from higher-level connections with central administrators and the state Board of Regents. One of us (Huenneke) has been lead investigator for the Partnership while simultaneously serving as NAU’s vice president for research and then provost. These connections have created opportunities to seek university resources and to align NACP’s activities realistically with priorities of the University’s governing board. On the other hand, having an institutional leader as program leader does create tensions in terms of workload and potential perceived conflicts of interest. Including central administrators on the IAC is another tactic for strengthening alignments. Finally, we report annually on NACP activities and accomplishments to the presidents, provosts, and vice presidents for research of both parent institutions; these reports underlie a systematic series of conversations with institutional leaders in order to ensure support and to overcome institutional barriers to continued research capacity development.

Planning for Leadership Succession and Transition

Like any long-lived project, the Partnership has experienced transitions in leadership for core activities over its history. While funding agencies require a rationale for assembling the leadership team for any major proposal, in our experience there is often little attention given to leadership development or planned transitions. Yet any project dedicated to faculty career development ought to look ahead to possible transitions and departures. Over 13 years the Partnership has seen several investigators leave NAU for career opportunities at other institutions, and leaders have changed as interests evolved. We have now developed formal planning for potential personnel changes. For example, advancement of the Training Core PI into the role of Lead Investigator was foreseen and prepared for by formal participation in University leadership and supervisor training. NACP principal investigators regularly assess research project leaders and Internal Advisory Committee members as potential senior leaders. Incorporating explicit discussion of chances for advancement and leadership opportunities into our mentoring sessions with researchers has proven important in retaining talented junior faculty. Our evaluation process collects data on communication and relationship interactions of all Partnership members; this social network analysis provides insights into individuals who might reasonably be able to step into a new leadership role (Trotter et al. 2015 ).

Lessons Learned

Our experiences in sustaining this long-term effort to build research capacity in a public university have led us to some conclusions about helpful approaches. We believe that the suggestions below merit further thought and study.

Institutional investment is as (or more) important than external funding for recruiting new faculty members. Long-term faculty success within the university setting relies upon the kind of “buy-in” obtained only when the university (or a component unit) has formally invested its resources in individuals.

Programs should attend to career development plans for all, not just for junior faculty, and adapt plans for the particular institution and program. Moreover, institutions should explore and cultivate talent within established faculty members as well as new recruits; they represent reservoirs of talent and energy, and frequently modest assistance can enable them to step up research productivity and take on program leadership.

The conventional mentoring model is not always viable and can be too constraining. Our experience suggests that the minority-serving institution may have expertise and unique facilities that are beneficial to researchers at the larger, more research-focused university. Typically the minority-serving institution also has expertise and appropriate cultural and organizational approaches for working effectively with under-represented minority students. The Partnership’s goals of expanding cancer-related research and training have been most effectively achieved by permitting and supporting more diverse team structures.

Establishing initial success for a researcher is necessary but not sufficient. We have learned that it is crucial to attend to researchers’ longer term connections to and opportunities within the institution. In particular, research success may well increase the chance that a faculty member might be recruited by another institution; and initial investments may not be sufficient to retain a researcher long-term without attention to engagement and career development. Furthermore, projects such as NACP cannot fund faculty members directly for long periods; after a project ends, researchers become vulnerable to being lost from the institution. It is therefore imperative to develop strategies that can keep individuals engaged and successful over the longer term.

Deliberate attention to inviting advisory committee members and institutional leaders can pay off greatly. Including key deans and research office personnel on our internal advisory committee has been effective in assuring support (or at least understanding) of participating research faculty members. Strategic thought should go into the support, training, and engagement of advisory committee members to ensure the connections are deep and genuine. Our advisory committee members have in some cases even moved into direct leadership roles in the project.

Frank acknowledgment of differing institutional cultures and values is essential; and programs must be flexible in choosing relevant, important metrics for program evaluation and management. Even if a single set of overall program goals governs expectations for research teams, “one size fits all” approaches to supporting productive outcomes will not be successful in the face of differing departmental and college histories and contexts.

