# Research Leadership Model of School Administrators in Higher Education Institutions

Elmer John E Basa, Robeeh G Ramos

<figure><img src="image_1.png" /></figure>

## To cite this version:

Elmer John E Basa, Robeeh G Ramos. Research Leadership Model of School Administrators in Higher Education Institutions. Asian Journal of Education and Social Studies, 2025, 51 (4), pp.565 - 576. 10.9734/ajess/2025/v51i41893. hal-05039551

HAL Id: hal-05039551

https://hal.science/hal-05039551v1

Submitted on 18 Apr 2025

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

<figure><img src="image_2.png" /></figure>
<figure><img src="image_3.png" /></figure>

# Research Leadership Model of School Administrators in Higher Education Institutions

Elmer John E. Basa a* and Robeeh G. Ramos b

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajess/2025/v51i41893

**Open Peer Review History:**

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here:

https://pr.sdiarticle5.com/review-history/133889

Received: 10/02/2025

Accepted: 12/04/2025

Published: 17/04/2025

## Original Research Article

## ABSTRACT

**Aims:** This paper constructed a theoretical model that elucidated the leadership process of school administrators who are leading and managing the area of research and development in higher education institutions.

**Study Design:** Grounded Theory.

**Place and Duration of Study:** Negros Occidental, Philippines.

**Methodology:** Through criterion sampling, ten research administrators were sourced and interviewed. Furthermore, the data gathered were analyzed through Charmaz's (2014) Constructivist Grounded Theory data analysis method and led to the emergence of a research leadership model.

**Results:** The leadership process constituted a balance of educational leadership, research management, and adept research skills from research administrators that resulted to theoretical categories and subcategories. In leading research, three major categories emerged: (1)

<footnote>a VMA Global College and Training Centers, Inc., Bacolod City, Philippines.</footnote>

<footnote>b University of St. La Salle, Bacolod City, Philippines.</footnote>

<footnote>*Corresponding author: Email: elmerjohnbasa@gmail.com, e.basa@vma.edu.ph;</footnote>
Understanding Research Leader's Personal Values and Power Dynamics, (2) Research Leader as an Educational Leader, and (3) Research Leader as Driver of Research Impact Culture. Meanwhile, in managing research, four major categories emerged: (1) Institutional Soul Searching: Developing and Reaching Research Targets, (2) Facilitating Research, Societal Impact, and Absorptive Capacity, (3) Enabling Environment: Driver to do Research, and (4) Administering and Streamlining Research Ops.

**Conclusion:** The results of this study contribute to the field of higher education administration by providing a comprehensive understanding of research leadership and suggest implications for institutions seeking to enhance their research capacity and school administrators aspiring to become effective research leaders.

**Keywords:** Leadership theory; research leadership; school administrators; higher education institutions; constructivist grounded theory; research culture.

# 1. INTRODUCTION

Leading research in higher education institutions (HEIs) is a complex process that involves managing both research and administrative responsibilities since higher education is tasked to enhance teaching, research, and management for more intelligent and personalized education and data-driven decision-making (McCaffery, 2018; Rosas 2013). Research leaders are crucial in aligning institutional research goals with broader academic and societal objectives. Effective research leadership fosters a strong research culture that enhances instructional development, innovation, and community engagement (Demeterio et al., 2019; Wang et al., 2023). Research is a key pillar of university functions, driving national growth and development (Sultana, 2019). Universities integrate research into academic activities, as it enhances teaching and leads to the creation of extension programs (Peñaredondo-Untong, 2020). However, despite its significance, effective research leadership remains an underexplored area.

Research leaders must possess research expertise and administrative competence to manage research teams successfully, secure funding, ensure research ethics, and oversee scholarly publishing (Demeterio et al., 2019; Yildiz et al., 2024; Bray & Boon, 2013). Additionally, they are responsible for fostering an environment conducive to innovation while maintaining institutional coherence. While studies have explored research leadership characteristics and their impact on institutional productivity (Quitoras & Abuso, 2021; Darilag, 2009), there is no unified definition of "research leadership" in higher education. Research leaders are expected to balance research excellence with managerial efficiency, yet little is known about their leadership

processes in HEIs (Flinders, 2022; Gamage et al., 2021; Kovich et al., 2023).

