They flow from both group and individual conversations with many of you and from your involvement in more formal studies designed to inform the university about the exact nature of the support faculty need. When placed in the context of research universities in general, these studies enhance our understanding of the work before us. For example, recent national studies indicate that successful research universities are both adaptive and distinctive. Adaptive universities have the capacity to meet new needs, rather than cling to patterns of the past. They develop by placing more emphasis on core departments and programs than on adopting new activities merely to accomplish growth.
Distinctive universities are well defined.
Their programs form an identity that those inside and outside the university can recognize. Because research universities are loose associations of units and not tightly linked as in many types of organizations, they can increase their distinctive nature only if faculty are fully supported and faculty leadership is strong. As recent studies at Emory indicate, faculty are doing the innovative and compelling work that is vital to an adaptive, distinctive university. However, findings also suggest that we can improve support to help convert those initial conversations in offices, labs, and local coffee houses into vibrant parts of our academic profile. Specific findings are forthcoming this year.