Transition and succession planning should be considered from the start. Any long-term program will experience changes in leadership and in senior personnel; successful individuals in particular can be recruited to other institutions. Individuals may also experience the desire to shift roles or to devote more energy to other priorities. Management teams and advisory groups should continuously assess and cultivate potential leaders.

Questions for Formal Study

This review has stimulated us to consider a more formal effort to evaluate some interesting hypotheses, and we invite others to explore the questions we pose below.

How do gender and ethnic/racial status influence the faculty experience within the PACHE program? We hypothesize that individuals from under-represented groups experience higher internal satisfaction and perhaps greater institutional support for participation in such partnerships than do majority individuals.

What is the impact of institutional context (cancer center vs. minority serving institution, medical school or no medical school) on a faculty member’s experience within the Partnership? We expect different faculty reward systems in major research institutions vs. undergraduate-focused departments in minority-serving institutions. We hypothesize that individuals in minority-serving institutions might experience more dissonance and less institutional reward or support for research success within the Partnership.

Do training or community outreach components of these partnerships offer different levels of personal or professional satisfaction for faculty members in the cancer centers vs. those in the MSI? Do perceptions differ among faculty individuals by gender or ethnic/racial identity?

What is the role of the partnership in generating increased research capacity beyond cancer, especially in the minority-serving institution? We seek to understand the contexts within which a specific funded program such as PACHE might result in broader gains in numbers and productivity of faculty researchers, both within and beyond departments with direct support.

As noted in our introduction, many universities face pressure to expand their research activities. Research universities have many options for crafting specific policies and strategies for increasing research productivity (Cole 2007 ; Fisher 2009 ; Hearn et al. 2006 ), especially when there is interest in a specific discipline or type of work such as the community-based health equity research prioritized by the PACHE programs (see Harkavy and Hartley 2012 , for a similar example). We encourage systematic, research-based reviews of the success and impact of these targeted university and federal investments as a desirable way of helping institutional leaders make the most of existing and future programs.

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Acknowledgments

This work grew out of NAU’s experience with The Partnership for Native American Cancer Prevention (in an earlier phase, the Native American Cancer Research Partnership). The Partnership has been funded by grant numbers UU54CA 96281 and U54CA 143924 (for the University of Arizona Cancer Center), and U54CA 96320 and U54CA 143925 (to NAU), under the Comprehensive Partnerships to Advance Cancer Health Equity of the National Institutes of Health. This content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We are grateful to current and former participants in NACP programs for sharing their CV’s and their personal experiences with us. Finally, we thank members of the Internal Advisory Committee and the (external) Program Steering Committee for their long-term support of and assistance to the Partnership and its many faculty, staff, and student members.

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Huenneke, L.F., Stearns, D.M., Martinez, J.D. et al. Key Strategies for Building Research Capacity of University Faculty Members. Innov High Educ 42 , 421–435 (2017). https://doi.org/10.1007/s10755-017-9394-y

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UGC Launches 3 Research Grants, 2 Fellowship Schemes On Teachers Day | Details

On the occasion of Teachers' Day, UGC announced several research schemes which will benefit Higher Educational Institutions across the country.

• By Ashita Singh
• Updated: Mon, 05 Sep 2022 03:28 PM (IST)
• Source: JND
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On the occasion of Teachers Day 2022, the University Grants Commission announced five fellowship and research grants, including those for single girl children and retired faculty members. The official event for its launch took place on September 5 through a live stream on the official Twitter and YouTube channels of UGC.

The five schemes launched are Savitribai Jyotirao Phule Fellowship for Single Girl Child, Dr Radhakrishnan UGC Post-Doctoral Fellowship, Fellowship for Superannuated Faculty Members, Research Grant for In-Service Faculty Members, and Dr DS Kothari Research Grant for Newly Recruited Faculty Members.

"On the occasion of Teachers' Day, UGC is announcing several research schemes which will benefit Higher Educational Institutions across the country," Kumar said on Sunday.

The 'Fellowship for Superannuated Faculty Members is launched with the aim to provide research opportunities to retired teachers. There are 100 slots available for this fellowship and selected candidates will be given Rs 50,000 per month as part of the fellowship and Rs 50,000 per annum as a contingency.