Existing literature has extensively covered related areas such as research culture, management, and educational leadership. However, these studies have primarily contributed theoretical insights rather than empirical evidence on how school administrators with research functions lead and manage research activities (Opiano, 2020). HEIs in common with other organizations adhere to nuances of style and approach notwithstanding to framework which is broadly similar (McCaffery, 2018), so there is a significant gap in understanding the leadership strategies, challenges, and decision-making processes of these administrators in HEIs. This study seeks to bridge this gap by exploring the leadership processes of school administrators who oversee research functions in HEIs. Using a constructivist grounded theory approach (Charmaz, 2014), this research will provide a deeper understanding of how these leaders navigate their roles, address challenges, and contribute to institutional research productivity. The findings will inform policy and practice, offering practical insights for improving research leadership and management in higher education. While this study acknowledges limitations, such as the need for further theoretical development and generalizability (Acenas et al., 2023), it aims to contribute valuable perspectives on research leadership and its impact on academic institutions.

# 2. METHODOLOGY

## 2.1 Research Design

This exploratory research study employed Constructivist Grounded Theory to elucidate the actual leadership process of school
administrators who are leading and managing research and development in HEIs. Moreover, this design allows generating a grounded theory from the technical and professional experiences from the participants.

## 2.2 Participants

The generated theory emanated from ten school administrators from public and private HEIs in the Philippines actively managing research and development. They were sampled using the criterion sampling technique and is the best technique when the individuals represent people who have experienced the phenomenon (Creswell, 2012). Moreover, participants met the following inclusion criteria: (1) held an administrative position responsible for research leadership, (2) had at least three years of experience in the role, (3) held a master's degree or doctorate (depending on institutional requirements), and (4) actively engaged in research through publication, supervision, or participation in research-related activities. To ensure anonymity, participants requested the use of pseudonyms. Since, theoretical saturation, meaning no new themes emerged from additional interviews, was achieved, the researcher stopped from identifying and interviewing more potential participants after data completeness was obtained (Charmaz, 2014).

## 2.3 Instrument

A semi-structured interview guide, featuring initial, intermediate, and concluding open-ended questions, was developed to investigate school administrators' research leadership experiences, facilitating in-depth exploration of their perspectives (Charmaz, 2014). To ensure validity, a qualitative research psychologist reviewed the guide, and their feedback informed question refinement prior to data collection. The final interview guide was available in both English and Filipino to accommodate participant language preferences.

## 2.4 Data Gathering Procedure

Following ethics approval from the University Research Ethics Review Committee (RERC), data collection commenced with formal requests for study approval submitted to presidents of selected public and private HEIs in Negros Occidental. Upon approval, potential participants were recruited through email, messenger, or personal contact and provided with study details, inclusion criteria, and confidentiality assurances.

Consenting participants signed informed consent forms and chose between face-to-face or virtual interviews. Interviews, lasting 45-60 minutes and audio-recorded with permission, were conducted via Zoom or in person, adhering to health and safety guidelines for the latter. Participants then verified their transcripts for accuracy via email or messenger, with any necessary revisions incorporated prior to analysis.

## 2.5 Data Analysis

Data analysis employed Charmaz's (2014) Constructivist Grounded Theory, a three-stage process involving initial coding (line-by-line analysis for significant phrases and iterative code development), focused coding (grouping related codes into categories with memoing for emerging insights), and theoretical coding (refining categories to identify a unifying core category through constant comparative analysis). Trustworthiness was enhanced by adhering to Lincoln and Guba's (1985) criteria: credibility was established via member checking, dependability through an external audit of the research process, confirmability via field notes and memos documenting researcher reflections, and transferability through theoretical sampling and saturation to ensure applicability to similar contexts.

## 2.6 Ethical Considerations

The Research Ethics Review Committee approved this study, and agency consent was secured from participating public and private universities prior to data collection. Participants provided informed consent regarding their voluntary participation and right to withdraw. Confidentiality was maintained through the use of pseudonyms and secure data storage. While no financial compensation was provided, participants could access study findings upon request. Electronic data was stored in a password-protected database and all study materials will be permanently deleted six months post-completion. These ethical and methodological measures ensured the integrity of the study and protected participant rights.

# 3. RESULTS AND DISCUSSION

## 3.1 Theoretical Categories and Subcategories in Leading Research

These categories describe how research leaders instill and value personal leadership values, passion for research, and their advocacy towards the impact of research in the society.
**Category 1: Understanding Research Leader's Personal Values and Power Dynamics**

Leading often begins with self-awareness and self-leadership. Research leaders who are leading research in the university should understand themselves, their values, beliefs, and principles that might guide their decision-making, approaches to people, and their sense of why. According to Janairo (2018), research enterprise is a human enterprise. Research leaders are not only set to manage research designs, research methods, and construct research proposals but also to manage human elements.