Meanwhile, the 'Research Grant for In-Service Faculty Members' seeks to provide research opportunities to regularly appointed faculty members. The quantum of support under the scheme is Rs 10 lakh which will be provided to 200 selected candidates for a tenure of two years.

The 'Dr DS Kothari Research Grant for Newly Recruited Faculty Members' will provide research opportunities to regularly appointed faculty members. The quantum of support under the scheme is Rs 10 lakh which will be provided to 132 selected candidates for a tenure of two years.

The 'Dr Radhakrishnan UGC Post-Doctoral Fellowship' will offer an opportunity to carry out advanced studies and research in Sciences, Engineering and Technology, Humanities and Social Sciences including languages in Indian universities and institutions.

As per UGC, this fellowship has 900 seats and 30 per cent of them are reserved for women candidates. The selected candidates will be given Rs 50,000 per month as part of the fellowship and Rs 50,000 per annum as contingency.

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UGC Begins Applications for Fellowship Research Grants, Apply at ugc.ac.in

The university grants commission has invited applications for fellowship research grants.  students interested in applying for the different fellowship programmes can check the application related details here. .

UGC Fellowship Research Grants Scheme: The University Grants Commission has invited applications for Fellowship Research Grants. Candidates eligible for the fellowship can apply for the same through the link available on the official website. According to the schedule given, the last date for students to complete the applications is October 10, 2022.

Candidates interested in applying for the fellowship grants can visit the official website to check the eligibility criteria, fellowship application guidelines, application process, selection process and other details. 

• Savitribai Jyotirao Phule Fellowship for Single Girls Child
• Dr. Radhakrishnan UGC Post-Doctoral Fellowship
• Fellowship for Superannuated Faculty Members
• Research Grant for In-Service Faculty Members
• Dr. DS Kothari Research Grant for Newly Recruited Faculty Members

UGC Fellowship Grants Scheme Official notification

How to apply for the Fellowship Programmes

The applications for the fellowship programme is available on the official website - ugc.ac.in. Candidates need to complete the registrations by clicking on the link for each fellowship programme. Following the registrations candidates can fill and submit the application form and the application fee. 

Step 1: Visit the official website of UGC

Step 2: Click on the ‘Fellowship Research Grants Scheme 2022’ link

Step 3: Click on the registration link for the scheme to apply for

Step 4:  Enter the required details and complete the application form

Step 5: Upload all documents required

Step 6: Complete the payment procedure and submit the application

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Research and Engagement Grants for 2023-2024

2023-2024 IPaT/GVU Research & Engagement Grants

Request for Proposals Application (deadline: Friday, July 14, 5pm) IPaT/GVU, with additional support from GTRI, announce the call for proposals for Research and Engagement Grants for 2023-2024. As in past years, we will support two separate types of grant proposals: Research Grants will provide seed funding for new research collaborations, and Engagement Grants will provide support for new forms of internal and external community engagement and collaboration. RESEARCH GRANTS Research Grants will provide seed funding to conduct interdisciplinary research. The objective of the Research Grant program is to promote research activities involving faculty and students from the many disciplines represented in IPaT/GVU. We seek bold new work that by its preliminary nature would be difficult to fund through ordinary channels. Preference will be given to early-stage research with a high probability of leading to extramural funding, and with a strong interdisciplinary component. All funds must be spent by the end of the spring semester. Research Grant proposals can be either single-semester (fall or spring) or academic year (fall and spring) duration. We expect most research proposals will request funding for a GRA between ⅓ and ½ time for the proposal duration. Proposals can also request research faculty time; in these cases, it is highly encouraged but not required to collaborate with academic faculty as well as GTRI research faculty. Proposals from academic faculty can request other critical resources, such as materials and supplies, but cannot include academic faculty salary support. ENGAGEMENT GRANTS Engagement Grants are designed to foster new sorts of engagements and collaboration, whether internal or external to Georgia Tech. Examples of potential engagement grants could include: • Support for an artist-in-residence (or X-in-residence) program • Support for new sorts of community engagements, such as installation spaces or "pop up" displays of research • Support for new faculty and student workshops, seminars or social events • Support for new undergraduate "hack fests" or laboratories We do not expect most Engagement Grant proposals to include GRA support or other personnel time. In cases where such support is requested, please justify why such support is essential to the activity. Travel, and materials and supplies budgets (as required by the specific plans of the proposal) can be requested, but proposals cannot include academic faculty salary. Budget requests for travel and food should be modest and called out separately.

GRANTEE RESPONSIBILITIES If you receive a Research or Engagement Grant, you must: • Present your planned work at an introductory GVU brown bag panel in the fall, present your final results at a GVU brown bag panel the following spring, present at the fall or spring IPaT Townhall, and produce a brief final report. • Produce an interim and final project video to be used for IPaT/GVU, and GTRI websites. • Acknowledge IPaT/GVU, and potentially GTRI support for the project in any talks, papers, proposals, or other outreach based on the project. • Aim to acquire additional funding for parallel and subsequent research activities and notify us about these efforts. • All funds must be spent by the end of the spring academic semester. PROPOSAL SUBMISSION The proposal should be submitted as a single PDF document no more than three pages in length, and should describe: (1) the problems addressed by the proposed research or engagement, (2) methods or overall approach, (3) benefits anticipated from the research or engagement, (4) a clear description of how the grant will enable subsequent external funding (if appropriate), and (5) an outline of the required budget (please do not include overhead or tuition remission in your budget). Please let us know in your proposal if you require administrative staff time or other resources from IPaT/GVU, or GTRI. If the student who will be involved in the project has already been determined, then the student and his/ her academic unit should be identified in the proposal. Proposals must be submitted to [email protected] by July 14. Awards will be announced in the summer. Late submissions cannot be considered. PROPOSAL REVIEW CRITERIA AND AWARD Submissions will be reviewed on the basis of merit, originality, plans for furthering the collaboration through external funding, synergy with IPaT/GVU, and GTRI themes and activities, and the degree of interaction between different disciplines and between the faculty members from the different academic units. For both Research and Engagement Grants, preference will be given to proposals that span at least two different academic units (e.g., computer science/psychology, or digital media/music) and/or academic and applied units, and which set the stage for new collaborations in the IPaT/GVU community. If you have questions about process, review criteria, or program goals, please address them to IPaT/GVU Interim Director Leigh McCook ([email protected]).

Teachers’ Day Special: UGC launches research grants & fellowship schemes

​UGC launches research grants & fellowship schemes

On Teachers Day, the University Grants Commission (UGC) unveiled a number of research initiatives that will benefit universities, faculties and students all throughout the nation. The UGC's fellowship and research grant programmes are listed below:

​Savitribai Jyotirao Phule fellowship for single girl child

There is no set number of seats available for the fellowship, which aims to support single-girl children's education and encourage research that will result in the award of a PhD. The duration of this fellowship is five years in total.

​Fellowship for superannuated faculty members

The purpose of this fellowship is to give retired academic members access to research opportunities. There are 100 seats available for this fellowship, and the chosen applicants will get Rs 50,000 per month in fellowship payments and Rs 50,000 per year in contingency payments.

​Research grant for in-service faculty members

The purpose of this fellowship is to give regularly appointed faculty members research opportunities. Under the terms of the programme, 200 chosen candidates would get Rs 10 lakh in support over a two-year period.

​Dr. D.S. Kothari Research Grant for newly recruited faculty members

Regularly appointed faculty members will have access to research possibilities due to the fellowship. The scheme's assistance amount is Rs 10 lakh, which would be given to 132 chosen candidates for a two-year period.

Dr. Radhakrishnan UGC post-doctoral fellowship

This fellowship is being offered by UGC with the intention of giving students the chance to pursue advanced study and research in the humanities, social sciences, engineering, and sciences, including languages, in Indian universities and institutions. Although there are 900 seats available for this fellowship, 30 percent of them are set aside for female applicants. As part of the fellowship and as a contingency, the chosen candidates will receive Rs 50,000 per month and Rs 50,000 annually.