**Subcategory 1: Reflecting and Defining Personal Values**

By defining and reflecting one's personal values in leading research, research leaders gain understanding of their motivations and driving forces behind their leadership. Leading through their core values is an aid in guiding people as leaders execute their duties of leadership in an organization (Hegarty, 2015). It encompasses their beliefs and values in guiding research endeavors. Participant 2 highlighted "*the ability to hold responsibility and accountability...you should have a curiosity of mind and humility of heart to learn.*" Participant 3 confessed the core values in leading research are integrity, patience, love for research, and understanding when you lead research.

**Subcategory 2: Demonstrating Power Dynamics**

Power dynamics refers to the complex interactions and relationships between individuals that involve the use of power to influence behavior, decisions, and outcomes (Kovach, 2020). Research leaders demonstrate various forms of power based on admiration/respect, knowledge/expertise, formal authority, the ability to provide rewards, and the ability to impose punishment or sanctions. Participant 4 showed qualities to make the faculty and staff to respect him. "*Those aspect I think which would make me how do you call it make them respect (me) make them to do what is expected of them...you are forced to make representation for the organization for them to transcend it to the stakeholders.*" Participant 5 demonstrated power by using verbal and written communication to exercise control of people and operations through giving instructions and keeping records of documentation during the monitoring of research. "*Everything is done systematically from the start of school year so you meet with them (faculty) give them orientation and you tell them...*"

**Category 2: Research Leader as an Educational Leader**

This category highlights the role of the research leader who excels in research and takes on the responsibility of mentoring and guiding others in their academic journey. Research leaders not only produce original research but also mentor, guide, and nurture the skills of the faculty and staff. It combines research expertise and commitment to educating and empowering others in the academic community.

**Subcategory 1: Recognizing the Impact of the Role**

Leading research in the university is tiring, exhausting, and demanding. With this kind of exhilarating experience, it impacted their lives physically, socially, emotionally, and psychologically. Participant 1 expressed that "*It's like a roller coaster. There are a lot of ups and down and every challenge brings with it a certain release at the end ...the job is tiring but, in the end, there's a fulfillment...*" Participant 2 reflected similar sentiments to support Participant 1 but not totally the same experiences and viewpoints. "*Research is a big challenge for somebody to be assigned as in charge of research...It was very challenging for me even up until now...*"

**Subcategory 2: Driving Passion for Research and Service**

This subcategory emphasized the "heart" of the research leaders. According to the research leaders, without your heart in this job, you will not be able to deliver the goals and objectives of research in the institution effectively not even surpass the challenges and gargantuan tasks. The participants' heart in leading research is accentuated and it made the center highlight of this category. Participant 1 said that "*...you need to have the heart to do things...*" Same with Participant 3 where she explicated that "*... a research leader must be someone who loves doing research...*"

**Subcategory 3: Mentoring and Guiding**

In the context of research in the university, mentors typically possess deep expertise with a proven track record in research publication and
engagements, serving as invaluable advisors to their mentees (da Silva Souza, 2022), mentorship in research leadership serves you as a model teacher and student advisor, as well as a model administrator (Licuanan, 2019). Participant 1 exclaimed that "... for mentorship... you can serve as an advisor, statistician, editor, or consultant." Participant 2 demonstrated that as research leaders, you should not claim autonomy of expertise, "...so what we really realized now is it's really important that you are consistent with guiding your teachers on how to come up with a research paper."

### Subcategory 4: Fostering Interdisciplinary Collaboration and Professional Networking

In academic career, professional networking builds relationships for professional purposes such as starting and exploring a career and advancing research collaborations (Chiu, 2019). By encouraging professional networking among researchers at local, national, and international levels, it stimulates knowledge sharing and exchange. Interdisciplinary research collaboration emerges as a cornerstone of contemporary scholarship (Green & Johnson, 2015) collaborations. Participant 2 stressed that "...an opportunity for our teachers to be published in Scopus Index publications because we're working with well-ranked German researchers actually..." Participant 3 and 4 mentioned that "They were mandated to come up with one output either individually, by pairs or by groups."

### Subcategory 5: Managing Careers

Research leaders are involved in overseeing the professional development and growth of the faculty and staff. Managing careers include continuing education pursuing further graduate studies within local and international universities, and other research capability trainings that keep them up to date. Participant 6 "...strive to create an environment that nurtures creativity, critical thinking, and intellectual growth among researchers..." Participant 7 emphasized the welfare of his faculty and staff through their trainings that "...an upgrade for the staff, the trainings... is really important that they are updated with the research trends."