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Grants introduced in the College of Education to encourage, support research

The best things in life may be free, but the work and travel required in graduate-level research rarely are. Pursuing a new line of education research often requires intervention materials, assessments and supplies, while networking with fellow researchers requires travel and conference attendance.

With these costs in mind, the Department of Education and Human Development in the Clemson University College of Education has established the Cultivating Opportunities for Research in Education (CORE) awards.

According to Shanna Hirsch, associate professor in the department and member of its graduate student support committee, the department developed the CORE awards to defray the direct expenses of the recipient’s research and conference presentations.

“Graduate students should be able to take advantage of any opportunity that helps them explore their field of interest and build a strong background and network of peers,” Hirsch said. “These awards are designed to remove some of the financial barriers to research, which for many students makes or breaks that research happening at all.”

The CORE awards fall into two categories: CORE Research Grants and CORE Conference and Travel Awards. Students can use the former award to support any research project, including thesis and dissertation-related studies. Alternatively, students can use the CORE Conference and Travel Award to fund attendance and a presentation at a regional or national conference.

Mya Kelley, a special education doctoral candidate and graduate research assistant, has earned both CORE awards. Kelley used the conference and travel award to attend the American Speech Language Hearing Association Convention in November 2023. At the conference, she presented on collaborating with teachers to improve the implementation of culturally responsive strategies with diverse students.

Kelley used the research grant to help support her dissertation on using mixed reality simulation in special education. In the context of preparing pre-service teachers, mixed reality simulation allows them to enter into a virtual classroom and interact with avatars that human actors control. This virtual classroom allows students to practice specific instructional or behavior management strategies or to conduct meetings, conferences or individualized education program meetings.

Kelley knew collaborating with another university on the project would strengthen her research, but she required funding to cover the cost of their faculty’s use of the mixed reality technology.

“The CORE award allowed me to really ‘seal the deal’ and collaborate with another university and give their faculty and students the opportunity to see mixed reality in action,” Kelley said. “That would not have happened without this funding.”

Kelley said she is grateful for both awards and that the funding was crucial for travel and pushing her research further, but their actual value revealed itself when combined with the faculty support she has experienced throughout her time at Clemson. That includes the application process for the awards and the day-to-day support she has received from Hirsch and others in the department and throughout the College.

She said the faculty’s depth and breadth of experience in special education provide options for what graduate students can concentrate on in the program, which makes it unique. Faculty support and help via awards such as CORE combined with access to cutting-edge technology has provided Kelley with an experience she feels is unparalleled in a doctoral program.

“To even be considered for one of these awards requires an application, which for me meant encouragement and support from faculty,” Kelley said. “Faculty support is crucial and critical in collaboration with the CORE award itself; I have always felt supported in that way since beginning my Ph.D. studies at Clemson.”

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CISS Announces 2024 Summer Mini-Grant Recipients

• By: Shannon Landis
• May 22, 2024

In April 2024, the   Center for Innovation in Social Science   invited proposals for mini-grants intended to help foster new research or enhance in-progress projects among faculty, full-time lecturers, and graduate students. The Center received more than three times as many high-quality proposals as they could fund. They awarded grants to 25 graduate students and 4 faculty members working across a range of academic disciplines. Grants are awarded in four categories: travel; training; undergraduate research assistance; and research supplies. 

Grant Recipients

Zara’s CISS mini-summer grant will support the presentation of her dissertation research at the 2024 American Political Science Association (APSA) annual meeting in Philadelphia in September. The paper, titled “When the Big Dogs Fight: Small State Foreign Policies in Great Power Competition,” is based on the theory chapter of her dissertation and highlights the roles of interest group politics, discursive frames, and state identity in the construction of foreign policies. 

Laura will use her CISS summer mini-grant to be part of the 2024 NOVAFRICA Conference on Economic Development at the Nova School of Business and Economics in July 2024. She will present her research titled “Can I get that in writing?” Lessons from a Contracting Field Experiment in Urban Malawi. This paper studies the effects of introducing a formal contract on outcomes related to compliance, levels of effort exerted, and service quality in contexts where informal contracts are the norm.

Tianyi will use their CISS summer mini-grant to partially support their anthropological dissertation field research.

Andrea’s CISS summer mini-grant will support the creation of a novel database of extradition cases from Colombia to the United States. This research aims to uncover the bureaucratic foundations of this expansion by employing data science techniques to analyze over 4,000 administrative and judicial records.

During summer 2024, Luisa will use CISS funding for travel support to conduct   interviews with plastic surgeons and individuals who had undergone cosmetic plastic surgery procedures in Mexico.

Alison Duncan

Professor Harris’  CISS summer mini-grant will support his work on valuation and pricing in collectibles markets, exploring the factors that explain price variation for cultural artifacts that form the basis of much of the popular cultural we know today.

John’s CISS summer mini-grant will support his research, a joint project with fellow BU PhD student Laura Aquino, which studies the implementation of gender quotas for political candidates in local Mexican elections, the effect of these quotas on the proportion and ranking of women in government, and the differences in policymaking behavior between men and women. Preliminary results show that strategic behavior by political parties prevents quotas from creating full parity between male and female elected officials, but despite this there is evidence that women mayors change the focus of policymaking in areas like gender-related legislation and municipal budgeting.

In developing countries, women often lack decision-making autonomy due to entrenched patriarchal norms, hindering their ability to make crucial choices. Using his CISS summer mini grant, Kazi plans to conduct fieldwork to better understand the mechanism through which women navigate their empowerment status in the face of structural inequalities in day-to-day life that shape their health-seeking behavior in Bangladesh. He will conduct in-depth qualitative interviews of 60 married women of reproductive age (18-49) who qualify for educational and employment criteria.

Esra’s CISS summer mini grant will support her project investigating young children’s capacity to reason about mutually exclusive possibilities. By assessing their choices in a controlled setting with reduced physical demands, we aim to explore the developmental onset of possibility reasoning related to uncertain object identities.

Xuan’s CISS summer mini grant will enable him to hire two research assistants.

Allison’s CISS summer mini grant will support her travel to the 2024 American Sociological Association’s Annual Meeting in Montreal, Canada, where she will be presenting her preliminary dissertation findings in a roundtable on “Culture and Environment.” The funds will also support travel to the Frank C. Munson Institute of American Maritime Studies at the Mystic Seaport Museum in Mystic, Connecticut, where she has been accepted as a 2024 Munson Fellow. At the Munson Institute, Allison will be conducting archival research on commercial fishermen and maritime histories.

Katie will use her CISS mini-grant this summer to travel to archives in the UK where she will conduct research for her current project examining the Independent Labour Party (ILP) during the Boer War. Specifically, she is investigating the ILP’s concerns about disinformation and the quality of democracy in Britain at the turn of the century amidst the proliferation of sensationalist, profit-motivated print news.

Peiran will use his CISS summer mini-grant to support his project on the optimal design of performance or product ratings to motivate individual performance or firm investment in quality.

Zidi’s CISS summer mini grant will enable her to present my accepted paper titled “The Doctors’ Practices and Discourses of Suggesting Non-reproduction in Pro-natalist China” at the conference EASST-4S in the summer of 2024. This is the quadrennial joint meeting of the European Association for the Study of Science and Technology (EASST) and the Society for Social Studies (4S). Based on her doctoral dissertation, this paper explicates how and why the national demographic anxiety and the pro-natalist call propagated by the state are rarely translated into IVF doctors’ clinical reasoning and practices in contemporary China, even though medical professionals are often the active agents of the state’s reproductive governance.

Mel’s CISS summer mini-grant will support her efforts in collecting genetic data by sequencing mitochondrial DNA (maternally inherited genetic information) and a fragment of the Y chromosome (paternally inherited information). Having data representative of female and male lineages will give an in depth insight into population structure present in the species in comparison to potentially fragmenting landscapes. It was also reveal if there is sex-specific bias in the migration patterns of this species, and which, if any, sex is contributing more to gene flow between populations.