### Subcategory 6: Discovering Research Opportunities

Research Leaders and researchers have received opportunities, perks, and initiatives

because of their active engagement in research in the institution. Participant 1 mentioned that "it's a job that fulfills because it has a lot of perks. You get to travel. You get to meet different people." While Participant 5 smiled when she shared her recent research involvement and engagement, a collaborative research effort wherein she was appointed by the administrator to represent the university. It was a research opportunity for her. She collaborated with other researchers and scholars who are based in Europe. She recently had "... another one with international involvement which was hosted and led by Constanta Maritime University in Romania..."

## Category 3: Research Leader as Driver of Research Impact Culture

This category captures the advocacy of building a culture of research impact to ensure that the discoveries and ideas change and improve the world around us (University of Melbourne). Furthermore, doing research shall have an end output that can influence and change prevailing community attitudes, inform government decisions, shape professional practices, and achieve economic, social, health and environmental benefits. Participant 2 said that "...you have a goal to offer a solution or to help understand a situation and how do you integrate that into your policy and that's our mission." Participant 3 highlighted that "the research culture in an institution may be driven by a research leader."

## 3.2 Theoretical Categories and Subcategories in Managing Research

These categories shed light on the technicalities of research management where research leaders have to manage and implement within their universities.

### Category 1: Institutional Soul Searching: Developing and Reaching Research Targets

This category determines the philosophical and introspective process undertaken by the university to identify and to assess the strengths, priorities, and aspirations of research endeavors. Thus, for every university, there is really a need to identify the reason of conducting research and to search why we need to be doing research. By knowing the answers, this will guide the institution and the school administrators to align and to propose its direction.
## Subcategory 1: Establishing Institutional and Research Goals

In this subcategory, research leaders determine what gets measured and what gets managed (Janairo, 2018) which include tangible and intangible components to monitor leadership efforts. During the soul-searching process of an institution, administrators determine the strengths and weaknesses in terms of research, its current status, and the existing resources of the university. By establishing the roadmap, research leaders guide research efforts, allocation of funds, and shape scholarly direction. Participant 4 shared that the goal is to "...realize the Sustainable Development Goals, we have to focus our goals as required by the government, we're setting targets based on the requirements set by the Philippine government..." Participant 2 emphasized that as a research leader, it is important to set targets for research in the institution "... handling this responsibility that you have a clear goal of what you are supposed to achieve, a clear timeline..." Participant 9 also identified their research goals which were to conduct research studies aligned to the CHED topics included from "the National Higher Education Research Agenda 2024..."

## Subcategory 2: Eying for Prestige

By setting a direction, school heads vie for prestige through research. Prestige affords a university a high reputation within the research community since it provides equitable career opportunities for its students. Since research is a core area, it encompasses orientation, human resources, activities, quality, support from the administration, dissemination and utilization, and ethics in research. Participant 1 pointed out that "Research is integrated in all aspects, from accreditation to certification like ISO and internationalization..." As to Participant 4, he underscored that in converting a college to a university "...the focus is on research..."

## Subcategory 3: Determining Research Success Metrics

In managing research, it provides a range of indicators used to assess the effectiveness of the implementation of the research objectives to be reflected from their leadership efforts. This includes the key performance indicators or the desired outcomes aligned to the institutional and research goals of the institution. Participant 4

mentioned that "...we are being asked of the total number of completed number of research published, number of extensions, your beneficiary and all of those things." Meanwhile, for Participant 7, his metrics "...is more about I helped the school pass PACUCOA...we want to set example because I am doing research same with other departments and that's the most fulfilling metrics..."

## Category 2: Facilitating Research, Societal Impact, and Absorptive Capacity

This category is the tangible and intangible benefits that research produces. Research activities and outputs from the academy establish significance of its results for the society beyond the university. It shall contribute to understanding, shaping policies, education, innovation, improving quality of life, and address societal challenges as what Cruz (2012) claimed that instead of publication as the end goal of research, researchers have an option to move forward by converting it into marketable goods and services through further research and development.

## Subcategory 1: Utilizing Research

Research utilization is a systematic process involving the synthesis, dissemination, and application of research-generated knowledge to effect meaningful change within a specific field (Changiz et al., 2020). It also involves translating research outcomes into practical applications to gain impact. Participant 2 emphasized that "Research should be made...to propose a solution." In addition, Participant 4 also shared that "...a specific group has to utilize it..."

## Subcategory 2: Publishing and Disseminating Research

This subcategory serves research publication bears a broader scholarly community by making outputs publicly accessible. Moreover, it provides researchers with a platform to share their work, receive recognition for their contributions, and establish their scholarly reputation (Kaur, 2013). Participant 1 said that "... you work on your study and then you publish it...you apply for presentation through colloquium/conference..." For Participant 2, research publication was an opportunity as it was with the existing policies "...to be published in Scopus Indexed publications..."
## Subcategory 3: Managing Intellectual Property and Commercializing Research

This subcategory involves patenting and developing licensing agreements promoting technology transfer that makes sure that the research results funded by the government are effectively used for the benefit of the Philippine economy and its people through RA 10055 aka Philippine Technology Transfer Act of 2009. Researchers, instead of disseminating knowledge, they embrace the culture of research and have become the creators of knowledge (Cruz, 2012). Participant 4 said that "... in today's time, publishing is the lowest thing you can have as a researcher...as a researcher, you should be protected if you develop or created technology like gadgets..." Participant 9 who supervised research and extension said that by doing research "...you went into prototyping...technological transfer up to commercialization..."

## Subcategory 4: Producing Knowledge

Research leaders are knowledge managers. HEIs are hubs for knowledge generation and production and according to Demeterio (2019), knowledge is created by the professors and students which is the main driver of socio-economic development, is just the by-product of the unification of teaching and research. Research outputs of the researchers should produce knowledge and invention. Participant 2 shared that "... just the process of pursuing knowledge and finding out and discovering something..." research can be beneficial. Participant 4 expressed that a research leader and a professor should master the knowledge from their own field of discipline. "We are teachers in HEIs...We have always to explore what is new since knowledge changes in a blink of a second."

## Subcategory 5: Engaging in Extension Research

Research leaders are engaged in conducting community-based research. Moreover, it fosters positive change and addresses practical needs of a community. Participant 2 shared that "In the extension work, that's really the major work that we are doing now..." Participant 4 explained that we should "...make sure that this thing could be "extended", what I mean of extension that community has to avail of that..."

## Category 3: Enabling Environment: Driver to do Research

Research leaders face challenges on making the faculty involve in research activities. There should be a unification of teaching and research. The faculty is transmitting knowledge to the students; however, the faculty should be able to produce knowledge (Demeterio, 2019). An enabling environment to do research is a major driver that our faculty will do research. A research enabling environment describes the supportive atmosphere and is a crucial driver to motivate, to inspire, and to empower the faculty and researchers to engage in research in the university.

## Subcategory 1: Exploring External Funding Opportunities

External funding opportunities for research come from various sources to support and expose researchers. Research leaders facilitate on searching external funding for mentoring, networking, learning, and funding opportunities for the faculty. In this subcategory, most of the participants had funding opportunities from the Philippine government, private sectors, and their international partners. As per Participant 1, we should "...explore beyond the four walls of the institution. Go for external grants although it's mandated by CHED...like DOST, DILG, other NGOs, LGUs." Participant 2 also mentioned that their institution got partners, "So in terms of external funding, we get funding from international partners."

## Subcategory 2: Getting Support from the Administration and Community

The institutional support can be in various forms like constructing robust researcher-centered policies on ranking, promotion, and incentives, research budget for all research operations (trainings, etc.) and providing research facility. Through the support of school leaders, research leaders are compelled to increase research productivity. Participant 1 expressed that "...we have to look at it through the perspective in which we will overcome what is to be done especially as far as administration support is there." Participant 7 expressed that he received minimal support from the faculty and from his fellow department heads. He "...knew I needed support in everything from the technical, moral, or whatever from the school administration and community..."
### Subcategory 3: Calibrating Research Policies on Ranking, Promotion, and Incentives

It is highly important that the university has robust and attractive research policies on ranking, promotion, and incentives for researchers in the university. It is a set of guidelines and criteria used to recognize the research contributions of the faculty members in doing research studies. In the university where Participant 1 is situated, the faculty are being evaluated and ranked where "...the first one was to integrate research as an item in the performance evaluation as we align it based on our ranking cycle..." Participant 2 also supported this because they evaluated the faculty with research outputs. "And they're really required to do research because they're required to do evaluation..."

### Subcategory 4: Mobilizing Research Enablers

Research enablers in the university can be the presence of a research facility, human support staff, visible research support services from the university's research office, and presence of the department heads who are leading by example in doing research and the faculty mentors from the talent pool to train novice researchers. Participant 1 explained that the research office pays the panel for their "...final defenses and prepares the food..." Participant 4, as one of his challenges to construct a research facility, it would cost a hundred million but it would be an extensive research enabler for researchers in the university to have the "... technology-based incubator...for the tests..."