Using his CISS summer mini-grant funding, Caoyifu will take some courses on Coursera to increase his knowledge in research methods and hone his academic writing skills, preparing himself better for his dissertation.

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Office for Research Internal Grant Recipients

May 23, 2024

The Office for Research is pleased to announce the recipients of awards through our internal grants program. Each year, in the fall, faculty are encouraged to apply for internal grant funding through the Internal Small Grant Program, and in the spring, to the Faculty Seed Grant Program. These awards are an investment in the research and creative scholarship of our ISU faculty. "The Office for Research is proud to make an investment in our faculty and our students to grow the research and creative scholarship enterprise at ISU", said Dr. Martin Blair, Vice President for Research and Economic Development. Since 2014, the Office for Research has reinvested over $2 million in recovered facilities and administrative fees in ISU faculty scholars and researchers through various internal grant programs.

Internal Small Grant Program Awardees, listed by Principal Investigator:

Lawrence Behmer, Psychology Study on Rhythmic Synchronization and its Impact on Brain Performance, Stress, and Communication

Zackary Heern, History Islam in the Writings of Bahā 'u 'llāh 

Steven Lawyer, Psychology A Novel Online Platform Measure of Commodity-Specific Delay Discounting

Farjana Eishita, Computer Science Engineering Gamified Digital Intervention to Ameliorate the Aptitude of Exposure Therapy for OCD: A Neoteric Approach in Post-Pandemic Scenario

Farjana Eishita, Computer Science Engineering Gamified VR for Postsecondary Education in Literature

Michael Thomas, Biology Bacteriophage Discovery and Characterization Laboratory

Kathryn Turner, Biology Gold-standard reference genome to enable investigation of an invasive crop weed

Anirban Chakraborty, Biology Microbiome surveillance of the sulfate-rich aquifers in Reynolds Creek Critical Zone Observatory in Southwestern Idaho

Mary Ellen Oesterle, Physical Therapy & Athletic Training Effects of Dry Therapeutic Cupping on Skin Surface Discoloration, Sub Surface Tissue Changes and VEGF Production: A Potential Mechanism for Therapeutic Activity

Velma Payne, Community and Public Health Enhancing Diagnosis by Learning From Patients' Lived Experiences in Delayed Diagnosis

Kavita Sharma, Biomedical and Pharmaceutical Sciences The metabolic impact of gamma - aminobutyric acid (GABA) producing probiotics on healthy aging

Alexandra Gantt-Howrey, Counseling Supporting Rural Mental Health: A 3-Day Training Program for Counselors

Christopher Pearson, Accounting The Effects of External Audit-Related Deadline Pressure and Framing on Cooperation

Alexander Bolinger, Marketing & Management Remote and Return-to-Office Policy Implementation 

Faculty Seed Grant Program Awardees, listed by Principal Investigator:

Sarah Emert, Psychology Minimal Intervention Necessary for Change - A Pilot Randomized Clinical Trial Modifying Cognitive Behavioral Therapy for Insomnia to Improve Sleep and Cognitive Function

Anna Grinath, Biology Supporting students' agency to shape science practices - from field stations to classrooms

Joshua Grinath, Biology Characterizing extreme microbial life through improved primer design and environmental analysis

Solomon Zeleke, Biomedical and Pharmaceutical Sciences Integrated Structure- and Ligand-Based Design Approach for Identification of Novel Cyclin-Dependent Kinase 11 (CDK11) Selective Inhibitors for Potential Treatment of Osteosarcoma

Victoria Scharp, Communication Sciences & Disorders Meridian Intensive Aphasia Program Therapy Outcomes

Caryn Evilia, Chemistry Characterizing extreme microbial life through improved primer design and environmental analysis

Arya Ebrahimpour, Civil/Environmental Engineering Ultra-High-Performance Concrete for Compressed Air Energy Storage - An Experimental and Computer Modeling Investigation Leslie Nickerson, Chemistry Reversible Hydrolysis of Esters Using Zeolite Catalysts

Ali Mondt, Human Performance and Sport Studies An eye-tracking investigation of women's perception of fitness sport media

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