## Category 4: Administering and Streamlining Research Ops

Administering research is part of the day-to-day management routines of a research leader. The participants may come from a diverse disciplinary background and institutional contexts; however, they manage same elements. Effective administration of research in HEIs is essential to ensure compliance from regulatory requirements, legal provisions and effective implementation of institutional policies and managing fiscal management and human resources.

### Subcategory 1: Dealing with Organizational Dynamics

Organizational dynamics refers to the patterns of interactions between the people who are in the organization (Gosavi & Shukla, 2012). These interactions may include communication and

relationships between school administrators, middle managers, department heads, faculty, and students. Participant 1 said that "...research is like you're the central office, you have an HR, accounting component, and academic components." Participant 6 encountered a sudden and an unexpected restructuring of her organizational chart in her office after one member from her team resigned and "...forced me to adapt and restructure the team quickly."

### Subcategory 2: Ensuring Research Quality

Research leaders ensure that the research outputs obtain relevance and originality, technical soundness, and quality of writing and structure through managing a review process by competent persons. Participant 1 narrated that "... just let the faculty propose...and the panel members (to review) would involve an expert in the field, an external panel..." Participant 4 also shared how they ensure research quality in the university as "...to be technically reviewed by a certain individual or panel then they will be subjected for in-house review..."

### Subcategory 3: Handling Faculty Research

Research is an additional load and burden to the faculty as it creates tension in the school system. Conventionally, teachers in HEIs are largely defined by their teaching function (Demeterio, 2019). This tension escalates concerns to research leaders and some of the challenges mentioned includes resistance to do research, resistance to the research leader, existing research culture, the "I'm here to teach only." mindset of the faculty, limited time and poor time management skills, lack of willingness, lack of incentives, lack of confidence to make proposals, clash between teaching and administrative functions, and poor research training from their undergraduate experiences knowing that "...these three are the expected functions of the faculty-research, extension, and instruction..." as Participant 4 explained. Furthermore, Participant 2 brought up an attitude whereas "...the problem is that, some faculty are like gods and goddesses in research in terms of their egos...they are not open to corrections..."

### Subcategory 4: Dynamic Interplay of Multiple Administrative Roles

Research leaders undertake multiple roles in the university depending on the institution. These roles involve a combination of two or more administrative functions not only set to manage research but also to balance additional tasks like
to oversee accreditation, community extension, and linkages. Participant 2 said that "...you manage especially when you already have programs that are at Level 2, Level 3 PACUCOA/PAASCU accredited, and ISO. We also have certification in other programs..." Participant 3 mentioned that "there are a lot of possible (research) topics that can be derived through community exposure. It just entails the challenge to have the research initiated out of the data obtained from the community engagements in research..." since she is also designated to oversee community engagement.

## Subcategory 5: Allocating Resources and Research Budget

Research budget is designated to allocate funds for conducting research activities within the university. This maximizes outcomes for research initiatives. Participant 1 flippantly said that "you learn to deal about a certain travel and the budget has not yet been released yet..."

Participant 2 has acknowledged "... the financial limitations of the administration..." in terms of the research budget.

## Subcategory 6: Adhering to Legal and Institutional Policies

This subcategory pertains to the adherence to laws and regulations governing research activities in HEIs as it maintains the institution's reputation and credibility in handling government resources. Furthermore, this also revealed the adherence of research leaders to institutional policies for their day-to-day management. "When the Commission on Audit (COA) gives you things not to do, you just have to follow..." participant 4 articulated. Participant 8 mentioned that she has accomplished some wins during her term as the research director despite the challenges when she "revise the manual after prioritizing it...we have to change some procedures and guidelines regarding our research activities in the school, the forms as well and formally we organized..."

<figure><img src="image_4.png" /><figcaption>Fig. 1. Research leadership model</figcaption></figure>
## Subcategory 7: Observing Research Ethics

The Philippine Health Research Ethics Board (PHREB) plays a significant role in promoting the ethical conduct of research in the country (PHREB, 2017). Through its guidelines, it helps ensure that the researches are conducted ethically with due consideration for the rights, welfare, and well-being of research participants and communities. Participant 1 accomplished an "...internal mechanism what you call Research Ethics Management Committee..."

## 3.3 Theoretical Integration of Categories in Leading and Managing Research

Integrating all categories in leading and managing research in HEIs construct a single theoretical framework as supported by Charmaz's constructivist grounded theory approach to effectively unravel the actual process of school administrators who are leading and managing research in HEIs (Charmaz, 2014). In leading research, research leaders go on the process of understanding themselves which includes delving their personal values and their power dynamics, their transformational role as an educational leader, and their crucial role to promote the research impact culture in the university. Meanwhile, in managing research, research leaders explore the operational and technical aspects of research in the university. It involves developing and reaching research targets, planning societal impact and absorptive capacity, activating drivers to do research among the faculty, and administering and streamlining the day-to-day research operations. By integrating these theoretical categories and subcategories, it reveals a comprehensive model of research leadership among our school administrators who are leading and managing research in HEIs to oversee and execute research in the university, the Research Leadership Theory (Fig. 1).

By embracing this conceptual model, it provides a systematic approach to understanding the leadership process of research leaders and enhancing the research process at an academic institution. Moreover, through this iterative process of constructivist grounded theory methodology, this research study has gradually developed a research leadership model for school administrators, faculty, staff, researchers, students, and all those education practitioners

who would confront the challenging role of leading and managing research in HEIs.

## 4. CONCLUSION

This research successfully met its objective by constructing a theoretical model that explains the concerns and leadership process of school administrators managing research and development in public and private higher education institutions (HEIs) in the Philippines. The findings indicate that effective research leadership requires a balance of educational leadership, research management, and strong research skills. Key factors that support a thriving research environment include setting institutional research targets, fostering a supportive atmosphere for researchers, ensuring the societal impact of research, and effectively managing research activities within the university. The study introduces the Research Leadership Theory, highlighting the interplay of leadership, management, and research. This model goes beyond traditional administrative duties by emphasizing personal leadership strategies, mentoring, collaboration, and maximizing research's societal impact. Unlike previous frameworks, this model integrates the role of educators and researchers, ensuring that research activities align with institutional goals and contribute meaningfully to academic and community development.

These findings contribute to higher education administration by providing a deeper understanding of research leadership. They offer valuable insights for institutions aiming to strengthen research capacity and for faculty researchers and administrators aspiring to become effective research leaders. Future research should further explore how educational leadership, research management, and research skills interact to shape university research outcomes. Refining and challenging this theoretical model will help expand knowledge on research leadership and its role in improving higher education institutions.

## ETHICAL APPROVAL AND CONSENT

The Research Ethics Review Committee approved this study, and agency consent was secured from participating public and private universities prior to data collection. Participants provided informed consent regarding their voluntary participation and right to withdraw.
## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

Author(s) hereby declare that NO generative AI technologies such as Large Language Models (ChatGPT, COPILOT, etc.) and text-to-image generators have been used during the writing or editing of this manuscript.

## ACKNOWLEDGEMENTS

The researchers would like to thank Dr. Feorillo Petronillo Demeterio, III, a distinguished Full Professor and the Executive Director for Research and Grants Management Office at De La Salle University, for his insights that made this paper immensely valuable.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

## REFERENCES

Acenas, A. A., Inocian, E. P., & Olvido, M. J. (2023). A grounded theory on the research conceptualization process of mechanical engineering research students. *Journal of Interdisciplinary Perspectives, 1*(1), 13-27. https://doi.org/10.5281/zenodo.8318577

Bray, R., & Boon, S. (2013). Towards a framework for research career development: An evaluation of the UK's *Vitae Researcher Development Framework*. *International Journal for Researcher Development, 2*, 99-116. https://doi.org/10.1108/17597511111212709

Changiz, T., Yousefy, A., & Fakhari, M. (2020). Research utilization process model: A cyclical, spiral, and developmental process to provide conclusive research knowledge in health professions education. *Medical Journal of the Islamic Republic of Iran, 34*, 79. https://doi.org/10.34171/mjiri.34.79

Charmaz, K. (2006). *Constructing grounded theory: A practical guide through qualitative analysis*. Sage.

Charmaz, K. (2014). *Constructing grounded theory* (2nd ed.). Sage.

Chiu, A. S. F. (2019). Professional networking. In *Handbook of Research Leadership in Philippine Higher Educational Institutions*. De La Salle University.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Cruz, C. (2012). Intellectual property and the academe: The new role of universities in the knowledge-based economy. Retrieved from http://www.dlsu.edu.ph/conferences/arts_congress

da Silva Souza, R. C., Bersaneti, M. D. R., dos Santos Yamaguti, W. P., et al. (2023). Mentoring in research: Development of competencies for health professionals. *BMC Nursing, 22*, 244. https://doi.org/10.1186/s12912-023-01411-9

Darilag, A. A. (2009). Towards a framework of research management in higher education institutions in the Philippines. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/1258

Demeterio III, F. P. A., Janairo, J. I. B., & Tan, R. R. (2019). *Handbook of Research Leadership in Philippine Higher Educational Institutions*. De La Salle University.

Do, T. (2023). Humboldt's philosophy of university education and implication for autonomous education in Vietnam today. *Perspektivy Nauki i Obrazovania – Perspectives of Science and Education, 62*(2), 549-561. https://doi.org/10.32744/pse.2023.2.32

Flinders, M. (2022). *Research leadership matters: Agility, alignment, ambition*. Retrieved from https://tinyurl.com/yp4d55u8

Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. *Behavioral Sciences, 11*(7), 102. https://doi.org/10.3390/bs11070102

Gosavi, Yogesh & Shukla, Ajay. (2012). Organizational Dynamics in Global Environment: A Conceptual Study. SSRN Electronic Journal. 10.2139/ssrn.2577169. DOI:10.2139/ssrn.2577169

Green, B. N., & Johnson, C. D. (2015). Interprofessional collaboration in research, education, and clinical practice: Working together for a better future. *Journal of Chiropractic Education, 29*(1), 1-10. https://doi.org/10.7899/JCE-14-36

Hegarty, N. (2015). Catch my fall: The importance of developing a leadership philosophy statement in sustaining original values and leadership direction. *The*
*Journal of Values-Based Leadership, 8*(2), Article 9.
https://scholar.valpo.edu/jvbl/vol8/iss2/9

Janairo, J. I. (2018). Reviving a scientific journal: Challenges and strategies. *Science Editing*, 5(1), 59–61.
https://doi.org/10.6087/kcse.120

Kaur, C. D. (2013). Research publications: Need for academicians. *Asian Journal of Research in Pharmaceutical Sciences, 3*, 220–228.

Kovach, M. (2020). Leader influence: A research review of French & Raven's (1959) power dynamics. *The Journal of Values-Based Leadership, 13*(2), Article 15.
https://doi.org/10.22543/0733.132.1312

Kovich, M. K., Simpson, V. L., Foli, K. J., Hass, Z., & Phillips, R. G. (2023). Application of the PERMA model of well-being in undergraduate students. *International Journal of Community Wellbeing, 6*(1), 1–20.
https://doi.org/10.1007/s42413-022-00184-4

Licuanan, W. Y. (2019). Managing large research teams. In *Handbook of Research Leadership in Philippine Higher Educational Institutions*. De La Salle University.

Lincoln, Y. S., & Guba, E. G. (1985). *Naturalistic inquiry*. Sage.
https://doi.org/10.1016/0147-1767(85)90062-8

McCaffery P. The higher education manager's handbook: effective leadership and management in universities and colleges. Routledge; 2018 Aug 6.

Opiano, J. M. (2020). Researching the researchers in the 21st century: Challenges, needs, and productivity. Retrieved: https://tinyurl.com/522mufsz

Peñaredondo-Untong, L. (2020). Ethical climate and faculty's trifocal functions of state universities and colleges (SUCs) in Region XII, Philippines. *International Journal of Education and Literacy Studies, 8*(1), 135.
https://doi.org/10.7575/aiac.ijels.v.8n.1p.135

Philippine Health Research Ethics Board, (2017),
https://www.healthresearch.ph/index.php/2
016-07-12-07-39-37

Quitoras, M. C. L., & Abuso, J. E. (2021). Best practices of higher education institutions (HEIs) for the development of research culture in the Philippines. *Pedagogical Research, 6*(1), em0087.
https://doi.org/10.29333/pr/9355

Rosas, N. L. (2013). Strengthening research culture in higher education. *SGS Research Journal, 2013 Edition*.

Sultana, M. S. (2019). A study of the importance of academic research in social sciences and the role of university libraries in A.P. *Library Philosophy and Practice (e-journal)*, 2620.
https://digitalcommons.unl.edu/libphilprac/262

Wang, M., Guan, Y., & Fang, Y. (2023). Career management. In W. B. Walsh, L. Y. Flores, P. J. Hartung, & F. T. L. Leong (Eds.), *Career psychology: Models, concepts, and counseling for meaningful employment* (pp. 435–466). American Psychological Association.
https://doi.org/10.1037/0000339-021

Yildiz, H. E., Murtic, A., & Zander, U. (2024). Re-conceptualizing absorptive capacity: The importance of teams as a meso-level context. *Technological Forecasting and Social Change, 123039*.
https://doi.org/10.1016/j.techfore.2023.123039

**Disclaimer/Publisher's Note:** The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of the publisher and/or the editor(s). This publisher and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

© Copyright (2025): Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Peer-review history:
The peer review history for this paper can be accessed here:
https://pr.sdiarticle5.com/review-history/133889